Unit+7+~+Literary+Texts


 * Unit 7: Folktales, Fairy Tales, Fables **
 * Essential Questions: **


 * Theme & Genre**


 * How do folktale, fables and fairytales provide messages about acceptable and unacceptable behavior?
 * How can we connect our experiences to stories and fables?
 * Why were folktale, fables and fairytales passed down by word of mouth before being written down?
 * Why do folktale, fables and fairytales contain characters that are typically either very good or very bad?
 * Why do folktale, fables and fairytales use some of the same phrases over and over again?


 * Sensory Language**


 * How do sensory details help the reader create images in his/her mind?
 * Why do folktale, fables and fairytales use sensory images?


 * Literary Texts**


 * How do authors find the stories that they want to craft?
 * What methods do authors use to brainstorm ideas for their stories to find that perfect moment?
 * How do authors create stories that pull the reader in, keep them interested, and end it with the reader wanting to read more that they have written?
 * Why do authors revise their writing?
 * How do sensory details help a reader experience what the author has

**Week of January 3rd**   Monday, January 2nd, Staff Development

Tuesday, January 3rd Reading Mini Lesson: Welcome Back - Review Reading Response Expectations and Rubric (attached) Word Sort: Review Expectations for Word Sort. Writing:
 * Read a Fairy Tale Book of Choice. This will be your Fairy Tale Study Book Week One. You will use this Fairy Tale through different cultures to teach the elements of Fairy Tales. Please choose and write below: We will be making all models and visuals as a team and will use the first grade tunnel as a gallery walk areas for students to learn about different fairy tales.
 * Review the basic elements of Fiction Using a Story Map
 * Do class sort 19. Remind students to write the name of the pciture by the picture. If you have not begun to model this expectation, please do so - it will reinforce visual recognition of patterns for when we need to go to just words later.
 * Review or introduce the acronym CUPS as a way of making sure that our writing is the best quality it can be. CUPS stands for Capitalization, Usage, Punctuation, and Spelling.
 * Each week we will focus on Spelling through word study and one other element through our modelling and creatiion of a text. It is our hope that this point in the year that studets are using revision strategies and publishing on their own. Weekly or bi-weekly books will be sent to print (similar to traditions books) for this purpose. Drafts and revsisions will be done in draft book, or entire process can be done in the booklet.
 * To introduce draw a cup of hot chocolate (like a coffee mug) as a visual for the acronym cups. The handle is a C for capitalization, the cup itself is a U for usage, the "P" is a candy cane sticking out of the mug - (I know a stretch) and the S is the steam on top. I am just introducing so I will be making the poster and introducing this concept.

Wednesday, January 5th Reading Mini Lesson: Characters in Fairy Tales: Heroes and Villains Word Sort: Review Expectations for Word Sort. Writing:
 * Read a Fairy Tale Book of Choice.
 * This will be your Fairy Tale Study Book Week One. You will use this Fairy Tale through different cultures to teach the elements of Fairy Tales. Please choose and write below: We will be making all models and visuals as a team and will use the first grade tunnel as a gallery walk areas for students to learn about different fairy tales.
 * Review your story Map from yesterday
 * List the characters and character: Traits of each character using a T-chart. Example" Cinderella Good Qualities: Beautiful, Princess, Hard Worker, Follows Directions, Works with Others, etc. Bad Qualities: Disobeyed Step Family, etc.
 * Choose at least two characters and determine if they are heroes or villains
 * Add in bubble to stoy map- make two separate bubbles for heroes and villains
 * Review the phonemes from sort 19. Have students give examples and differentiate (5 minutes after mini-lesson tops)
 * Have students search books and brainstorm words with that phoneme.
 * Review or introduce the acronym CUPS as a way of making sure that our writing is the best quality it can be. CUPS stands for Capitalization, Usage, Punctuation, and Spelling.
 * Model Writing a 3 part picture plan or a written plan. (However your class is ready to plan). With each part of the plan write a sentence. It should be a fairy tale. You may need more than three parts. Use your judgement 3-5 parts.
 * Example:
 * The three little corgis each built a hou
 * One was straw, one was sticks, and one was bricks.
 * The wolf blew down the house of straw.
 * The wolf blew down the house of sticks.
 * The wolf could not blow down the house of bricks.
 * They invuted him in for a vegetarian meal
 * Explain that capitals are only used (even in a draft or plan for the beginning of sentences.
 * Students plan during reading and writing workshop. Plans will be turned in and shared tomorrow

