02.+Fairy+Tale+Lesson+One

First Day: Monday March 1, 2010

Objectives: Students will be able to analyze the beginning of a fairy tale paying specific attention to ways in which fairy tales reinforce certain social norms.

Procedures for Teachers: Before class the teacher would have assigned the class to read the first six pages of TLM. Before class begins, the teacher will have performed a reading check to ensure that class did the reading for last night. The quote for the reading check will be the following: "Oh how gladly she would have shaken off all these decorations and laid aside the cumbersome wreath!" The question will be: Explain who this quote is referring to and why is this quote significant to the story.

1. Once everyone is done with the reading check, the teacher will take up the papers. These papers will be used as part of the assessment for today. 2. The teacher will divide the class into three groups. 3. The teacher will tell the class to take out their copy of TLM. 4. The teacher will write the following categories on the board: A. social class system B. beauty C. items people flaunt to show their social class ranking D. age of maturity to do things E. older siblings having more privileges than younger siblings F. people to stay in their own community (crossing communities will result in deadly consequences) 5. The teacher will tell the students to take out a sheet of paper and write the following categories on the board. The teacher will tell the students to leave space underneath each category because they will need to fill in that spaces with note later on at the end of class. 6. The teacher will tell the class to put the paper that has the categories on it to side and take out another sheet of paper. 7. The teacher will tell the class the following: So far we have read the first six pages of TLM. Today you will look back over those six pages to look for certain concepts that enforce implied societal norms. Group One, you will be looking for things that enforce social class system also known as social status. For example look for words like "King" and "Queen". You will also be looking for things that enforce the concept of beauty. For example words like "pretty" and "handsome". Group two you will be looking for items that people use to show their social status such as wearing lots of gold. You will also be looking for concepts that enforce age of maturity to do things such as not driving until you are sixteen years old. Group three, you will be looking for things that older siblings can do but younger siblings cannot such as older siblings can drink if they are twenty-one but younger siblings cannot drink until they reach the age of twenty-one. You all also be looking for sentences that show people cannot step outside their community without consequences. For example think about how much trouble was caused when African Americans could not enter schools with White children without there being consequences. 8. The teacher will tell the group members to write all of their notes on their sheet of paper for there will be a discussion about these categories later on in class. The teacher will tell the students that anything you find must come from the story TLM. The teacher will tell the students they must write down what page they got their information from and write down the sentence they got their information from. 9. The teacher will give the groups time to work on their activity. While the students are working on their group assignments, the teacher will walk around to see if the students are on track. If the teacher sees any groups needed a little help, the teacher will help the students get on the right track. 10. Once enough time has past, the teacher will call for everyone attention. The teacher will tell group one to get up and share what they have found. 11. As group one talks, the teacher will be writing their findings under "social class system" and "beauty" on the board. 12. Once group one is finish, the teacher will call on group two to share their findings. As group two talks, the teacher will write down their findings under "items people flaunt to show their social class ranking" and "age of maturity to do things" on the board. 13. Once group two is finish the teacher will call on group three the share their findings. As group three talks, the teacher will write their findings on the board under the categories "older siblings having more privileges than younger siblings" and "people to stay in their own community" 14. Once every group has had a chance to share, the teacher will tell the students to write their names on the notes that they took as a group and hand them in for a grade. 15. Once the teacher has taken up all notes, the teacher will tell the students to take out the paper that they wrote all the categories from the board on. 16. The teacher will tell the class to copy down everything that the see on the board. 17. Once the students have finish copying everything, the teacher will pass out a folder to each student. 18. The teacher will tell the students to write their names on the folder and to write TLM on the folder. The teacher will tell the students that everything that they do for TLM will go into these folders. This method should keep people from losing any work because all work will be kept in these folders. 19. The teacher will tell the students to put their notes from the board into the folders and pass the folders up. 20. The teacher will tell the students to read the next six pages of TLM for homework tonight. The teacher will tell the class that they will have a to read pages 7-12 for homework tonight. 21. Class is dismissed.

Overt Instruction: The teacher will take the beginning of class to explain to the students what they will be looking under the six themes.The teacher will give examples of each theme. The teacher will place the students in groups. While the students are in groups the teacher will walk around and help any students who seems to have trouble doing the activity. Once the group activity is over, the teacher will allow the students to discuss what they were doing. If during the discussion, the students seem to be off track, the teacher will the pause the discussion and go over what the students misunderstood.

Procedures for Students: Before class students would have read the first six pages of TLM for homework. Before class the students will do a reading check so that the teacher can ensure that everyone is doing the reading.

1. The students will complete their reading check and turn in the paper to the teacher. 2. The students will get into three groups. 3. Students will take out their copy of TLM 4. Students will take out a sheet of paper and copy the categories down that the teacher written on the board. 5. The students will put away the paper that has the categories on it and the students will take out another sheet of paper. 6. The students will listen to the instructions before they begin the assignment. 7. The students will start on the activity. 8. When prompted, the students will stop working on the activity and the students will listen to their class members share their findings. 9. Once everyone has shared, the students will right their names on the notes that they took as a group and will hand them in for a grade. 10. Students will then take out the sheet of paper that they wrote all of the categories on from the board. 11. The students will copy down every thing that they see on the board. 12. Once the students are finish copying everything from the board, the students will receive a folder from the teacher. 13. The student will write down their names and the title TLM on the folder. 14. The students will put their notes from the board into the folders and the students will pass the folders up to the teacher. 15. Students will listen for their homework and then class will be dismissed.

Materials: White board Story TLM Paper Pens Markers

Assessment: The formative assessment is made up of two parts: The first formative assessment will be the reading check. The teacher is just looking to see if everyone is understanding what they are reading. The next formative assessment is the discussion on the six themes found in fairy tales. The teacher is looking to see if the students understand how the author uses word choice to place these themes in the fairy tale.

Accommodations: The teacher will look up a similar fairy tale from the ESOL students' culture. The teacher will meet with these students before the issuing of the fairy tale TLM. The teacher will talk with the ESOL students to see if they know the fairy tale from their culture that is similar to TLM. The teacher will then tell the ESOL students that their fairy tale is similar to TLM. Now the ESOL student should have a grasp on how the fairy tale TLM is going to be structured. The teacher will also find a easier version of TLM to assign the ESOL students if they are having a really hard time reading the version that the rest of the class has. The teacher will keep in mind that ESOL students may need the group work to better understand the story and instructions therefore the teacher will try and keep most of the class assignments group work.