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Running head: FAIRY TALE RETELLING 1

EDU 603 Final Project: A First-Grade Fairy Tale Retelling Unit

Vanessa Ferguson

Post University

FAIRY TALE RETELLING

EDU 603 Final Project: A First-Grade Fairy Tale Retelling Unit

Part I: Statement of Educational Philosophy

The purpose of early childhood education is to foster critical, creative, and higher order

thinking within active learning experiences; while ensuring instructional methods are effective

for all students. The differences between understanding and knowing should always be

recognized and considered. Understanding is about transfer (Wiggins & McTighe, 2005). The

Universal Design for Learning (UDL) supports this belief. UDL is a “blueprint for creating

flexible goals, methods, materials, and assessments for everyone” (McGhie-Richmond & Sung,

2013, p. 44). The role of a teacher is to develop lessons that meet the needs of every student.

Furthermore, educators need to develop lessons and activities that are meaningful to students.

To accomplish this, teachers need to create units using the backwards design and start thinking

about what students should understand at the end of the unit. When developing units and

curriculum, teachers need to consider what the essential questions are and what big ideas they

want their students to consider and explore.

It is important for teachers to create an environment that allows them to teach students

how to think, not what to think. Content should be delivered in developmentally appropriate

ways to meet the district and state standards with strategies that are appropriate for the young

learner. Utilizing the principles of UDL, allows educators to incorporate sensory-rich learning

experiences into the classroom (Brand & Dalton, 2012). A sensory-rich classroom is one that

embeds sensory processing. Early childhood classrooms should have materials for students to

touch, see, hear, and experience which allow them to produce evidence of their new learning.

Sensory integration works within all curricular areas especially in a play-based environment.

Play and interactive-based literacy and math centers encourages communication, decision-

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making, and collaboration. Roskos and Christie (2011) stated literacy-rich play environments

nurture the knowledge that children need to learn to read and write (p. 212).

Education is a very powerful aspect of a person’s life. The early childhood years are vital

because they are the foundation of a student’s educational career and it needs to be strong and

solid. Early childhood students should leave their current grade/classroom with a sense of

confidence and a love of learning. Early childhood classroom activities should be play-based in

nature. To achieve this goal, every early childhood student should have regular opportunities to

engage in active learning. When “children plan and act out stories during dramatic play, they

have an opportunity to consolidate their growing knowledge about narrative story structure,

building a foundation for comprehending and writing stories” (Roskos & Christie, 2011, p. 209).

Active learning is essential in the early childhood classroom for many reasons. Students

are learning more than just academics in their first years of school. They need to be able to

cooperate and collaborate with peers in a respectful manner. Students should have many

opportunities to dialogue and work with peers throughout their school day. Perkins (1999) stated

“constructivists often emphasize that knowledge and understanding are highly social and

generally cast learners in an active role” (p.7). Another role of a teacher is to facilitate young

students on their journey as emergent readers, writers, and thinkers. Teachers should model new

learning and “foster patterns of interactions that allow learners significant autonomy and choice”

(Perkins, 2009, p. 212). The teacher should be an active participant and facilitator while making

sure each student is successful in academic cooperative learning experiences.

Finally, educators should ensure that all student needs are being met. Small group

instruction, well designed literacy and math centers, and continual feedback will equip students

with the tools and strategies they need to be successful in the classroom. Teachers should also

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make sure they are aware and acknowledge the diversity of their students. Students should be

encouraged to share their culture with their peers and in their work when applicable.

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Part II: Rationale of CurriculumThis unit is designed for a regular education classroom of first-grade students. This first-

grade class consists of:

16 first-grade students

Ages 6 and 7

14 live in Bolton, CT

2 live in Hartford, CT

10 students are reading on grade level

3 students are receiving Tier II support for reading

3 students are in an enrichment program

1 student has repeated first grade

13 students went to kindergarten in Bolton

The students in this class were introduced to retelling fiction stories in kindergarten. The two

elements of retelling that students focused on were identifying the characters and the setting of

the story. This year they will be taught to retell story events with details, identify the main

character and character emotions, and state and reflect on author’s purpose. Reading

comprehension is a skill young students need to continue to develop and strengthen.

In the early planning phase of this unit, essential questions, big ideas, and understandings

were developed. The backward design was applied during the creation of this unit. Creating big

ideas and essential questions help students realize “that education is not just about learning “the

answer” but about learning how to learn” (Wiggins & McTighe, 2005, p. 108). For this reason,

this unit’s lesson experiences and activities focus on students’ understanding of why readers

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retell stories, the strategies to effectively do so, and why authors write books. The lessons

encourage students to use higher order thinking skills rather than just recall the information.