Thursday, January 6th Reading Mini Lesson: Sequence in Fairy Tales - Once Upon a Time and Happily Ever After
 * Read a Fairy Tale Book of Choice
 * Review your story Map from yesterday with added character information
 * Look at the Problem and Solution section - Is this really enough to understand? Can we break it into 2-5 boxes like our plan from yesterday?
 * Example:
 * Once upon a time, there was a princess. (Oh, wait, have we heard once upon a time before?)
 * She was orphaned and lived with her step family (Have other fairy tale characters suffered hardship or a problem? Is it inherent within the setting?)
 * She was given a dress, magic slippers, and a pumpkin (3 magic -!!!)
 * She went to the ball. Clock struck twelve. She left behind glass slipper. (another problem)
 * Prince found her and they lived happily ever after. (again, we have seen this before)
 * Show students reader response - Fairy tail train. Stiudents fill in boxes with key responses. This can be done as a class and copied.

Word Sort: Writing: Library Time - distributed thoughout week
 * Review the phonemes from sort 19. Have students give examples and differentiate (5 minutes after mini-lesson tops)
 * Students choose 10 words (5 from each phoneme and write a complete sentence with each. They will be expected to use capitals and periods.
 * Share Plans

Friday, January 7th Reading Mini Lesson: Reviewing the Characteristics of a Fairy Tale
 * Read a Fairy Tale Book of Choice
 * Review your story Map and train from yesterday
 * Show students reader response - New Story Map for Fairy tales - Includes Villains and Heroes and 5 events. This can be done as a class and copied.

Word Sort:
 * Use this time (10-15 minutes to share Flat Stanley for the week)

Writing:
 * Model draft of Fairy Tale. Students can begin draft if they have time.

COPIES YOU SHOULD GET: Word Sort 19 Beginning Story Map Character T-Chart Fairy Tale Sequence Train Venn Diagram (extra if you have time to compare and contrast) Fairy Tale Story Map Writing: Plan to Draft for Fairy Tale (whole page) - Two Week Project

Books will be checked out for you based on your fairy tale. I will bring them to you this week

__**Reading Mini-Lesson: **__ __**Writing Mini-Lessons: **__
 * Reading: ** Mini-lessons include: text features of fable and folktales, how to make personal connections to fables, the function of recurring phrases such as “Once upon a time”, and making inferences using text. During this unit, phonics lessons should be embedded into modeled writing, conferencing/guided reading, and connected texts.

**Writing:** Mini-lessons include modeling personal narratives and reader’s response.
**Week of January 9th**

__**Reading Mini-Lesson: **__ __**Writing Mini-Lessons: **__ Mini-lessons include modeling personal narratives and reader’s response as well as the revising (teacher’s writing) personal narratives for deleting or adding words __**L.O.W and SS Activity: **__
 * Reading: ** Mini-lessons include: purpose of folktales, fables, and fairytales, how to make personal connections to fables, the function of recurring phrases such as “They lived happily ever after”, and recognizing sensory language and how to use sensory language to support comprehension and connections. During this unit, phonics lessons should be embedded into modeled writing, conferencing/guided reading, and connected texts.

(Topic) - See Social <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Studies for Lessons || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">MLK ||  ||   ||   ||   ||
 * Week of January 9th || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Monday || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Tuesday || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Wednesday || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Thursday || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Friday ||
 * <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Reading ||  ||   ||   ||   ||   ||
 * <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Writing ||  ||   ||   ||   ||   ||
 * <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Word Study ||  || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">sort 20 ||   ||   ||   ||
 * <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Leadership

<span style="background-color: #c0c0c0; color: #800000; font-family: Georgia,serif; font-size: 22px; text-decoration: none; vertical-align: baseline;">**Week of January 17th**

