Duration: 1 hour Teacher Candidate: Kassie Vaughn Subject/Grade: Writing/ 3rd Grade Date and Time of Lesson: Thursday,

October 24th at 10:00 a.m. Learning Objective: After investigating the two important ways in which writers often weave narration throughout fairy tales, students will be able to effectively add narration at the beginning or use it to stitch together the Small Moment stories of their own fairy tale adaptations. Alignment with Standards: Lesson # 3

Common Core ELA Standard o CCSS.ELA-Literacy.W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. o CCSS.ELA-Literacy.W.3.3a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. EEDA Standard o Section 59-17-135B: School districts must require their boards of trustees to develop a policy addressing the integration of character education into the regular school curriculum. SSCA Element o Section 59-63-140A: It is the policy of this state that harassment, intimidation, and bullying in our school, regardless of motivation, must not be tolerated. It is detrimental to the overall educational environment as well as the children affected by the harassment, intimidation, and bullying. South Carolina Visual and Performing Arts Standard (Theatre) o Standard 5: The student will use appropriate practices to research and inform his or her understanding of all aspects of theatre. Indicator T3-5.3: Use his or her experiences as a basis for creating dramatizations. Developmental Appropriateness: It is essential for children to know that writers of fairy tales use narration, or telling, in three important ways: to introduce the story, to stitch one scene to the next, and to end the story. Students have been introduced to the process of writing narratives that include characters, a sequence of events, and a sense of closure in 2 nd grade (2.3). Therefore, my learning objective for this lesson is appropriate because children will not only be encouraged to continue their unique adaptations of a fairytale, but will also be lead to a conceptual understanding of the power of narration. It is critical for children to know the

Duration: 1 hour different ways in which narration is used in stories. In 5th grade (5.3b), students will develop a more in-depth understanding of narrative techniques to develop experiences and events or show the responses of characters to situations. Assessment of the Objective: Lesson Objective
After investigating the two important ways in which writers often weave narration throughout fairy tales, students will be able to effectively add narration at the beginning or use it to stitch together the Small Moment stories of their own fairy tale adaptations.

Assessment of the Objective

Pre: In order to engage my students, I will pre-assess them by asking the children to describe the important roles that the characters, setting, and plot play in the creation of a story. Children will further be asked to express their thoughts concerning the role of a narrator. During: After I have discussed the two types of narration, I will have students practice the techniques using the context of the class fairy tale in partnerships. One partner will brainstorm ideas of narration that could be added to the start of our Cinderella story to provide readers with some background information. The other partner will think about ways narration could be used to stitch together Scene 1 and Scene 2. Partners will then exchange papers and read what each other has written. I will further share some strong examples of effective narration I observed while they were engaging in their partnerships. Post: Students will be instructed to try the different narration techniques on their own fairy tale adaptations. They will work on adding narration at the beginning or using it to stitch together their created Small

Use of Formative Assessment

Pre: Questions concerning the roles of characters, setting, plot, and narrator in a story- will use to determine students current background knowledge on the main elements of a story (focusing primarily on the narrator) During: Students practice narrations added to our fairy tale adaptation of Cinderella (in partnerships)- will indicate childrens understanding of the two types of narration -will depict students ability to work together as partners Post: Students examples of narration added to their own fairy tale adaptation (in writing notebooks)- will determine childrens levels of comprehension regarding the ways in which narration is used through fairy tales

Duration: 1 hour
Moment stories (Scenes 1 and 2). After collecting their notebooks, I will assess the childrens narrative work based on effectiveness, individuality, and neatness.

Accommodations: Regarding my early finishers, students will be instructed to push ahead with rehearsing and drafting the remaining scenes of their fairy tale adaptation. If they finish that as well, they will be encouraged to begin reading one of the chosen books from th eir book bags. Pertaining to the children who finish late or do not finish at all, I will work with them in independent conferences the next day while the other students are engaging in independent reading. For my one ESOL student and three IEP students, I will personally read the directions for the writing activity to each one of them individually when they go back to their seats, in order to make sure they truly understand what I expect for them to do or if they have any questions. Also, the YouTube video featuring the unique fairy tale adaptation my friends and I created of Jack and the Beanstalk will serve as visual confirmation for not only these four children, but also for the rest of the class as well. Concerning mainly my ESOL student, I will clearly state the objective and activities of the lesson at the beginning of my instruction to inform her of the topic we will be discussing and activities we will be doing. Materials: Prince Cinders by Babette Cole, Jane and the Giant Lollipop Tree video (YouTube), Smart Board, picture of the movie Pinocchio, How to Write a Fairy Tale Adaptation chart from previous sessions, The Power of Narration chart, chart paper, class adaptation of Cinderella (Scene 1 and start of Scene 2), students writing notebooks, pencils Procedures: Engagement (15 minutes): 1. Have children describe the different roles of important elements that make up stories. a. What role do characters play in a story? b. What kind of information does the setting give readers? c. What is the job of the plot in a story? d. How would you describe the role of a narrator? 2. Introduce the concept of a narrator by telling children about the role Jiminy Cricket played in the movie Pinocchio long ago (show the picture of the movie to students). Explain that fairy tales often rely on narrators and cite a few. 3. Show children the fairy tale adaptation of Jack and the Beanstalk that my friends and I created called, Jane and the Giant Lollipop Tree (YouTube video). While watching

