Fairy/Folk Tales and Superhero Unit8th Grade English Class
Context:
Prince Charming rescues his princess from an abandoned tower after battling a breathing dragon. A high school boy gets bit by a spider and finds himself saving the world with newly found abilities. A young boy knocks on your window to take you away to Neverland with all but a sprinkle of his fairy’s dust. A wolf fails three attempts to blow down the constructed houses of pigs. Without much thought, children and adults in the United States are able to identify the fairy/folk tales and superheroes above with brief description due to their frequent exposure in our culture. Fairy/folk tales, and fairy tales are influenced by oral traditions all over the world and are passed down from generation to generation. Their plots demonstrate conflicts between good and evil, with a happy ending affected by magic or a successful adventure. These stories cover
universal human emotions like courage, hate, love, etc., and embody cultural themes and motifs that represent different cultures and certain periods of time. They are also a great source of moral awareness and potential truths to our world. A huge influence on literature derives from fairy/folk tales and super heroes. Their elements are seen in plays, movies, and books. By reading and learning to understand them, 8th graders will broaden their comprehension of literature and diverse cultural appreciation while staying in touch with their natural senses of pleasure, adventure, and curiosity.
Learning Objectives/Common Core Standards:
● Students will be held accountable for taking key notes while reading Chinese Cinderella at home.
○ CCSS.ELA-LITERACY.SL.8.1.B. Follow rules for collegial discussions and decision-
making, track progress toward specific goals and deadlines, and define individual roles as
needed.
● Students will be able to identify a story using only pictures. ○ CCSS.ELA-LITERACY.SL.8.2. Analyze the purpose of information presented in
diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives
(e.g., social, commercial, political) behind its presentation.
● Students will be able to give a simple definition of a fairy/folk tale and superhero story.○ CCSS.ELA-LITERACY.W.8.1. Write arguments to support claims with clear reasons
and relevant evidence● Students will be able to organize thoughts in opinions and present them in debate form.
○ CCSS.ELA-LITERACY.SL.8.1.C. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
● Students will be able to identify terms such as hero, villain, antagonist, protagonist, setting, and plot to label a character’s story including types of conflict.
○ CCSS.ELA-LITERACY.W.8.2.A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
○ CCSS.ELA-LITERACY.RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
○ CCSS.ELA-LITERACY.SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
● Student will be able to read and understand articles to become knowledgeable about gender roles in fairy/folk tales and superheroes and how it affects the reader.
○ CCSS.ELA-LITERACY.RI.8.6. Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
○ CCSS.ELA-LITERACY.SL.8.2. Analyze the purpose of information presented in
diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives
(e.g., social, commercial, political) behind its presentation.
● Student will be able to sort and become familiar with common "tale types"or "versions" of the stories through a multicultural lens.
○ CCSS.ELA-LITERACY.SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
● Students will be able to compare and contrast different cultural versions of fairy/folk tales and superheros.
○ CCSS.ELA-LITERACY.RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
○ CCSS.ELA-LITERACY.RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
● Students will be able to recognize feelings and emotions that are evoked from fairy/folk tales and superheroes that are common to universal humanity.
○ CCSS.ELA-LITERACY.SL.8.1.D. Acknowledge new information expressed by others,
and, when warranted, qualify or justify their own views in light of the evidence
presented.
Guiding Questions:
● What qualifies a story as a fairy/folk tale? What qualifies a superhero to reacg that designation? Do they have different qualities? (Plot, characters, supernatural, etc.)
● What defines a hero?● What is a villain?● What sort of gender roles are demonstrated in these stories?
○ How do these gender roles affect our lives?○ Are these effects positive or negative?
● Why are these stories so popular all around the world?● What other cultures share similar stories as America?
○ How are other culture’s versions different?● How do we use fairy/folk tales and superheroes in our everyday life? Have they changed
over time?● Will these stories continue to be shared throughout time or will they eventually die
out/change?
Inclusion/Modifications:
● Audio books of fairy tale stories in the classroom along with anthologies, physical books, and comic books. Some students may not be familiar with fairy/folk tales or superheros.
● I will record myself reading the articles read in class to give to students that need the extra support.
● I will front load all of articles before class with annotations for the students to read and follow along with the key points.
● Reading and assignments done individually, as a whole class, and in small groups ● Graphic organizers for every assignment for students that need the organization ● Allowing students to work at their own paces. I will allow them to re-do any of the
work that they feel they could do better on. ● Follow individual IEP and 504 accommodations and modifications ● Visuals including the student’s work, a four square word wall, and any time of pictures
that will help guide the students during the lesson.● Multimedia incorporated to help students see examples and different lens’ of all topics. ● Using paraprofessionals for small group and individual instruction when needed.
