Fantasy is storytelling with the beguiling power to transform the impossible into the imaginable, and to reveal our own "real" world in a fresh and truth-bearing light" -Leonard S. Marcus, The Wand in the Word:Conversations with Writers of Fantasy
What do these two versions of Cinderella reveal about the cultures they come from?
The Native American Cinderella: http://www.pitt.edu/~dash/type0510a.html#canada
Daily Assignment Schedule
Week One
Friday
Week Two
Monday
Wednesday
Friday
Week Three
Monday
Wednesday
Friday
Week Four
Monday
Wednesday
Week One
Friday
- In-Class Writing Assignment: What do you think fairy tales have to say about culture and or society?
- Class Reading: "Little Red Riding Hood"
- Small Group: After reading this fairy tale what could you hypothesize on the claims about society/culture?
- Lecture: Brief historical context of the tale. Use textual analysis to understand the tale's meaning.
- Assign Reading: "Grimm Brother's Nationalistic Aspects
Week Two
Monday
- Class Discussion On Reading
- Assign: "Myth Meets Truth.."-editorial
Wednesday
- Discuss article "Myth Meets Truth: Fairy Tales and Biblical Truths Intersection Once Upon a Time
- Assign Paper-Fairy Tale Analysis
- Read: "Ethical Fairy Tales: Using Fairy Tales as Illustrative Ethical Dilemmas with Counseling Students"
Friday
- Discuss Reading
- Application Activity: Students will be placed in small groups. Each group will receive a fairy tale. They will then have to analyze what the fairy tale might be saying in terms of societal or cultural expectations. They will share their findings with the class.
- Assign: Native American Version of Cinderella + BBC Cinderella: https://www.youtube.com/watch?v=x2A7w3-zPsk
Week Three
Monday
- Discussion: Compare and Contrast Differences in the two adaptions of Cinderella. Key Question: What do the similarities and differences possibly show about the cultures and societies?
- Review Structure and Paper expectations
- Assign: Thesis + Body Paragraph
Wednesday
- Thesis + Body Paragraph Work Shop
Friday
- Drafting
Week Four
Monday
- Peer Review
Wednesday
- Paper Due
Unit Plan 3
Friday
Monday
Wednesday
Friday
Monday
Wednesday
Friday
Monday
Friday
- To introduce the topic of culture and fairy tales.
- This day functions to engage students in the topic. We will explore the relevance of analyzing fairy tales through the lens of culture and society.
- To achieve today’s objective, I will assign a version of “Little Red Riding Hood,” which we will read as a class. I then use In-Class Writing assignments to help students to further reflect on the topic. Small group discussions will be used to engage students in analyzing “Little Red Riding Hood.” To further understand the cultural significance of “Little Red Riding Hood, I will briefly lecture on the historical context of the tale.
- I will evaluate student learning and my teaching effectiveness through the in-class writing assignment and conversations during small group activities.
Monday
- We will discuss the role of Nationalism in the Grimm Brother’s fairy tales.
- This is one way we will achieve a cultural understanding of fairy tales.
- I will use the text to lead a class discussion.
- I will evaluate student-learning through class participation. I will evaluate teaching-effectiveness through class participation.
Wednesday
- We will discuss the western influence of Christianity in the television series, Once Upon a Time
- This will further support students awareness of cultural influence in fairy tales.
- I will use the article "Myth Meets Truth: Fairy Tales and Biblical Truths Intersection Once Upon a Time” to guide students through the discussion. I will use youtube clips of Once Upon A Time to further engage the students in the topic and support critical thinking during discussion.
- I will evaluate student-learning and teaching-effectiveness through discussion.
Friday
- To understand Fairy Tales as a form of counseling. To apply reading to fairy tales.
- This class period will provide a unique understanding to how fairy tales can be used in society.
- I will use the article "Ethical Fairy Tales: Using Fairy Tales as Illustrative Ethical Dilemmas with Counseling Students." I will use the following application activity: Students will be placed in small groups. Each group will receive a fairy tale. They will then have to analyze what the fairy tale might be saying in terms of societal or cultural expectations. Then, the small groups will expand in a larger class conversation.
