1. Topic-
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| The Emperor's New Clothes & Fairy Tales |
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2. Content-
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| Fairy tales and how they differ from other genres, |
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3. Goals: Aims/Outcomes-
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1. Develop a love of reading.
2. Appreciate the art of telling a fairy tale.
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4. Objectives-
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1. TSWBAT compare and contrast fairy tales and nonfiction books.
2. TSBAT Define and apply new vocabulary.
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5. Materials and Aids-
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| White Board, The Emperor's New Clothes book, student dictionaries. |
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6. Procedures/Methods-
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A. Introduction-
1. Discuss what the students think a fairy tale is and what makes
it up.
2. Have students come to board to write down their ideas silently.
3. Encourage students to comment constructively on other students
opinions. |
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B. Development-
1. Continue a discussion on what a fairytale is and discuss ideas
that students wrote on the board. Begin compiling a list of what fairy
tales are.
2. Let students do a walk through of the book and note any unfamiliar
words. Write sentences that have the unfamiliar words in them on the
board and discover what the words mean by using context clues and
the dictionary.
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C. Practice-
1. Begin Reading The Emperor's New Clothes as a read aloud. Have
teacher model good reader habits by using context clues, asking questions
and re reading.
2. Pose questions to students throughout the reading.
3. Pose discussion after first read. Gather student opinions on the
book, the characters and the attributes of a fairytale. See if hypothesis
of what a fairytale is matches with new understanding after reading
the book. Also discuss new vocabulary. |
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D. Independent Practice-
With new knowledge of what a fairytale is write a short paragraph
comparing and contrasting the genre of fantasy against the nonfiction
books.
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E. Accommodations (Differentiated Instruction)-
1. Provide handouts for students to complete sentences.
2. Provide handouts with a Venn diagram on it to write down the differences
between fairytale and nonfiction.
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F. Checking for understanding-
Use discussion for evaluation time. By asking questions you are
gauging understanding.
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