KTIP Pilot Project Lesson Plan Format

 

 

Name: Katie Grisham               Date:  December 1, 2006                       Age/Grade Level:  7^th grade

 

# of Students:  17  # of IEP Students:  0     # of GSSP Students:  0       # of LEP Students:  0

 

Subject:  Language Arts            Major Content:  Literature      Lesson Length:  5 days

 

Unit Title:  Fairy Tales                                     Lesson Number and Title: Fairy Tale Study

 

Context

§          This lesson begins with a reading of established fairy tales and culminates with a personal fairy tale paper.  My goal is to have the students go through the writing process to practice creative writing.

§          The students already know what fairy tales are and have been exposed the ones chosen.

§          The students may believe that fairy tales are for younger children, but beginning with the basics will help them to understand all the parts of a story.

 

Objectives

§          Students will be able to go through the writing process and see all of what it takes to write a story.  This will give them the ability to pinpoint parts of a story and help them analyze writings.

 

Connections

      •     RD-07-2.7: Students will make predictions, draw conclusions, make generalizations, or make inferences based on what is read.

      •     RD-07-3.1: Students will analyze the relationship between events in a story and a character’s behavior. 

      •     RD-07-3.3:  Students will explain or analyze how a conflict in a passage is resolved.

     

      •     WR-07-1.1.02 (In Literary Writing): 

• Students will communicate to an audience about the human condition by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image, or showing an extraordinary perception of the ordinary, etc.

• Students will apply characteristics of the selected form (e.g., short story, play/script, poem)

• Students will sustain point of view

• Students will sustain a suitable tone or appropriate voice

• Students will apply a fictional perspective in literary writing when appropriate

      •    WR-07-1.2.02 (In Literary Writing): 

• Students will communicate theme/main idea through use of literary elements appropriate to the genre.

• Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions, or dialogue when appropriate

• Students will develop plot/story line appropriate to the form

• Students will develop an appropriate setting, mood, scene, image, feeling, or story line

• Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) when appropriate

• Students will incorporate reflection or insight

 

Resources, media, and technology

§          The students will be assigned a computer for the week.

§          The sites were used on my curriculum page:

http://slipper.mit.edu/cinderella.html

http://www.scils.rutgers.edu/~kvander/snowwhitetext.html

http://www.pitt.edu/~dash/type0333.html

http://www.geocities.com/Heartland/Estates/4967/rumpel.html

http://www.brainpop.com/english/writing/writingprocess/

http://www.brainpop.com/english/writing/moodandtone/

http://www.brainpop.com/english/writing/strengtheningsentences/

http://www-ma.beth.k12.pa.us/jhoke/jhwebquest/jhwebquest.htm

 

Procedures

§          I am going to use a character map to help the students understand the development of character.

§          They will also write a rough draft of their papers and then peer edit them to make a final draft.

§          For my other learners, I will have them tell a story aloud to me.

 

Assessment Plan

§          The students’ assessment is the final draft of the personal fairy tale.

CATEGORY	10	8	6	4
Creativity	The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.	The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Characters	The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately.	The main characters are named and described. Most readers would have some idea of what the characters looked like.	The main characters are named. The reader knows very little about the characters.	It is hard to tell who the main characters are.
Problem/Conflict	It is very easy for the reader to understand the problem the main characters face and why it is a problem.	It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.	It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.	It is not clear what problem the main characters face.
Solution/Resolution	The solution to the character's problem is easy to understand, and is logical. There are no loose ends.	The solution to the character's problem is easy to understand, and is somewhat logical.	The solution to the character's problem is a little hard to understand.	No solution is attempted or it is impossible to understand.
Spelling and Punctuation	There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.	There is one spelling or punctuation error in the final draft.	There are 2-3 spelling and punctuation errors in the final draft.	The final draft has more than 3 spelling and punctuation errors