Lessons were developed with Wiggins and McTighe’s (2005) six facts of understanding at the

forefront: explaining, interpreting, applying, having perspective, emphasizing, and having self-

knowledge. Students are familiar with the genre of fairy tales but will dive deeper into the

structure and how they are set up. They will apply that knowledge to their performance tasks.

Students will be learning about author’s purpose and character emotions for the first time and

will have to interpret the message or lesson the author wants them to take away, and empathize

with the characters as they are reading or listening. Students will be creating an interactive retell

with a peer group. They will be working closely with peers to create a product that showcases a

full retelling of the fairy tale they chose. This will provide them with perspective on how others

(their peers) think. While students have not yet been introduced to checklists and rubrics, they

will be taught to utilize these tools throughout this unit to revise and rethink their work.

Unit lessons will go in a sequential order beginning with students’ prior knowledge of

characters and setting, to thinking a bit deeper about both, to learning about story events and

structure, details, and at the end author’s purpose. Students will understand that reading equals

understanding and how to transfer their knowledge of the story into the creation of their

interactive retell product. Instruction will be given during the first 15-30 minutes of a 90-minute

literacy block. For the remainder of the time, students will be working collaboratively with peers

to complete an activity that allows them to explore that new learning. The teacher will be

meeting with groups of children to review the work that is being completed and give further

instruction as needed.

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The first grade students this unit was designed for have a multitude of learning needs.

Three students are reading below grade level and require extra support within the classroom.

Three students are in an enrichment program and are reading significantly above grade level

while the rest of the students are reading on grade level. For these reasons, this unit includes

many forms of differentiation such as choice boards with multiple activities, assistive technology

for struggling readers, small group instruction, continual feedback and opportunities for revision,

visuals on posters, rubrics and checklists to guide learning, and conferences with the teacher.

The three networks of the Universal Design for Learning (UDL) were taken into

consideration during the lesson-planning phase of this unit. The “recognition” network is present

in this unit because instruction will be delivered in many forms using many materials (CAST,

2014). Students will read multiple fairy tales and explore them through interactive, independent,

teacher-guided, and self-selected activities. Information given will be visual and auditory in

format with opportunities to explore. The “strategic” network of UDL suggests that educators

provide multiple ways for students to demonstrate what they know (CAST, 2014). In this unit,

students will be choosing an activity from the choice board provided in order to complete the

performance task. The “affective” network is prevalent throughout because the students in this

classroom are very motivated by fiction, magic, and fairy tales. The materials they will be using

to complete the performance task also motivate young children.

This unit requires and promotes students to be active in their learning experiences. The

constructivist theory suggests that students should be collaborating with peers to solve problems

that are relevant to them while observing and exploring the world around them (Post University,

n.d). Through the performance task and other unit activities, students will have numerous

opportunities to discuss, reflect, revise, and create with peers. Perkins (1999) stated,

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“considerable research shows that active engagement in learning may lead to better retention,

understanding, and active use of knowledge (p.3).

Part III: Unit Plan

Stage I

First Grade: Fairy Tale Retelling Unit

This unit will introduce first grade students to the strategies needed to retell story events with details, recognize character emotions, and explore and identify the author’s message or lesson. In kindergarten, students learned how to identify the characters and setting of a story. This unit will build on those skills. Students will be participating in collaborative learning activities that will foster their development of a full retell including all story elements.

STAGE 1- STANDARDS/GOALSWhat should students understand, know, and be able to do? Stage one identifies the desired results of the unit including the related state content standards and expected performances, enduring understandings, essential questions, knowledge and skills.

Content Standard(s)

Generalizations about what students should know and be able to do.

Content Standards

Primary Expected Performances

RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Students will identify the author’s purpose and explain what they learned after reading the book. Students will describe the details in the story that helped them understand the author’s message or lesson.

RL.1.3: Describe characters, settings, and Students will retell stories starting with

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major story events in a story, using key details

identifying the characters, main character, and settings. They will start retelling story events by saying (“First…)” and continue in sequential order until the end of the story, including details in each event. Students will also discuss how the characters’ emotions changed throughout the story.

SL.1.1: Participate in collaborative conversations with diverse partners about grade one topics and texts with peers and adults in large and small groups.

Students will work with a small group of peers to produce and create an interactive retell. Students will have the choice to construct the story events in the block center with props, create puppets and use the puppet theater, paint a mural of the setting, characters and story events, and/or create a storyboard with all story elements. Students will use respectful language, do their share of the work, and take turns creating their product. Using their finished product, students will verbally retell the story to the teacher.

Enduring UnderstandingsInsights learned from exploring

generalizations via the essential questions (Students will understand THAT…)

K-12 enduring understandings are those understandings that should be developed

over time, they are not expected to be mastered over one unit or one year.