Materials and Text:
● Adeline Yen Mah’s Chinese Cinderella ● Unbreakable film● Prezi● Poster Boards, GoogleDocs, Bulletin Boards● Articles:
○ “Happily Ever After”(Or What Fairy Tales Teach Girls About Women) ○ Do Superheroes Model Damaging Gender Roles to Kids?○ Why Fairy Tales Stick
Assessments:
Formative:
● Students will get 5 points for the Activator. This is an informal assessment on whether or not they had been paying attention and taking notes to the previous day.
● Gender Norm debate● Participation will be a very large part of this lesson. I will expect everyone to share their
opinions and take part in all of the group discussions.
● Group work and the worksheet on advertisements.Summative:
● After the debate in the next class, the students will be formally assessed on a two page essay about their personal beliefs about gender norms in fairy/folk tale and superhero stories. This opinion does not need to agree with the side of the debate that they were on.
● Visual presentation using your favorite character with the elements, setting, and conflicts seen in their story and based on the notes that you have taken in class.
● Mini quizzes with key notes on Chinese Cinderella ● Essay on comparing and contrasting Chinese Cinderella and our American
version. ● One page summary of their character’s background and the story that they are
from. ● Creating a Scene
The Classic Tale(s) of Cinderella
Using your venn diagrams, you are now going to write a compare OR contrast essay on Adeline Yen Mah’s Chinese Cinderella:The Secret Story of an Unwanted Daughter and our American Disney fairy tale Cinderella. It is up to you whether or not you want to compare or contrast the two, but you have to be consistent throughout the paper.
Your paper will need:● A clear three part thesis statement (Position+because=three reasons why)● Good organization and a strong argument● A least three textual citations. (Must include quotation marks and page numbers)● A clean wrap- up conclusion paragraph that supports your introduction and body
Essay Rubric
A B C D/F
Introduction
(Organization)
The introduction is inviting,
states the main topic and
previews the structure of the
paper. Strong thesis statement.
(Position+because=three
reasons why)
The introduction clearly
states the main topic and
previews the structure of the
paper, but is not particularly
inviting to the reader. Thesis
does not follow criteria.
The introduction states
the main topic, but does
not adequately preview
the structure of the
paper nor is it
particularly inviting to
the reader.
There is no clear
introduction of the main
topic or structure of the
paper.
Focus on Topic
(Content)
There is one clear argument.
Main idea stands out and is
supported by at least three
supporting textual evidence.
Main idea is clear but there
is not enough textual
evidence.
Main idea is somewhat
clear but there is no
textual evidence.
The main idea is not
clear. There is a
seemingly random
collection of information.
Support for
Topic (Content)
Relevant, telling, quality details
give the reader important
information that goes beyond
the obvious or predictable.
Supporting details and
information are relevant, but
one key issue or portion of
the storyline is unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are typically
unclear or not related to
the topic.
Sources
(Content)
All sources used for quotes and
facts are credible and cited
correctly including page
number and sandwiching
quotes.
All sources used for quotes
and facts are credible and
most are cited correctly.
Most sources used for
quotes and facts are
credible and cited
correctly.
Many sources used for
quotes and facts are less
than credible (suspect)
and/or are not cited
correctly.
Conclusion
(Organization)
The conclusion is strong and
leaves the reader with a feeling
that they understand what the
writer is \"getting at.\" Reflects
the Intro and Body.
The conclusion is
recognizable and ties up
almost all the loose ends.
The conclusion is
recognizable, but does
not tie up several loose
ends.
There is no clear
conclusion, the paper just
ends.
Lesson Plan OneElements In Our Favorite Character’s Story
Name: Chantal LeBlanc
Subject: English
Grade: 8th
Task 1: Planning for instruction and assessment:
Today we will be working with a fairy/folk tale or superhero character of choice. For homework, the students were asked to bring in a picture of a character that they found interesting or enjoy the most. If they did not feel knowledgeable about the character’s story, they were also asked to brief themselves by watching a movie, reading a book, summarizing, or any other resource that will help prepare them learn about this story. By giving the students a choice, they will be more engaged and able to relate. This lesson will provide them with a review of the elements and conflicts in a story and help them organize the plot.
Enduring understandings:I want the students to internalize the elements in a plot. By using a four square method and a word wall they will be able to define exposition, rising action, climax, falling action, and resolution. They will also have a good understanding of the conflicts in a plot and be able to distinguish between person vs.person, person vs. society, person vs. nature, person vs.self and person vs. supernatural.
Essential Questions:
● Review: ○ What are the elements of a plot? ○ What are the different types of conflict?
● How do these elements and conflicts relate to your favorite character and their story?
Learning Objectives/Common Core Standards
● Students will understand and define the elements of their favorite character’s plot, and then be able to use these skills in other stories.
○ CCSS.ELA-LITERACY.RL.8.2. Determine a theme or central idea of a text and
analyze its development over the course of the text, including its relationship to the
characters, setting, and plot; provide an objective summary of the text.
● Students will understand the different types of conflicts and how we distinguish them in texts.
