Interactive Read Aloud
Grade: 2nd
Rationale:
Engage students in an interactive read-a-loud in order to get them thinking about point of view and make connections between common fairy tales and spin offs.
Common Core Standards:
Objectives:
Procedures:
Independent Application
Materials
Assessments
Differentiation
During Independent Application:
Technology Links
Show examples of vocab words “battledore” and “shuttlecock” through youtube videos
o http://www.youtube.com/watch?v=5rgtA6nNQ90 (Battledore)
o http://www.youtube.com/watch?v=Kz7c2CnaqIs (Shuttlecock)
Fractured Fairytales online
o http://www.readwritethink.org/files/resources/interactives/fairytales/
Future Connections
Grade: 2nd
Rationale:
Engage students in an interactive read-a-loud in order to get them thinking about point of view and make connections between common fairy tales and spin offs.
Common Core Standards:
- RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
- RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
- RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Objectives:
- Students will be able to understand the concept of point of view of individual characters and discuss the importance of this element to story writing.
- Students will be able to compare and contrast different versions of the story. (Three little wolves vs. three little pigs, big bad wolf vs. big bad pig).
Procedures:
- Have students come to carpet and sit down quietly.
- Introduce the word “Folktales” and talk about examples students have read.
- Introduce the term “Fractured fairy tale” and discuss.
- Have books for examples: “Cinderella” & “Prince Cinders”, “Goldilocks and The Three Bears” & “Goldilocks and Just The One Bear”a
- Introduce the term “point of view”: what the author wants us as readers to “see” and hear”
- During reading discuss differences in point of view between characters and between original and fractured fairy tale
- Introduce the new story.
- Ask who the author is and what their job is: Eugene Trivizas
- Ask who the illustrator is and what their job is: Helen Oxenbury
- Ask students if they have any predictions about the story
- Read the story
- Questions, vocab, predictions, connections throughout on post-its
- Stop on page 1 and ask: who is telling the story? Have them respond by raising their hands
- Stop on page 2 and ask: how is this similar to the original? How is this different?
- Stop on page 4 and review vocab words: prowling and croquet. Ask students if they have any predictions. Have students respond by raising hands
- Stop on page 6 and review vocab word: grunted. Demonstrate thinking by explaining, “chinny-chin-chin” connects to original. Have students respond by raising hands and nodding heads.
- Stop on page 9 and ask for connections, predictions, what would they do in situation? Have students respond by raising hands.
- Stop on page 11 and ask students what else is made of concrete (connections). Review vocab word: slurry. Have students respond by raising hands.
- Stop on page 12 and review vocab words: battledore and shuttlecock.
- Possibly show clips of each (technology)
- Stop on page15 and ask students what they would use to make a strong house? Have students respond by turning and talking to neighbor. Pull group back together.
- Stop on page 16 and show students examples of different materials used by pigs (barbed wire, iron bars, armor plates, heavy padlocks, Plexiglas). Demonstrate connections and thought process back to original.
- Stop on page 18 and ask for thumbs up if students have ever played hopscotch. Write the numeral 37 and ask students to name number, if it is odd or even, ect. Have students respond by raising hands.
- (Bring in math curriculum 2.OA.C.4: Determine whether a group of objects has an odd or even number of members)
- Stop on page 22 and ask students why the wolves chose this material for house? Prediction? Have students respond by turning and talking to neighbor.
- Stop on page 26 and review vocab: fragrant. Ask students how this is similar and different than original. Have them think to themselves and save answers.
- Stop on page 29 and ask students if they would trust the pig. Have students respond by giving thumbs up for yes and thumbs down for no.
- Ask students to brainstorm what they know about the classic story “The Three Little Pigs” and write down similarities and differences that we reviewed as we read story.
- Make a venn diagram
Independent Application
- Students will then pick a fairy tale from the ones we reviewed, listed, and charted in the beginning of the lesson. They will then go back to their desks and work on their own fractured fairy tale.
Materials
- "The Three Little Wolves and The Big Bad Pig” by Eugene Trivizas
- “The Three Little Pigs”
- Other fractured fairy tale examples
- 2 sheets of chart paper (One for lists of fairy tales, one for venn diagram)
- Markers for chart paper
Assessments
- Writing journals with individual stories to check understanding of fractured fairy tale vs. fairy tale.
- Exit slip with different elements of fairy tale & point of view understanding that will be checked then stapled into literature notebook.
Differentiation
During Independent Application:
- Struggling students: draw stories they would like to write, flip through other examples to get ideas, discuss with their peers ideas, provide an outline for them to work through step by step.
- Advanced students: Start writing story, edit their peer’s work.
Technology Links
Show examples of vocab words “battledore” and “shuttlecock” through youtube videos
o http://www.youtube.com/watch?v=5rgtA6nNQ90 (Battledore)
o http://www.youtube.com/watch?v=Kz7c2CnaqIs (Shuttlecock)
Fractured Fairytales online
o http://www.readwritethink.org/files/resources/interactives/fairytales/
Future Connections
- Reading/Writing: Explore the different types of narrators (1st, 2nd, 3rd)
- Science: Use this to look at different materials used in the book to build the houses.
- Math: Use this story to look at the different elements that make up a house (angles, # of doors/windows, counting, etc).