Essential Questions

Inquiry used to explore generalizations

Overarching Enduring Understandings: Students will understand that

authors write with a purpose. Students will understand that stories

convey meanings. Students will understand that there is

a structure to every story. Students will understand how to

comprehend what is read.

Unit Specific Enduring Understanding

Students will understand that focusing on details can help readers

1. Why do readers read? 2. Why do readers retell stories?3. How do readers create meaning when

they read?4. What do strong readers think about

when they read?

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understand the story. Students will understand that authors

can include a message or lesson within the story.

Students will understand that strong readers use strategies to comprehend the story events.

Knowledge and Skills

What students are expected to know and be able to do

KnowledgeThe students will know…

Vocabulary words such as character, setting, beginning, middle, end, emotion, message, lesson, sequence, order

Why it is important that readers retell stories What is meant by sequential order How to create meaning when reading

SkillsThe students will be able to…

Answer questions about key details in a story Construct the story events with character props, and blocks Act out the story elements in sequential order Sequence the story events using words such as (First, Next, Then, Last) Act out the characters’ emotions during retell State the author’s message or central lesson

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Stage 2

Stage 2 – Assessment Evidence

GRASPS Elements of the Performance TaskG – GoalWhat should students accomplish by completing this task?

Students’ performance task will be retelling a fairy tale story of their choice to kindergarten students and peers. Students will include all story elements and character emotions during their retell as a way to authentically describe the story. Students may choose how they are going to present their story from the choice board (storyboard, story clothesline, puppet show, blocks and props). Students will read self-checklists for retelling and for group participation before starting this performance task and again throughout the creation. Students will need to plan their performance task before starting: designate a character to each student, give each person a part in the creation…ect. Students will meet with the teacher to review their plan before getting started on the actual performance task.

GRASPS Elements for Performance Task: Goal: Your group’s goal is to perform a live retelling of your

fairy tale with the props you have chosen to use (storyboard, puppets, blocks, ect.).

Role: You will be a fairy tale actor/actress or storyteller. Audience: Your group’s audience will be kindergarten

students and peers. Situation: Your group has been asked to retell a fairy tale.

Your retell must include all story elements: characters, setting, story events, and character emotions. You must also explain what the author wanted you to learn. You will perform your story to kindergarten students and your peers.

Product/Performance/Purpose: Your group will need to create a retelling of your fairy tale in the form of a storyboard, story clothesline, block display with character props, or a puppet theater show. Your retell needs to include characters, the setting, and all story events and character emotions. The purpose of this task is to describe a fairy tale for younger students and peers and make them feel as though they have read the fairy tale. You need to be as descriptive as possible in your actions and/or pictures.

R – RoleWhat role (perspective) will your students be taking?A – AudienceWho is the relevant audience?

S – SituationThe context or challenge provided to the student.

P – Product, Performance

What product/performance will the student

create?

S – Standards & Criteria for Success

Create the rubric for the Performance Task

See Appendix A

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Other EvidenceThrough what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.

Student Self-AssessmentHow will students reflect upon or self-assess their learning?

Students will be given several individual assessments throughout this unit during small group literacy instruction. Retelling is an on-going skill that is assessed consistently throughout the first grade year. The Developmental Reading Assessment (DRA) is administered three times during the school year. For this assessment, students do a cold read and retell as much of the story as they can. This assessment doesn’t get to the heart of understanding that authors write for a reason and that stories have a structure for a reason; however, it does provide some quick information as to what the student remembers from the story and what clues they have used while reading. Students also take comprehension check-ins throughout the school year as part of our reading program. These are quick comprehension questions about author’s messages and central lessons. It is another way to gather information throughout the year.

Students will have a self-checklist to fill out after unit activities and their live retell. Students will check off all elements of their retell. Also, because this performance task requires students to be interactive and complete a retell together, students will also self-assess on their participation within their group. Students will summarize how they contributed to the activity, assess the quality of their product, and determine what they might do next time to improve contributions. All checklists will be developmentally appropriate for six-year-old students and will include words and pictures. See Appendix B

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Stage 3

Learning Plan (Stage 3)Where are your students headed? Where have they been? How will you make sure the students know where they are going?

Readers in this unit are headed toward a deeper level of reading comprehension. Students are already familiar with characters and setting but will now learn that every story has a structure, authors write with a purpose, and characters’ feelings can change throughout the course of story. The teacher will clearly demonstrate and explain the story structure (beginning, middle, and end) and provide an example of a full retell at the start of the unit.

How will you hook students at the beginning of the unit?

First grade students enjoy reading fairy tales. Most children have either read or watched most of the fairy tale books and movies. Fairy tales have magic and excitement that draws in children’s attention. Also, students will have a high level of choice in this unit and have the opportunity to retell using blocks, dramatic play props, puppets/masks, and many other engaging materials. At the start of this unit, students will share what their favorite fairy tale is and why. The class will talk about why fairy tales are fun to listen to or watch.

