04.+Fairy+Tale+Lesson+Three

Day Three: Wednesday March 3, 2010

Objectives: Students will be able to:
 * 1) Analyze characters’ assimilation into a society vs a character incorporation into a society.
 * 2) Analyze how a character’s ideology contributes to motivation, actions and consequences which develop once a character goes against his/her society’s norms.

Procedure for Teachers: Before class, the teacher would have made a chart which contains the columns of characters: Ariel, the Prince, and families members of Ariel. The chart will have rows that contain the following:Setting,Rules/Social Status of Society, Motivation for Actions, Consequences for Actions, Was Motivation due to Character Assimilating into his/her society, Was Motivation due to Character Incorporating his/her society's values, Was Motivation due to Character not Assimilating nor Incorporating his/her society's values. The teacher will also make the worksheet "Brainstorming for Final Project: Writing Modern Fairy Tales" > Ariel tries to talk about being with the humans: “You must not think about that. We fare much more happily and are much better off than the folks up there.” By saying this statement the grandmother has clearly incorporated the belief that mermaids do not belong in a human’s society. If grandmother’s belief was assimilated than the grandmother would have said to stay just because that is the way things are and not because the grandmother felt that Ariel would be more happy.//
 * 1) The teacher will perform a reading check with the following quote and questions: “Beautiful slaves…came to sing before the Prince and his royal parents. . . 'Oh, if he only knew that I parted with my voice forever so that I could be near him' ” Who said the following quote? Why is this quote relevant to the slaves singing?
 * 2) After the reading check the teacher will take up the reading check.
 * 3) The teacher will start a class discussion about the end of the story.
 * 4) The teacher will ask the following questions to start the discussion:
 * 5) How do you all feel about the end?
 * 6) Did Ariel death contribute to her punishment for trying to switch societies and if so how?
 * 7) Do you feel Ariel’s death was a good thing or a bad thing and why?
 * 8) How do you feel about Ariel’s family losing their beautiful hair to gain her back from a society in which Ariel did not belong?
 * 9) Was losing the hair a punishment for the family to try and get Ariel back?
 * 10) What does this story tell you about people who try to things they cannot have?
 * 11) Once the discussion is over, the teacher will explain that lots of fairy tales are just ways to enforce societal rules to children. Here in this story we have seen how the author reinforces that people of a higher status in society get to wear things that show their status. We have seen how siblings have to wait their turn to do things. We have seen how beauty is a main concept for people who are in higher social rankings. We have seen how trying to leave your society leads to deadly consequences. The teacher will write main points of the wrap up on the board so the students can see.
 * 12) Once the teacher explain the wrap up, the teacher will tell the students to take out their homework and share with the class.
 * 13) The teacher will ask the students that share, does their reflection reinforces the things that were said in the wrap up. If so the teacher will ask how.
 * 14) Once sharing is over the teacher will collect the homework for that day.
 * 15) The teacher will place in class into groups of fours.
 * 16) The teacher will pass out the worksheet with the chart.
 * 17) The teacher will do the column on “Ariel’s family with the class.
 * 18) The teacher will say the following: Okay so what actions did the family do in order to get Ariel back? (The class will answer and fill in the answer into their chart). //The answers for the Ariel's Family section of the chart can be found in the Fairy Tale Appendix//  ***If someone is still having trouble with assimilation and incorporation the teacher will have to go back and discuss the two terms***
 * 19) The teacher will then ask the class was the family’s motivation to get Ariel back due to them assimilating into their society or is the family’s motivation to get Ariel back due to them incorporating their views about their society into their morals? //The answer should be incorporation because the grandmother feels that mermaids do not belong on land with the humans. The grandmother explains herself when
 * 1) Make sure to remind the students that when someone assimilates into a society, they just go with the //flow// of that society’s rules and norms. When someone incorporates themselves into a society, the person actually takes whatever the social rules and norms are to heart and can give a clear reason why not to go against the social norms.
 * 2) Once the teacher is done working on the section with the whole class, the teacher will tell the students that they are to work on the other two characters: Ariel and the Prince, in the groups. The teacher will tell them that they have four people in a group so they can split the rows up so that one person can be responsible for each row.
 * 3) The teacher will walk around to the groups to help the students because mostly likely everyone will probably need help with the assimilation/incorporation section.
 * 4) The teacher will allow this activity to continue until it is near time to leave. The teacher will allow like two groups to discuss because the teacher will then explain the final project that is due for the final assessment on Man vs. Society (how fairy tales reinforces children not to go against their society). The teacher will explain the following: For homework tonight, you are to brainstorm ideas you would like to write for a fairy tale. Tomorrow in class you will receive a rubric on what elements should be in your fairy tale. For homework, just focus on your brainstorming. Your character must have a conflict with the society in which they belong; this conflict should be your main plot. The character must not wish to assimilate into their own society nor must your character want to incorporate the idea of their society into heart.Your story must contain at least two settings: The setting that your character belongs to and the setting that your character wants to belong to. These four concepts must be included on your brainstorming worksheet that you must bring tomorrow.
 * 5) The teacher will pass out a worksheet with the instructions for the brainstorming activity that is homework.
 * 6) Class will be dismissed.

Overt Instruction: The teacher leads a class discussion about the ending of the story and the Big Themes discussed in Monday's lesson. The teacher have the student take out their homework and discuss how the themes found in the students societies are different of similar to the themes found in the fairy tale. The teacher will do a wrap up summarizing major concepts found. The teacher will assign the students a chart to complete. The teacher will go over the terms Assimilated and Incorporated if the students do not understand. The teacher will assign homework because the homework is tied to the final assessment.

Procedure for Students: The students will receive the worksheet with the instructions for the brainstorming activity that must be done at home
 * 1) Students will do and turn in the reading checks.
 * 2) Students will participate in the class discussion about the end of the story.
 * 3) Once the discussion is over the students will listen to the wrap up.
 * 4) The students will then contribute to the wrap up by sharing their homework.
 * 5) Once done sharing, the students will turn in the homework.
 * 6) The students will get into groups of fours.
 * 7) Students will receive the worksheet.
 * 8) The class will do the section on Ariel’s family together.
 * 9) The class will then complete the chart in the groups.
 * 10) Once prompted the students will share what they wrote down. The students will then listen to the teacher explain the final project and the homework.

Materials: White Board Markers Worksheet Pens

Formative Assessment: Students will be assess on how well they understand the difference between someone assimilating into a society vs. someone who actually incorporates the society norms into their values. Students will be also assessed on how well they understand how motivation plays a huge role in someone going against their society. The chart will be used as the assessment of these concepts. The teacher will take time to go over these concepts if he/she sees the students having trouble.

Accommodations: ESOL students may have a hard time understanding the terms incorporation and assimilation. The teacher will therefore use everyday terms with the ESOL students to convey the meaning of the jargon. Teacher will make infercences to the students' lives by using examples such as: "Do you do homework because you believe it will benefit you or do you do homework because you just want the grade?" If the students answer that they do homework because they believe in it, the teacher will explain to them that they have incorporated the idea of doing homework in their lives. However if the students answer that they do homework for just a grade, the teacher will explain that the students are just assimilating (going along with) the idea of doing homework just for the grade. ESOL students will also be working in groups to complete the chart so the group memebers can help the ESOL students. Also, the teacher will make sure to visit all groups while they are working on the chart to see if they are performing smoothly.