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Pre-Assessment
Fairy Tale Unit (Introduction to Fairytales (Read a well…
- Pre-Assessment
Fairy Tale Unit
- Tracking Student Progress
Some of the ways in which I will monitor my students' progress is through formative assessments.
I plan to use Yes/No Cards and Exit Tickets. They will not be used after each individual session, but after the different concepts have been taught and practiced.
This will impact the content and struct of future lessons, as I consider what concepts need to be retaught due to gaps in learning and what concepts students have mastered.
- Introduction to Fairytales
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Accomodations
Students With Special Needs
Those who have officially been diagnosed or suspected of having special needs, will join the low group which will work with the teacher or teacher's assistant to reinforce the unit objectives. If deemed necessary, consultation hours will be used to provide extra methods of learning and resources.
English Language Learners
Three English Language Learners will also join the low group, which will have near constant teacher interaction.
In addition, ELL students will be given two additional sessions during consulting hours each week to meet with an ELL instructor to reincforce unit objectives.
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Students read a fairy tale at their Lexile level.
Then work together to create a mind map to identify the characteristics of a fairy tale are present in the text. These characteristics were introduced to all students in session 1.
Students read a fairy tale at their Lexile level.
Then work together to create a mind map to identify the characteristics of a fairy tale are present in the text. These characteristics were introduced to all students in session 1.
Students read a fairy tale at their Lexile level.
Then work together to create a mind map to identify the characteristics of a fairy tale are present in the text. Students in this group will be provided with a pre-formatted mind map and guided by the teacher.
In pairs, re-read the fairy tale from session 2.
Then brainstorm ideas for a fairy tale character.
Draw a picture of their character.
Write simple sentences describing their character.
Go through the fairy tale, highlight adjectives.
Finally, add these adjectives or others to their sentences.
As a class re-read the fairy tale. Read through the story and brainstorm a word bank of adjectives with the teacher.
Then using a worksheet of basic sentences from the story, use the word bank to turn the basic sentences into creative ones.
In pairs, re-read the fairy tale from session 2.
Go back and storyboard the text.
Write simple sentences for each picture.
Then create colorful sentences using adjectives.
Individually, students write a fairy tale based on the one read in class, or are given the opportunity to create their own.
The tale should include the four elements of a fairy tale introduced in session 1. Students should also be able to create descriptive sentences using adjectives.
Individually, students write a fairy tale based on the one read in class. Students will be provided with a storyboard template to help them organize their thoughts.
Their final product should contain at least three of the four elements introduced in session 1, as well as adjectives.
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Students will be given pictures from the fairytale they read as a group. They will be asked to sequence it using pictures provided by the teacher. Then they will create a storyboard.
They will be provided a template to help organize their thoughts. Before they begin writing, they should draw pictures to help organize their thoughts. Finally, they should try to include one or two of the four fairy tale elements.
Part 1: Answer an array of open-ended questions about the elements of fairy tales, grammar, and the fairy tale read in class.
Part 2: Read an 'unseen' fairy tale provided by the teacher. Compare and contrast 'unseen' fairy tale with the one read in session 2 using a Venn Diagram.
Part 1: Answer an array of open-ended questions about the elements of fairy tales, grammar, and the fairy tale read in class.
Part 2: Read an 'unseen' fairy tale provided at the appropriate Lexile level. Storyboard the fairy tale. Add descriptive sentences using adjectives.
Part 1: Answer an array of open-ended questions about the elements of fairy tales, grammar, and the fairy tale read in class written at an appropriate reading level for this group.
Part 2: Read an 'unseen' fairy tale provided at the appropriate Lexile level. Storyboard the fairy tale. Add descriptive sentences using adjectives. Students will be provided with an adjective word bank and sentence starters where necessary.
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