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?

Students will explore fairy tale story structure, author’s purpose, characters, and setting through daily mini-lessons and center activities. Students will also explore sequencing strategies and how to create meaning when reading by noticing details. These experiences will lead to students creating a full interactive retell at the end of the unit.

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

During each lesson activity, the teacher will monitor each student’s work and conference with them about what they are learning. The teacher will observe and question to guide student thinking. At the end of each lesson, students will be asked to review the work they have done. There will be wrap-up questions directly related to the lesson that students will discuss with peers and then with the class and teacher.

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

The teacher will start each new lesson with a question from the previous lesson. Students will participate in turn-and-talks to discuss the question. The teacher will then guide a discussion about what students remember and build on that knowledge. Students will have opportunities to showcase their new learning during the lesson activity. Students will complete a self-assessment after they complete the performance task at the end of the unit. They will need to review and explain their work to determine if

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they included all parts of a full retell.

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

Students will be participating in many small group activities, turn-and-talks, and repeated exploration of fairy tale stories. These experiences will help all students be collaborative and successful within their group. The teacher will consistently model the new learning, provide examples of the expected product, and incorporate visuals on all rubrics and activity materials. The focus of this unit is reading comprehension; therefore, technology will be incorporated in this unit for struggling readers. Tumblebook Library and starfall.com are websites that read stories to children. Students will also watch first graders retelling stories through videos found on YouTube and video recordings of previous students’ retell projects.

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

The learning activities start with getting familiar with fairy tales and understanding how they are different from other stories. The lessons then introduce students to the strategies readers can use to comprehend what they read, and from there story structure, story events, details, sequencing, and character feelings/traits. Each lesson will have interactive activities that students will complete together. Students who struggle with reading comprehension will have ample opportunities to talk with peers and the teacher during every lesson and explore their new learning with lesson topics that will make retelling meaningful to them. Students will be given developmentally appropriate checklists to guide their success throughout this unit. They will use these tools to revise their retelling work. Students will be provided finished products as examples and visuals during lessons.

# Lesson Title Lesson Activities Resources

1Fairy Tale Introduction & What is retelling?

Introducing the genre: Teacher will read Cinderella.

Activity: Students will explore many fairy tale books with partners and get familiar with the genre. Discuss Questions: What is your favorite fairy tale and why? Why are fairy tales fun to read or listen to?

-Many copies and versions of Fairy Tale books

-Technology: Tumblebook Library software for students to listen to fairy tale stories

-Photographs and videos of completed retell projects

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Students will come together at the end and share observations. Students will also discuss retelling and why it is important for readers to use this strategy.

Students will see examples of completed performance task projects. W, H, T, E(2)

Cinderella (any version)

2What is a Fairy Tale?

Read Aloud: Sleeping Beauty The teacher and students will create a fairy tale information chart based on the observations found during lesson one and the read aloud story. Students will reference this chart throughout the unit. E(1), O

-Fairy Tale Information chart on SmartBoard -Suggested Text: Sleeping Beauty (any version)

3 Fairy Tale Vocabulary

Students will learn and find vocabulary words that are found in many fairy tales (i.e., once upon and time and happily ever after).

Students will look through many fairy tales with a peer and write down a list of the words they see in every book. The teacher will transfer these words onto the Fairy Tale bulletin board. Students will reference these words, as they should be included in their retell. W, O

-Bulletin Board and index cards -Basket of fairy tale books -Fairy Tale Vocabulary Search Chart

4 Activate Schema: How can schema help someone become a better reader?

Students will participate in turn and talks to discuss what they already know about fairy tales.

Students will complete a schema graphic organizer depicting what they already know about fairy tales. O, E(1), T

-Schema Organizer

5 Picture Walks Students will learn to use pictures to build understanding about the story.

The teacher will model a picture walk for students using Little Red Riding Hood.

Student will choose a fairy tale book and go on a picture walk with a peer. H, E(1), T, O

-Variety of fairy tale books Little Red Riding Hood (any version)

6 Story Elements: What do

Students will explore the elements that are in every fairy tale (kind character that is mistreated, evil or wicked character, magic,

Suggested Texts: Cinderella

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authors include in fairy tales?

royalty, once upon a time signaling the beginning, and happily ever after signaling the ending). Activity: The teacher will read aloud two fairy tale stories and students will describe, draw, and label all of the elements in each story. H, T, O, E(1)

Snow White and the Seven Dwarfs

Large construction paperPencilsCrayons/markers

7 Main Character(s)Traits

Students will hear Walt Disney’s The Three Little Pigs.

Students will learn that a character’s traits are different that just their appearance and discuss the three pigs’ character traits.