Duration: 1 hour

the short video, encourage students to focus on my character, Janes cat, who was the narrator of the story. a. How would you describe the role my character played in the story? 4. Read children a small section of the fairy tale adaptation, Prince Cinders by Babette Cole, and have students listen closely for the voice of the narrator. Explanation (10 minutes): 1. Explain that writers of fairy tales use narration, or telling, in some important ways: to introduce the story, to stitch one scene to the next, and to end the story. 2. Discuss the jobs that narrators do at the start of fairy tales by providing examples and spotlighting transitions: Fairy tale writers often start by almost coming out on stage, talking to readers, and filling them in on the background of the story. For example, in Cinderella, the narrator tells the readers, There once was a man whose wife died and so he took another. The new wife was proud and haughty, and had two daughters who were just like her in every way. But the man also had a daughter, and she was sweet and gentle and good as gold. a. Did you hear how the narrator pops in like Jiminy Cricket and gets the story going? 3. Emphasize how the narrator is also used to stitch the scenes, or the small moments, of a story together so that readers understand how they fit together: Usually, there is a jump-in time and place between one Small Moment story and another, and the narrator of the story- the Jiminy Cricket- comes out on stage and talks directly to readers, saying, After this, a bunch of time went by. Then one day, in this other place, and then readers are back into a second Small Moment story. Narrators often use fancier words to stitch scenes together. 4. While partners do a quick recap of what they have learned, quickly jot on chart paper my main points, two ways narration is powerful. a. Discuss with your partner what you have learned regarding how the writers of fairy tales use narration in stories. Exploration and Elaboration (7 minutes) 1. In partnerships, students will practice the two types of narration discussed in the context of the class fairy tale. (SSCA=> Before engaging in this activity, stress to students of how to speak kindly to and treat others how they would like to be treated). Children will be informed of who will be Partner 1 and Partner 2. a. Partner 1, brainstorm ideas of narration that could be added to the start of our Cinderella story to provide readers with some background information. b. Partner 2, think about ways narration could be used to stitch together Scene 1 and Scene 2. 2. Partners will then exchange papers and read what each other has written.

Duration: 1 hour 3. I will further share some strong examples of effective narration I observed while they were engaging in their partnerships. Evaluation [Assessment] (28 minutes) 1. Remind students of the ways that narration may be used in fairy tales. 2. Students will be instructed to try the different narration techniques on their own fairy tale adaptations. They will work on adding narration at the beginning or using it to stitch together their created Small Moment stories (Scenes 1 and 2). 3. After approximately 20 minutes of writing, invite students to share the narration they added to their fairy tales. (EEDA=> Before children begin sharing, remind students of how to be active, respectful listeners while their classmates are speaking). 4. After collecting their notebooks, I will assess the childrens narrative work based on effectiveness, individuality, and neatness.

Activity Analysis: Practicing the two types of narration o Through this activity, students will work in partners on achieving the objective of my lesson, which was to investigate the two important ways narration is used through fairy tales. They will work on practicing the two types of narration discussed in the context of the class fairy tale. o One of the main reasons I incorporated this activity stems from the partnerships my cooperating teacher already has established for instruction time on the carpet. These partnerships allow children the opportunity to work and collaborate with each other to improve learning. In this activity, one partner will brainstorm ideas of narration that could be added to the start of our Cinderella story to provide readers with some background information. The other partner will think about ways narration could be used to stitch together Scene 1 and Scene 2. o There is no technology used for the completion of this activity. The only necessary materials are the students writing notebooks and pencils. o During this activity, higher order thinking and performance will be addressed as I guide children to think about and practice the two types of narration we have discussed: i. Partner 1, brainstorm ideas of narration that could be added to the start of our Cinderella story to provide readers with some background information. ii. Partner 2, think about ways narration could be used to stitch together Scene 1 and Scene 2.

Duration: 1 hour

o There is evidence for this lesson being research-based as I incorporated this activity based on the importance for students to know that writers of fairy tales use narration, or telling, in three important ways: to introduce the story, to stitch one scene to the next, and to end the story. Students examples of narration added to their own fairy tale adaptation o Through this assessment, children will work individually on adding narration at the beginning or using it to stitch together the created Small Moment stories of their own fairy tale adaptations, as was stated in my objective. o The reason I selected this activity for my assessment is because it would provide me with simple confirmation of the childrens understanding regarding the two ways narration can be weaved throughout fairy tales. Students will need to know how to demonstrate the different techniques in order to provide context and stitch their own story together meaningfully. o The technology that will be used during this assessment is the Smart Board. While the children are beginning to add narration into their fairy tale, I will display the two ways in which narration is powerful in stories on the board in order for the whole class to be able to see and remember the techniques. o During this activity, higher order performance will be addressed as students will have to individually utilize the information they have learned pertaining to the power of narration in order to effectively add narration into their adaptations. o There is evidence for this lesson being research-based, because I integrated this activity as my final assessment of the childrens understanding, as a way to make sure I had fully addressed the essential information students needed to know according to the Common Core ELA Standards.

References: Calkins, L. (2013). Writers Workshop. Cole, B. (1997, April 14). Prince Cinders. New York: Puffin Common Core ELA Standards (CCSS.ELA-Literacy.W.3.3, CCSS.ELA-Literacy.W.3.3a) Definitions of the Safe School Climate Act in South Carolina (Section 59-63-140A) South Carolina Education and Economic Development Act Guidelines (Section 59-17-135B) South Carolina Visual and Performing Arts Standard- Theatre (Standard 5=> Indicator T3-5.3) Vaughn, K., Gates, J., Areheart, M., Fulmer, S. (2013). Jane and the Giant Lollipop Tree. Retrieved on October 20, 2013 from YouTube website: www.youtube.com