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    Week 2 Lesson Plan

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    api-545805920

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    Week 2 Lesson Plan

    Uploaded by

    api-545805920
    55 views3 pages

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    week 2 lesson plan

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    Copyright:

    © All Rights Reserved
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    55 views3 pages

    Week 2 Lesson Plan

    Uploaded by

    api-545805920

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    Lesson 2.

    Explore: Deconstructing the text and unpacking the ideas Year: 3


    Unit Theme: Cinderella Fairy Tales around the world:
    The representation of fairy tales across different cultural contexts

    Topics: Features of Fairy Tales

    Learning Outcomes:
    1. Students will discuss different versions of Cinderella stories in which characters, events and
    settings are portrayed in different ways, and speculate on the author’s reasons (ACELT1594)
    2. Students will plan, draft and publish an imaginative text demonstrating increasing control over
    text structures and language features and select multimodal elements appropriate to the audience
    and purpose (ACELY1682)
    1.3.Students will use software including word processing programs with growing speed and
    efficiency to construct and edit texts featuring visual and print elements (ACELY1685)
    2.4.Students will gain an understanding of the language/character emotions from the picture book
    3.5.Students will discuss how language is used to describe the settings in texts, and explore how the
    settings shape the events and influence the mood of the narrative (ACELT1599)
    Learning Sequence
    Stage Learning & teaching strategies Questions Resources
    Re-count the story: Cinderella from Who are the Cinderella picture
    Building the lesson 1. Have discussion about what characters in this book
    Field they remember. story? (Cinderella,
    evil stepsister,
    prince, godmother)

    Think, Pair share activity to discuss what Probing question:


    sort of characters are they? Share with What sort of
    the class. characters are
    they/what are their
    “This godmother of hers, who was a character traits?
    fairy” (Good, evil, fairy
    Discuss magical characters (magical)

    With students sitting on the class mat, What sort of The Rough-Face Girl
    De- read Rough-face girl. characters are they picture book
    constructing Get students to predict what the story is in Rough-face girl?
    the text about from just seeing the title and cover. Describe the
    This introduces predicting and visual characters.
    language. Are the
    Explore ‘Fairy Tales from Around the characters/character
    World’ on Google Earth in pairs. traits the
    Students identify common features of same/different Computers/laptops
    fairy tales. Are they the same across across cultures?
    different cultures? What are some of the
    differences? How do settings
    Students choose two to compare more differ across
    deeply. Students will need to use the cultures? ‘Fairy Tales from
    internet to research their chosen stories Around the World’
    further. Probing questions: (Google Earth)
    Have a class discussion about the How does the story
    features in both stories. Brain storm and start? (Once upon a
    write key features that students come up time)
    with on the board. How does it end?
    Examples may include: (happily ever after)
    Sspecial beginning and ends, magical How do the settings
    characters, character traits (good vs evil) differ? How do they
    etc represent different
    Highlight this in both the text: “Once cultures?
    upon a time”
    “They lived happily ever after”

    Discuss the setting in both stories:


    The setting is the time and place of a
    story. In fairy tales, the setting is made
    up. The stories happen in the distant past.
    The place might be imaginary. Discuss
    the origin of the stories/cultural setting of
    the students chosen stories

    In fairy tales, there are often good


    characters and evil characters. The evil
    characters usually lose out

    What might this story be like if the Guiding questions Writing books for
    Joint setting was different again? might include: planning
    Construction In groups of two, create a fairy tale. How might the
    Ccome up with a new setting for the cultural setting Computer/laptop with
    story (this can be fictional, but within a influence your internet
    real country/place (something within story? Students may
    their story must make a cultural link to require guidance Padlet on interactive
    their chosen country such as fairies & with this through whiteboard
    leprechauns in Irish folklore), and create researching their
    a mini fairy tale with the key features of chosen
    a fairy tale and write down what features place/culture. A
    of the story would be the same? What culture/place can be
    would be different? suggested if
    required.
    Using PowerPoint, students create a mini Wikipedia search of
    poster with an appropriate photo of the fairy tale in
    origin of their fairy tale and their short “selected Country”
    story, like that on Google Earth. is a great start.
    How does the story
    Have pairs present their ideas to the class start? What does the
    and add their posters to a class map on setting look like?
    Padlet. Who are the
    characters? Are the
    characters
    significant to the
    cultural context?
    Who is the good
    character? What is
    the moral of the
    story? How does the
    story end?

    Independent Students produce a Venn diagram for the Venn diagram


    Construction similarities and differences between worksheet
    Cinderella and their own short story

    Assessment of learning and teaching: Self-evaluation:


    Formative assessment: Student engagement/contribution What went well?
    during whole class discussions. Participation in What didn’t go well?
    investigating fairy tales and creating a story using ICT.
    Presentation of ideas. in freeze frames and discussions
    around why they showed certain emotions for the
    characters explored.
    Venn diagram to inform subsequent learning activities
    around the features of a fairy tale
    Notes for next lesson…
    This section allows reflection on how the class went, and where each student is at. Notes and
    observations form planning and adapting subsequent lesson based on formative assessment during this
    sequence.

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