Independent Activity:Characters Inside and Out R, H, O, E(2)

-Walt Disney’s The Three Little Pigs (a Little Golden Book) -Characters Traits

8 Villain (Evil) Character Traits

Students will review the stories: Snow White and Cinderella.

Students will discuss what makes a character evil. Who are the villains in each story? Students will list reasons these characters are evil and why.

Peer Activity: Students will pair up. One will be Cinderella and one will be the evil stepmother. ORSnow White and the Evil Queen (students’ choice) Students will act out a scene from the story and portray their character using all the traits learned for lesson 7 and 8. W, T, E(1), E(2), H

Snow White and the Seven Dwarfs

Cinderella

Video camera to tape student performances for self-assessment

9 Character’s Feelings Throughout story

Students will watch character emotions develop through Goldilocks and the Three Bears. Students will watch a cartoon and look at the characters’ facial expressions, tone of voice, body language, and spoken words.

Independent Writing Activity: Students will complete the prompt using a fairy tale of their choice:I read the fairy tale_________.

YouTube: Goldilocks and the Three Bears

Writing Sheet

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I am thinking about how (character name) feels. Here are my thoughts: E(2), O, T

10 My Character: Students will choose a character from any of the fairy tales they have read so far in the unit. They will need to describe their character using the character map. Descriptions must include emotions and traits. Students will conference with and receive feedback from the teacher before sharing with the class. Students will share their character with the class. All maps will be hung on the fairy tale bulletin board. O, W, H, R

Character Map Fairy Tale Books

11 Setting of Fairy Tales: 2 day lesson

Day 1: Students will listen to The Three Billy Goats Gruff. As a class, students will determine the setting of the story: where and when the story took place. Class discussion about setting: notice the weather, time of day, and location

Students will watch BrainPop Jr. video: What is the setting of a story? W, H, T

Day 2: Creating a Setting

Students will review what a setting is. Then they will create a fairy tale setting of their own. They will draw their fairy tale setting and present it to the class. Settings should be full of detail and display the time of day, location, and weather conditions.

W, E(1), H, T

The Three Billy Goats Gruff (any version)

Brain Pop Jr. website

Construction paperMarkers

12 Beginning MiddleEnd 3 day lesson

Throughout the next 3 days students will be working to complete the beginning, middle, and ending anchor chart with a fairy tale book of their choosing. This will kept in their reading folders until finished. This will be a shared and independent reading and writing activity. The class will be working with one book: (Pinocchio) and creating one anchor chart together during the mini-lesson. This

Anchor ChartPinocchio SmartBoard

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will serve as the example and a reference for students. The students will choose their own fairy tale to use independently and create their own anchor chart. They will need to read the book on their own; therefore, some students will be listening to their fairy tale on Tumblebook Library or at the listening center.Day 1: Beginning Class Activity: Students will discuss what information they are given in the beginning of the story (characters, setting, first events). The teacher will read Pinocchio to the class and ask the students to listen for beginning events. Who did you meet? Where are they? What did they do FIRST? As a class, fill out the beginning section of the class anchor chart on the SmartBoard.

Independent Extension Activity: Students choose their fairy tale. This will be kept with their reading folders and anchor chart. Students are to read or listen to their fairy tale and complete the beginning section of their anchor chart using the same questions: Who did you meet? Where are they? What did they do FIRST? Last step for day 1, conference with the teacher for feedback. W, H, R, T,

Day 2: Middle:Class Activity: The teacher reviews the story Pinocchio with the students and the beginning section of the anchor chart. Pose the questions: What happens NEXT? What do the characters do? Do they have a problem? Who else did you meet? As a class, fill out the middle section of the anchor chart on the SmartBoard.

Independent Extension Activity: Students retrieve their reading folders and fairy tale. They repeat the same steps that they

Pinocchio (any version)

Class anchor chart (on SmartBoard)

Individual anchor chart

Fairy Tale Books for students to choose from

Tumblebook Library fairy tale choices

Listening Library Fairy Tale Choices

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did with the class: review the story and fill out the middle section of the anchor chart. Last step for day 2, conference with the teacher for feedback. W, H, R, T, O

Day 3: EndingClass Activity:Follow same steps as Day 2. Pose new questions: How did the characters solve the problem? What is the LAST thing that the characters did? What happened to the evil villain? What happened to the kind character?

Independent Extension Activity: Students will finish up the last section of their anchor chart and conference with the teacher for feedback.

W, T, E(2), O 13 Noticing

details when reading

Mini-Lesson: Students will look at pictures from fairy tales on the Smart Board. They will look deeply at the character’s face, the setting, and what is happening in that scene. Class will discuss questions such as: What are the characters doing?What has happened to them? Where are they? What do you think will happen next based on the picture details?