- I will evaluate student-learning through an exit slip. I will evaluate teaching-effectiveness through the exit slip and class participation.
Monday
- To compare and contrast the cultural differences in the two assigned adaptions of Cinderella. To review structure and paper expectations.
- Through our discussion, we will consider the influence of culture and society, which will support students in critically thinking about fairy tales.
- I will use YouTube clips and discussion to achieve the learning objectives. After the class discusses the article, I will use lecture to review structure and paper expectations.
- I will evaluate student –learning through the assigned blog that requires students to expand on what they learned in class. I will evaluate teacher-effectiveness through class participation and the blog posts.
Wednesday
- Students will participate in a Thesis + Body Paragraph Work Shop.
- Participating in a work-shop style peer review teaches students to critically read other writing. It also helps to engage them in the writing process.
- I will break the students into small groups and walk around to answer questions and concerns.
- I will evaluate student learning by assessing their revised thesis-statement and body paragraph. I will evaluate teaching effectiveness through student participation.
Friday
- To spend class drafting for the Fairy Tale Analysis. To provide the opportunity for students to ask questions and conference with me in class.
- I want to be available to assist students as they draft in class.
- Students will need to bring their prewriting notes and their laptops to support a productive drafting day.
- I will evaluate students based on their drafts and their participation.
Monday
- Peer Review Day
- Students will practice the revision process in groups of 2-3
- The plan will be have students advise on strengths and weaknesses. They will be instructed to focus on content and organization.
- I will evaluate the effectiveness of the peer review by answering student questions. I will also compare their peer review drafts to their final draft.
Lesson Plan Day #6
Thesis and Body Paragraph Structure:
Objective: To demonstrate specific examples of how to write an effective body paragraph for the Fairy Tale Analysis Paper. To guide students through the revision of their own body paragraphs through a work shop style discussion. To address questions concerning the upcoming paper.
Materials: Student Examples; Student Body Paragraphs
Opening: Today, we will review samples of other students work. Since this is the first time I've taught fairy tales, the body paragraphs address different topics. However, the structure of the body paragraph remains the same: claims, evidence, analysis, and connections. Once we learn to identify the strengths, weaknesses, and how to revise the body paragraph, you will be put into small groups to workshop the paragraph and thesis statements that you brought to class.
Plan: For this lesson, students will first look at model student written body paragraphs. I will provide a range of student models from weak to strong. That way students can see what to do and what not to do. After students learn to recognize strengths and weakness of the body paragraph, they will ideally be equipped to workshop their own body paragraphs and their peers body paragraphs. Students will be put into small groups to workshop through each others work. I will walk around and answer questions as needed.
The following is an example of a body paragraph that I could use for this lesson:
One last way social status affects literacy in Fredrick Douglass’s case is his lacking availability of resources that was set because of his master. One resource that was made unavailable to him was the newspaper. Douglass says, “I have had her rush at me with a face made all up of fury, and snatch from me a newspaper, in a manner that fully revealed her apprehension” ( Douglass 49 ). The master and mistress both made it a point that Douglass was not to be able to get a hold of the newspaper at all. This demonstrates the social status once again because of how the higher power the master and mistress have over him; allow them to take away resources, that without their rules, he could normally have. As mentioned earlier his mistress was ordered by the master that was she was banned from being able to help Douglass learn to read and achieve literacy. This is an example of his resources being limited because his teacher (sponsor) was the reason he was going to be able to work towards becoming educated. This is another example of social status affecting his achievement of literacy because the highest social power in the house ordered the next up in the “social ladder” that she was to take away all of Douglass’s resources and make sure he will never achieve literacy.
For this paper, the student above had to write a literacy analysis. For about two minutes, I want you talk get with a partner to see if you can identify the different parts of the body paragraph in this sample.
