Shutterfly Photo Story Lesson Plan

Transcription

1 SUBJECT: ENGLISH LANGUAGE ARTS GRADE LEVEL: 4 LESSON TITLE: FRACTURED FAIRY TALES Common Core/State Curriculum Standards: CCSS.ELA-LITERACY.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. ISTE NETS Student Technology Standards: 1. Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources 1

2 Learning Objectives: 1. Students will organize and sequence their story in the components of a fairytale and show an importance of creating clear visual images a. What fairytale format did you decide on as a team? b. How is the fairytale fractured? c. Is your fairytale clearly showing a beginning, middle and end? 2. Students will draw, photograph and place images for their fairytale. 3. Students can transfer information from their folder to Shutterfly Photo Story. 4. Students will follow the checklist and rubric for designing the Shutterfly Photo Story. 5. Students will demonstrate collaboration, communication and critical thinking when working in groups Students Learning Targets: (What will students know and be able to do as a result of this lesson?) 1. Students will have an understanding of a fairytale format critically thinking about the images and words used. 2. Students will accomplish collaboration and communication when editing and critiquing peer drafts. 3. Students will accomplish transference between what they have learned about fractured fairytales. 4. Students will show that they have followed the checklist and rubric. Instructional Strategies: (Project-based learning, direct instruction, inquiry-based instruction, cooperative learning, etc.) This is a cumulative project to see how well students understand literary fairytales and are able to fracture one of their favorite fairytales. Students will understand the steps in following directions, and be able to collaborate, use critical thinking skills, and communicate what they have gathered in relation to their chosen fairytale. Students will work in teams of 3-4. The team will discuss what will be changed in the fairytale to fracture it and help decide upon the sequence of the story. How Students Will Use Shutterfly Photo Story: Students will use Shutterfly Photo Story during this project-based lesson to design and create their fractured fairytale. Required Materials/Lesson Length: ipads and computers will be used to create the text and drawings for their fractured fairytale. This lesson will take about four weeks. 2

3 Resources: (Photos, drawings, student created stories; reference books, articles, website URLs, etc. for citation) A fractured fairy tale: Original materials: student drawings and photos Procedures/Activities: (What will the teacher and students do?) (Prior Knowledge. Opening Activity, Step-by-Step Learning Activities, Closure, Post-Instruction Reflection) Opening Activity: A fractured fairy tale is a story that uses fairy tales you know and then changes the characters, the setting, points of view, or plots. Take your chosen fairy tale and write your own fractured fairy tale. You need to change the point of view for your fairy tale. Rewrite the fairy tale from another character's point of view. Choose teams and the leaders of each team. Then you will research, write about and illustrate a fractured fairytale. Learning Activities: 1. Students are divided into small teams of 3 to 4 students (depending on class size). 2. Students read some fairy tales to refresh their memories of some they have read or heard. Check: 3. Decide which fairy tale you want to rewrite from another character s Point of View. For instance, did you ever think how the witch felt having two children nibbling on her newly decorated gingerbread house? Or how about how the Giant felt when Jack stole his hen that laid golden eggs? 4. You may change anything else in your fairy tale such as setting, but be sure to change the story by telling it from another character s Point of View. 5. Students are given the checklist and go over what will be important to go into their fractured fairy tale book. 1. Students are shown the rubric and discuss the importance of doing their best work 2. Each team will discuss the type of fractured fairy tale they will create and research as well as, brainstorm how they wish to illustrate their fairy tale. 3. Students then write, draw and take pictures to complete their story. 4. Team members help each other in choosing the illustrations that will go in their books and review each other s fractured fairy tales. 5. Once the fairy tale is complete, each student will record an audio narration of his or her fractured fairy tale. 6. When books are completed and published, the teacher will schedule an author s celebration, inviting parents and students to share the books. 3

4 Closure: We will have the whole class share and review the published books. Reflection: Discuss with the students how well they rate their knowledge about fractured fairy tales. Ask what they felt about the writing process, collaboration with others and the designing of pages. What was the most fun/difficult aspect? Differentiation: (Lesson suggestions for enrichment or re-teaching. Scaffolding needed as a result of misunderstandings noted during formative assessment.) The nature of the class provides help with specific student needs through individual talks with the teacher and collaboration with a partner or team. There are checkpoints throughout the lesson to make sure there is an understanding of what is required. Special Education/ESL Accommodations & Modifications: Assign an aide to work with students Have students work closely with the teacher during design of their fractured fairy tale book. Extensions: (Additional activities, follow-up lesson ideas, how the Photo Story book will be shared) Wolf s Story: Write the story of the Three Little Pigs from the wolf s point of view. Letter to the Wolf: Ask students to write a letter to the Wolf from the Three Little Pigs while he is in jail. Have them think about what more they would like to know about the wolf. What questions would they like to ask him? The books will be shown to parents at the student-led conferences as well as being e-books available for other students in the school to view. Assessment: (How will you determine if students have met the lesson objectives? How will your students know if they have successfully met the lesson objectives? Incorporate formative as well as summative assessments rubrics, etc.) Checklist: ü Do you understand the characteristics of a fairy tale? A fractured fairy tale? If not, have you asked a teammate? (10 points) ü Do your pages show correctly spelled words and clearly understood images? (10 points) ü Is the information presented in complete sentences? (10 points) ü Have images and drawings supported your fractured fairy tale? (10 points) 4

5 DESCRIPTIVE WRITING RUBRIC Student Score: Score 4-EXCELLENT 3-ACCEPTABLE 2-BELOW AVERAGE 1-UNACCEPTABLE Description CLEAR WELL ORGANIZED, WELL DEVELOPED IDEAS Main idea is clearly written in the introductory paragraph so that the reader understands what the writer is planning to describe. Topic sentences in the paragraphs clearly relate to the main idea. Supporting details clearly relate to the topic sentences. Transition words/phrases connect paragraphs smoothly. Introduction, body and conclusion provide logical sequencing of ideas, leading to an understandable description. SENTENCE VARIATION IN PARAGRAPHS Introductory participial phrase Compound sentence 2 independent clauses separated by a semicolon Appositive phrase Introductory prepositional phrase Introductory adverb clause WORD CHOICE Vivid, lively verbs are used Imaginative, unusual adjectives are used Vague, overused, repetitive languages avoided FIGURATIVE LANGUAGE-Gives the reader a mental picture using the following: Metaphor Simile Personification EDITING FOR GRAMMAR, USAGE, MECHANICS No run-on sentences No sentence fragments Subject/verb agreement Correct, consistent verb tense usage Punctuation Capitalization Spelling Paragraphs are indented 5