SmartBoard

Google Images: pictures of fairy tails from books

14 Making connections while reading

Teacher will read The Three Snow Bears by Jan Brett. Students will use this text to discuss and complete the graphic organizer as a class.

Students will make text-to-self connections: This book reminds me of a time…

Students will make text-to-text connections: This book reminds me of another book called… (for example: Goldilocks and the Three Bears)

Students will make text-to-world connections: This book reminds me of something in the

The Three Snow Bears by Jan Brett

Making Connections Graphic Organizer on SmartBoard

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world…

Students and teacher will discuss why it is important and useful for readers to make connections to the stories they read. W, H, O, E(1)

15 Sequencing 2 day lesson

Group Activity: (day 1) After the teacher reads The Little Red Hen, students will be divided into groups of four. They will each be given a part of the story to illustrate on big paper together.

Students will come together and put the pictures in order. The teacher will write in bold marker the words: first, next, then, and last to each illustration.

Extension/Practice Activity: (day 2) Students will read a fairy tale independently, in a small group, or using Tumblebook Library (depending on their reading abilities) and complete the sequencing chart.

R, T, O, E(1)

-Sequencing Story: The Little Red Hen (any version)-Large construction paper -Coloring utensils

-Fairy Tale Sequencing Chart -Suggested Technology: Tumblebook Library or listening center

16 Author’s Message:What is the author trying to teach us?

Continue to use The Little Red Hen as a text. Read the story aloud again to the class.

Discuss with students how to determine what the author is telling the reader to think about by posing these questions: What is the problem?What does the character do about the problem?What does the character learn?What does the author want us to learn?

Students will do a turn-and-talk with a peer discussing what the character learned in the story and what they learned from the story.

Activity: Students will draw and write about a lesson that the main character learned in the story.

Students will conference with teacher for feedback.

The Little Red Hen (same version as Sequencing lesson)

Learn a Lesson Activity

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W, T, O 17 Preparing for

Performance Task

Students will start preparing for their performance task.

Show students pictures and videos of completed retell projects again.

Show students the choice board and materials and explain what they will be creating.

Divide students into groups of 4. Have each group look through fairy tale books and choose one they’d like to read and use for their project. Then students should choose a project from the choice board.

Show and explain the self-checklists. These will be kept in students’ reading folders.

Have students explore and brainstorm with each other how they will create their project and designate roles.

Students will share their initial thoughts and plans with the teacher for feedback.

H, T, O, E(2), E(1)

Pictures/videos of interactive retelling projects

Choice Board Fairy Tale Books

Self-checklists

18 Performance Task (This may take 1-2 days to complete)

Students will start creating their performance task project with their groups. Teacher will review the expectations of the lesson and point out where all the resources are around the room (i.e. visuals, checklists, anchor charts, vocabulary wall, ect.)

Students will begin by reading their fairy tale together.

Then students will start creating their interactive retelling project.

When students have completed their project, they will use their checklists to make sure they have incorporated all required parts.

Performance Task materials and books

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They will then being practicing acting out their story and rehearsing for share out remembering character emotion and story events.

Throughout this entire process, the teacher will be facilitating and providing consistent feedback to all groups. W, H, R, T, E(2)

19 Share Out/Act Out Performance Task for Class

Students will showcase/act out their fairy tale for the class.

W, H, T

Cameras and video camera to capture performance task projects

Checking for UDL PrinciplesAssess and Reflect (Stage 4)

Considerations Comments

Required Areas of Study:The outcomes, performance tasks, and learning experiences are all focused around the big idea: readers retell stories to become stronger readers.

For struggling students: Small group

instruction

Consistent teacher

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All lessons and activities in this unit are centered around the idea that readers can use strategies to retell stories. The specific purpose of this unit is to provide students with the tools and strategies to notice story elements and details to become stronger readers. Throughout this unit, students will have many opportunities to explore the strategies introduced and participate in retelling activities with consistent feedback from peers and the teacher.

feedback

Visuals and pictures of retelling strategies

Assistive technology for reading fairy tales

Watching videos of children retelling stories

Adaptive Dimension: Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?

This unit takes into consideration all student academic needs. Struggling readers will have assistive technology that will read fairy tales out loud, small group instruction for repeated practice with skills, and consistent feedback with opportunities to revise. This unit also takes into consideration that students come from many different backgrounds. Some students are very familiar with fairy tales while others are not. The first activity in this unit allows all students to explore fairy tales, create an anchor chart with fairy tale characteristics, and participate in turn-and-talks about prior knowledge. There is a high level of choice and collaboration within this unit. Students will have multiple opportunities and avenues to demonstrate their learning. Students who have limited vocabulary will benefit from constructing a retelling product out of blocks, props, puppets, ect…rather than having to do a complete verbal retell independently.