Students will then share what they've identified as the claim, evidence, analysis and connection. I will then ask the students the following questions:
I will then have students develop a list of what they think describes a strong body paragraph. I will add to the list as necessary. Examples would include:
We will also make a list of things to avoid. Such as:
Now that we have a list of strengths and weaknesses, take the remaining time to workshop in small groups. Read your body paragraph out loud to the group and discuss strengths, weaknesses, and provide feedback on how to revise. I will be available to answer questions or address concerns.
Conclusion: This class functioned to provide you with a model body paragraph. By taking this time to workshop through your own body paragraphs, you now have a strong model to use as you write the rest of your paper. If you still are worried about your body paragraph or need further feedback feel free to set up a conference to discuss your paper.
Thesis and Body Paragraph Structure:
Objective: To demonstrate specific examples of how to write an effective body paragraph for the Fairy Tale Analysis Paper. To guide students through the revision of their own body paragraphs through a work shop style discussion. To address questions concerning the upcoming paper.
Materials: Student Examples; Student Body Paragraphs
Opening: Today, we will review samples of other students work. Since this is the first time I've taught fairy tales, the body paragraphs address different topics. However, the structure of the body paragraph remains the same: claims, evidence, analysis, and connections. Once we learn to identify the strengths, weaknesses, and how to revise the body paragraph, you will be put into small groups to workshop the paragraph and thesis statements that you brought to class.
Plan: For this lesson, students will first look at model student written body paragraphs. I will provide a range of student models from weak to strong. That way students can see what to do and what not to do. After students learn to recognize strengths and weakness of the body paragraph, they will ideally be equipped to workshop their own body paragraphs and their peers body paragraphs. Students will be put into small groups to workshop through each others work. I will walk around and answer questions as needed.
The following is an example of a body paragraph that I could use for this lesson:
One last way social status affects literacy in Fredrick Douglass’s case is his lacking availability of resources that was set because of his master. One resource that was made unavailable to him was the newspaper. Douglass says, “I have had her rush at me with a face made all up of fury, and snatch from me a newspaper, in a manner that fully revealed her apprehension” ( Douglass 49 ). The master and mistress both made it a point that Douglass was not to be able to get a hold of the newspaper at all. This demonstrates the social status once again because of how the higher power the master and mistress have over him; allow them to take away resources, that without their rules, he could normally have. As mentioned earlier his mistress was ordered by the master that was she was banned from being able to help Douglass learn to read and achieve literacy. This is an example of his resources being limited because his teacher (sponsor) was the reason he was going to be able to work towards becoming educated. This is another example of social status affecting his achievement of literacy because the highest social power in the house ordered the next up in the “social ladder” that she was to take away all of Douglass’s resources and make sure he will never achieve literacy.
For this paper, the student above had to write a literacy analysis. For about two minutes, I want you talk get with a partner to see if you can identify the different parts of the body paragraph in this sample.
Students will then share what they've identified as the claim, evidence, analysis and connection. I will then ask the students the following questions:
- How does the claim support the thesis statement?
- Does the author use examples from the text to support their claims?
- How does the author analyze their evidence?
- How does the author connect the paragraph to their thesis statement?
- Do you think this paragraph is strong or weak, why?
- How can this model apply to writing your own body paragraph?
I will then have students develop a list of what they think describes a strong body paragraph. I will add to the list as necessary. Examples would include:
- Use specific examples by paraphrasing or quoting
- Ask "how" and "why" questions to analyze the evidence
- Claims should be a mini-argument
- Clear, concise language
- Attention to detail
- Showing, not telling
We will also make a list of things to avoid. Such as:
- Vague language
- General statements
- Telling
- Too much summary
Now that we have a list of strengths and weaknesses, take the remaining time to workshop in small groups. Read your body paragraph out loud to the group and discuss strengths, weaknesses, and provide feedback on how to revise. I will be available to answer questions or address concerns.
Conclusion: This class functioned to provide you with a model body paragraph. By taking this time to workshop through your own body paragraphs, you now have a strong model to use as you write the rest of your paper. If you still are worried about your body paragraph or need further feedback feel free to set up a conference to discuss your paper.