__**<span style="font-family: Georgia,serif; font-size: 32px;">Reading Mini-Lesson: **__ <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Mini-lessons include: how to make personal connections to fables, the function of recurring phrases such as “A long, long time ago” and “Far, far away...” identifying the sensory language, and asking questions. During this unit, phonics lessons should be embedded into modeled writing, conferencing/guided reading, and connected texts __**<span style="font-family: Georgia,serif; font-size: 32px;">Writing Mini-Lessons: **__ <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Mini-lessons include modeling personal narratives and reader’s response, the teacher modeling: revising (teacher’s writing) personal narratives for deleting or adding words and editing (teacher’s writing). <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">(Topic) - See Social <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Studies for Lessons || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">MLK ||  ||   ||   ||   || u**<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">nit 7: Reading – Theme & Genre; Writing – Literary Text **
 * Week of January 16th || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Monday || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Tuesday || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Wednesday || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Thursday || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Friday ||
 * <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Reading || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">MLK ||  ||   ||   ||   ||
 * <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Writing || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">MLK ||  ||   ||   ||   ||
 * <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Word Study || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">MLK || <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">sort 21 ||  ||   ||   ||
 * <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 24px;">Leadership

January 3rd through January 20th

Unit Description: (ARRC)

The focus of this unit is on __**Theme and Genre**__. Students will be able to take the characteristics of fiction texts they learned during the first nine weeks and apply those understandings to __**stories, folktales, fables, and fairytales**__. Students will learn some of the distinguishing features between __**folktales, fables, and fairytales versus other kinds of fiction**__. It is more important for students to __**differentiate between genres**__ rather than memorizing the vocabulary of genres.

__**Sensory language**__ is paired with Theme & Genre because of the great attention to utilizing sensory-evoking language featured in folktales, fables, and fairytales. This attention to sensory language impacts other types of writing as well. Students will be able to study sensory language and then use their awareness as a spring board to incorporate sensory language into their own writing.

__**Students will continue to write personal stories during this unit**__. They can revise and edit one that they had started earlier in the year, or they can start a new composition. This would be a good time to teach students to add __**sensory language to their composition**__ as well as putting in important information without adding anything that is not necessary for the piece.

Possible Pacing: <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Lader of the Week mini-lesson and Social Studies Content integrated (Whole group) <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Handwriting Without Tears <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Small groups word work and sort/low groups read as well || **<span style="color: black; font-family: 'Century Gothic','sans-serif';">Reading/SS Integrated Text if Possible ****<span style="color: black; font-family: 'Century Gothic','sans-serif';">: ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Mini-lesson with Reader’s Response: Model new response and rubric <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Small groups: high to low <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Word Study game if time || **<span style="color: black; font-family: 'Century Gothic','sans-serif';">Writing ****<span style="color: black; font-family: 'Century Gothic','sans-serif';">: ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Mini-lesson with Writer’s Workshop (Model and student's write) <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Independent: Students Practice new reader response; word sort; drafting <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Groups: Low and word study game with low group || **<span style="color: black; font-family: 'Century Gothic','sans-serif';">Reading/SS ****<span style="color: black; font-family: 'Century Gothic','sans-serif';">: ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Mini-lesson with Writer’s Workshop (conference and publish) <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Independent Practice new reader response; word sort, publishing <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Groups: Check In with High Groups and Read with low || **<span style="color: black; font-family: 'Century Gothic','sans-serif';">Assess ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Mini-Lesson that helps to reinforce either Reading Response Concept of the Week or Social Studies Concept <span style="color: black; font-family: 'century gothic','sans-serif'; font-size: 12px;">Reading Assessment <span style="color: black; font-family: 'century gothic','sans-serif'; font-size: 12px;">Handwriting Without Tears ||
 * **__<span style="font-family: 'Century Gothic','sans-serif';">Monday __** || **__Tuesday__** || **__Wednesday__** || **__Thursday__** || **__Friday__** ||
 * **<span style="color: black; font-family: 'Century Gothic','sans-serif';">Reading/Leadership tied to SS ****<span style="color: black; font-family: 'Century Gothic','sans-serif';">: **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Individual Writing Conferences- Teachers conduct individual conferences to keep track of student progress and to decide if a mini-lesson is required for a skill not being met for the whole class or small groups or individuals.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">Assessments For Unit: **
 * __Non-Negotiable Product__**
 * Reader’s response entries
 * Personal experience narrative
 * __Ongoing Assessments__**
 * Running Records- A running record is used to help find students’ reading levels, check their fluency, and find weaknesses in comprehension. Running records are done one-on-one with students. They take only a few minutes to administer. Running records may be useful when conducting parent conferences.
 * Monitoring notes from reading conferences
 * Monitoring notes from writing conferences