See Planning Pyramid: Appendix D

For students who need a challenge:

Make inferences about author’s message and provide evidence from the text

Transfer retelling strategies to chapter books with no pictures

Use context clues to extrapolate meaning

Incorporate many details into their retell

Instructional Approaches: The constructivist theory was considered when creating this unit. Constructivists believe that students are active participants in their learning and interpret information rather than simply record it (The Office of Learning and Teaching, 2004). There are a number of teacher-led mini-lessons but the majority of this unit requires students to be interactive with each other and create products based on their new learning. The teacher facilitates students through the activities and provides feedback. All lessons and activities are student-centered. Resource Based Learning:Students have consistent access to checklists, visual charts and graphic organizers, pictures of completed retelling projects, fairy tale vocabulary words, their individual reading folder with all activities, numerous fairy tale books, the technology center, and consistent feedback from teacher.

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FNM/I Content and Perspectives/Gender Equity/Multicultural Education: Have I nurtured and promoted diversity while honoring each child’s identity?

There is a high level of choice integrated into this unit. Students are able to choose fairy tales to read, explore, and create with. There are many different versions of each fairy tale for students to compare and contrast with many multi-cultural versions as well.

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References

Brand, S., & Dalton, E. (2012). Universal design for learning: Cognitive theory into practice for

facilitating comprehension in early literacy. Forum On Public Policy, 1. Retrieved from

http://files.eric.ed.gov/fulltext/EJ979433.pdf

McGhie-Richmond, D., & Sung, A. (2013). Applying universal design for learning to

instructional lesson planning. International Journal Of Whole Schooling, 9. Retrieved from


National Center on Universal Design for Learning. (2014). What is udl? Retrieved from

http://www.udlcenter.org/aboutudl/whatisudl

Perkins, D. (1999). The many faces of constructivism. Association For Supervision And

Curriculum Development, 1. Retrieved from

http://www.wou.edu/~girodm/library/Perkins.pdf

Perkins, D. (2009). Making learning whole: How seven principles of teaching can transform

education. San Francisco: Jossey-Bass.

Post University. (n.d.). Educational Philosophy and Theory [Presentation Slides]. Retrieved from

https://post.blackboard.com/bbcswebdav/pid-3107833-dt-content-rid-25194568_1/courses/

EDU603.901202035910/Documents/EDU603%20-%20Unit%203%20Lecture

%20Notes.pdf

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https://post.blackboard.com/bbcswebdav/pid-3107833-dt-content-rid-25194568_1/courses/EDU603.901202035910/Documents/EDU603%20-%20Unit%203%20Lecture%20Notes.pdf



http://www.wou.edu/~girodm/library/Perkins.pdf

http://www.udlcenter.org/aboutudl/whatisudl




Roskos, K., & Christie, J. (2011). The play-literacy nexus and the importance of evidence-based

techniques in the classroom. The America Journal of Play, 4. Retrieved from


The Office of Learning and Teaching. (2004). Most Influential Theories of Learning. Retrieved

from UNESCO website: http://www.unesco.org/new/en/education/themes/strengthening-

education-systems/quality-framework/technical-notes/influential-theories-of-learning/

Wiggins, G.P., & McTighe, J. (2005). Understanding by design. Alexandria, VA:

Association for Supervision and Curriculum Development.

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http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/influential-theories-of-learning/

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/influential-theories-of-learning/



Appendix A

Student Retelling Rubric

Fully Present (2) Somewhat Present (1)

Not present (0)

Complete Retell

The student included all elements: all characters, setting, and 3 events.

The student included characters, setting, and 2 events.

The student included characters, setting, and no story events.

Sequence Retell was in sequential order, had a clear beginning, middle, and end.

Retell went in semi-sequential order, had a clear beginning and end but events were out of order.

Retell was not in order, did not have a clear beginning, middle, or end.

Elaboration Details were added to each story event.

Details were added to at least one story event.

No details were added.

Character Emotions

Student clearly and accurately demonstrated character emotions and used expression and intonation while retelling.

Student uses some expression and intonation while retelling the story.

No expression used, monotone voice for characters.

Author’s Message/Central Lesson

Articulation of author’s message is clear and connects to the author’s purpose for writing the fairy tale. The student demonstrates understanding of author’s purpose.

Articulation of author’s message is somewhat clear demonstrating a lack of understanding about the author’s purpose for writing the fairy tale.

Articulation of author’s message is unrelated to the fairy tale or not given.

Group Participation The student collaborated on all parts of retell project and was respectful to peers.

The student collaborated on some parts of the retell project.

The student did not collaborate on the retell project. His/her contributions are unclear.

Total: ________/12

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Appendix B

Student Self-Checklists

Retelling ChecklistStory Elements

Yes!

I am starting to…

Not Yet

I included all the characters.

I included the setting of the story.

I included the beginning. I included the middle.

I included the ending.

I added details to every event.

I added character emotion to every event. I added the author’s message at the end.

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Retelling ChecklistGroup Participation

Yes!

I am starting to…

Not Yet

I shared all the materials.

I helped my group.

I used respectful language.

I completed my job.

I helped retell the story to the kindergarten class and to my classmates.

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Appendix C

Curriculum Designer Rubric

Fully Present (2 points)

Somewhat Present (1 point)

Not present (0 points)

Stage 1: Identifying Desired Results/Essential Questions and Understandings

The essential questions fully align with standards and with the knowledge and skills required of students. Enduring understandings are aligned to essential questions and encourage transfer. Understandings are big ideas that students need to uncover over time.

Essential questions are present but do not encourage transfer. Understandings are aligned to essential questions but do not have to be uncovered over time.

Essential questions and understandings are not present or are incomplete.

Stage 2: Determining Acceptable Evidence/Authentic Performance Tasks

Performance tasks offer multiple (4 or more) ways for students to show understanding. Performance tasks use the GRASPS tool and require students to use a high level of understanding.

Performance tasks offer two ways for students to demonstrate understanding and do not utilize the GRASPS tool.

Performance tasks do not require students to use a high level of understanding and only offer one way for students to demonstrate understanding.

Stage 3: Learning Experiences

Students are shown a finished product at the beginning of the unit. Lessons are clear, engaging, provide ample opportunities for collaboration, feedback and revisions, and fully align to the big ideas of the unit.

Students are not shown a finished product at the beginning of the unit. Lessons provide opportunities for collaboration and align to the big ideas of the unit.

Lessons may not align to big ideas, and there are no opportunities for collaboration and feedback throughout the unit.

Student Knowledge and Skills/Planning

Unit includes a planning pyramid

Unit includes a planning pyramid

Unit does not include planning

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Pyramid stating the expectations for some, most, and all students. Unit lessons provide students multiple ways to exhibit these skills and knowledge.

stating the expectations for some, most, and all students. Unit lessons provide students with one or two ways to exhibit these skills and knowledge.

pyramid.

Opportunities for Student Self-Assessment and Clear Expectations Throughout Unit

Students are provided with a developmentally appropriate self-assessment rubric with clear expectations and continuous feedback from the teacher.

Students are provided with a self-assessment rubric and clear expectations.

Students are not provided with a self-assessment rubric.

Differentiation/Meeting the Needs of all Students

Unit provides differentiation for all students in multiple ways. Unit includes: technology, small and whole group instruction, continuous feedback, peer collaboration, and a choice board for performance tasks.

Unit provides differentiation for students by utilizing three or four of these strategies: technology, small and whole group instruction, continuous feedback, peer collaboration, and a choice board for performance tasks.

Unit provides differentiation for students by utilizing one or two of these strategies:technology, small and whole group instruction, continuous feedback, peer collaboration, and a choice board for performance tasks.

Total= ____/12

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Appendix D

Planning Pyramid: Some, Most, All Students

Some students will know… How to retell in sequential order including details with no pictures How to self-monitor for comprehension while reading How to retell longer text such as chapter books Making inferences and connections can help strengthen comprehension

Most students will know… Readers read with a purpose Authors write with a purpose How to differentiate the main character from the others How to use context clues to extrapolate meaning How to incorporate details into their retell

All students will know… Every story has a beginning, middle, and end Authors can include messages and lessons in their stories Strong readers use strategies to understand the story How to retell the characters, setting, and major story events Character emotions can change throughout the story Transition words (first, next, then, last) are used to organize the story How to use pictures to help create meaning

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Appendix E

Student Choice Board

Each section of the choice board will have an accompanying

picture/visual

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Appendix F

Unit Worksheets

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Make a list of all the fairy tale words you see in your book.

Fairy Tale Vocabulary Search


Name ________

Before I read, I will THINK about what I already know.

Today I am reading about fairy tales. Draw what you know about fairy tales!

Name _______________

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The main character is _______________________.

Draw a picture of the main character.

What does the character look like on the outside?

What does the character look like on the inside?

Name ________________

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Character Feelings

I read the fairy tale ______________________.

I am thinking about how ___________________ feels.

Here are my thoughts:

Name _________________

Fairy Tale Character MapCharacter’s Name ____________

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What the character looks like on the outside

What does the character say and do?

How does the character feel?

What does the character look like on the inside? What are the character traits?

Name _________________(Use for sequencing also)

Beginning Middle End

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Name __________________

Name of Fairy Tale _________________

I think the author wanted me to think about _________

__________________________________________________________

__________________________________________________________

____________.

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I know this because ___________________________

__________________________________________________________

___________________________.

Draw a picture of what the author wanted you to

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