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">**Reading TEKS/SEs**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.7 Reading/Comprehension of Literary Text/Theme and Genre. Students //__**analyze, make inferences and draw conclusions about theme and genre**__// in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) __**connect the meaning of a well-known story or fable to personal experiences**__ ; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(B) __**explain the function of recurring phrases**__ (e.g., "Once upon a time" or "They lived happily ever after") in traditional folktales and fairy tales.
 * Unit: Theme & Genre**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.11 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about __**how an author's sensory language creates imagery in literary text**__ and provide evidence from text to support their understanding. Students are expected to <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) recognize sensory details in literary text. [A]10. Identify and analyze __**how an author's use of language appeals to the senses, creates imagery, and suggests mood.**__ <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">C. Describe, analyze, and evaluate information within and across literary and other texts from __**a variety of cultures and historical periods**__.
 * As it applies to Theme and Genre**
 * CCRS**
 * Reading **


 * Vocabulary Development**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) identify words that name __**actions (verbs)**__ and words that name __** persons, places, or things (nouns); **__

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(E) alphabetize a __**series of words to the first or second letter**__ and use a dictionary to find words.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">**Writing TEKS/SEs**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">__1.20 Oral and Written Conventions/Conventions__. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) understand and use the following parts of speech in the context of reading, writing, and speaking: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(i) verbs (past, present, and future); <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">__**1.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation**__. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(B) recognize and use basic capitalization for: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(i) the beginning of sentences; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(iii) names of people; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(C) recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">__1.22 Oral and Written Conventions/Spelling__. Students spell correctly. Students are expected to: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(B) use letter-sound patterns to spell: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(iii) one-syllable words with consonant blends (e.g., "drop"); (D) spell base words with inflectional endings (e.g., adding "s" to make words plurals)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">**Teaching Point (Objectives):** During this unit, students use the characteristics of fiction texts to understand stories, folktales, fables, and fairytales. Teach the distinguishing features of Folktales, fables and fairytales and then compare with other types fiction. Teachers should provide ample opportunities for the students to compare the types. In doing this, students learn to differentiate between genres rather than memorizing the vocabulary of genres. Use of anchor charts as a tool to help students see patterns across various examples of fairytales and folktales. Use fairytales and folktales to teach students how sensory language is used in writing and then to incorporate sensory language into their own writing. During this unit, phonics lessons should be embedding into modeled writing, conferencing/guided reading, and connected texts.
 * Teaching point **

During this unit, the teacher should continue to focus modeling personal narrative writing and reader’s response on a daily basis while allowing her students to spend time writing in the genre of their choice. During the open choice time, students choose to write from the genre supported by the TEKS for their grade level. Teachers may choose to review certain genres as dictated by the needs of their students. Conferencing with students will support the open choice writing.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">Lesson Plans & Needed Resources:


 * Mini-Lesson Ideas**

These documents can be adapted to create anchor charts:


 * Background information and lesson resources for Folktales, Legends, and Myths(Scroll down to appropriate section)
 * graphic organizersto be used by readers and writers of fiction
 * The use of anchor charts will be an important tool to help students see patterns across various examples of fairytales and folktales. Anchor charts for the following kinds of information are important:
 * Recurring phrases and their significance
 * Recurring character types and why these are important
 * <span style="font-family: 'arial','sans-serif'; font-size: 13px;">Themes/Big Ideas & supporting text evidence


 * Mini-Lesson Ideas**
 * Comments on literary texts
 * Revising personal stories – adding to piece
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Editing personal stories – past tense, beginning of sentences, end punctuation, names of people


 * Websites**
 * [|Story Line]– fictional texts, including fairy tales, as read by members of the Screen Actor’s Guild
 * [|Story Nory]– collection of fairy tale podcasts
 * Fairy Tales and Fables – Information regarding fairy tales and fables (scroll down to correct section)


 * **Journeys** ||
 * * City Mouse and Country Mouse (student book 1, pg.100)
 * Jack and the Wolf (student book 2, pg.14)
 * The Three Little Pigs (student book 2, pg. 30)
 * How Leopard Got His Spots (student book 3, pg.44)
 * Little Rabbit’s Tail (student book 4, pg. 176)
 * Jack and the Beanstalk (student book 4, pg. 128)
 * The Ugly Duckling (student book 5, pg. 80)
 * The Wind and the Sun (student book 6, pg. 82) ||