○ CCSS.ELA-LITERACY.RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
● Students will be able to organize information using a visual presentation ○ CCSS.ELA-LITERACY.W.8.2.A. Introduce a topic clearly, previewing what is to
follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
○ CCSS.ELA-LITERACY.SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Prerequisite skills, concepts, and academic language needed to meet objectives
● They need to understand the elements of a story and their order● Academic Language:
○ Exposition○ Rising Action○ Climax○ Falling Action○ Resolution○ Person vs.Person○ Person vs. Nature○ Person vs. Supernatural○ Person vs. Society
● They need to understand the different types of conflicts and how we can identify them in a story.
Key instructional materials and resources:
● Notes based on discussion from the previous day ● Classroom bulletin board diagram of the elements and the conflicts for the students to
refer back toAppropriate technology and media:
● I will show the class clips from different movies to help define the different types of conflicts.
○ Person vs.Person = Hans against Ana in Frozen○ Person vs. Nature = Maleficent scene of a battle with the trees
○ Person vs. Supernatural = Beowulf vs. Grendle○ Person vs. Society = Hercules being bullied by society for his strength
● The students can use multimedia to include pictures for their visual. ● Laptops to type up all the text if desired.
Accommodations for integrating students with learning needs into general education classroom (include how you will differentiate your instruction for 504s, ELLs and IEPs)
● Personal accommodations will be made as needed.● Paraprofessionals will be used to help the students prepare their graphic organizer before
beginning the visual. ● I will font loaded the students with a personal diagram of the elements as well as a
written up list of examples for the conflicts found in a story. ● Before this class, every student in the class will use a four square method to identify all of
the elements with a definition, sentence, and picture. This will be done in small groups and each set of students will have either an element or a conflict. These papers will be hung up on as a word wall. Although all students will benefit, this will especially accommodate IEP, 504’s, and ELL students.
Task II: Instructing and engaging students in learning (instructional strategies and learning tasks for ..)
● Beginning the lesson: ○ We will begin class with a review of the elements in a plot. The students will refer
back to the word wall completed the day before and go over any questions they may have.
○ I will show movie clips on the SmartBoard for the students to better understand the different types of conflict.
● Carrying out the lesson: ○ Next the students will pull out the character that they brought in for homework. ○ I will pass out a graphic organizer(see below), and they will begin filling in the
information from their character’s story in regards to the elements of plot. ○ At the bottom of the graphic organizer the students will explain which conflict(s)
is seen in their character’s story and give at least one example of why. ● Completing the lesson
○ Using laptops, the students will have the options of tying up the information from their graphic organizer.
○ Each student will begin to create a visual using technology or a poster board provided in class to identify the elements of a plot and conflict in their character’s story.
○ At the end of class the students will turn in their finished product. They will be asked to share their work in the next class to their peers.
Task III: Assessing student learning:
● Each student will get 5 points for the homework assignment to bring in a picture of their favorite character. I will have characters as well just in case students do not complete this assignment.
● Students will be graded on the visual presentation that they have created. (Rubric below)
Lesson Plan TwoGender Norms in Fairy/Folk Tales and Superhero Stories
Name: Chantal LeBlanc
Subject: English
Grade: 8th
Task 1: Planning for instruction and assessment:
I will be discussing the common gender norms found in fairy/folk tales and superhero stories. Previous to this lesson, we will be reading an article called “Happily Ever After”(Or What Fairy Tales Teach Girls About Women). We will have had an initial gender norms discussion before reading this, and will be building on our thoughts from this article today. The goal is to provide the class with the proper tools to manipulate the topic and dig deeper into the stories they were told either as a child or took interest in at an older age. This lesson will be in preparation to a
class debate on whether or not these gender roles are harmful or helpful that will take place the next class period.
Enduring understandings:I want the students to understand the concept of gender roles and how they are not only portrayed in fairy/folk take superhero stories but in our everyday lives. This will open their eyes to a lens of these stories that they may have never thought about previously. With this information I then want them to be able to form arguments based on how these norms and ideals make them feel.
Essential Questions:
● Review: What is a gender norm?● What sorts on gender norms were found in fairy tales yesterday?● What gender norms are found in superhero stories?● Can we find similarities between the two articles?● What gender norms can we see in our everyday life? ● How to advertisements exemplify gender norms? Why do they do this?
Learning Objectives
● Students will understand gender norms and how they are expressed in their everyday lives.
○ CCSS.ELA-LITERACY.SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
○ CCSS.ELA-LITERACY.SL.8.1.C. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
● Students will use articles and research to form arguments around whether or not fairy/folk tale and superhero stories are harmful or helpful.
○ CCSS.ELA-LITERACY.RI.8.6. Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
● Students will be able to look at pictures and discuss the gender roles being portrayed in a group discussion.
○ CCSS.ELA-LITERACY.SL.8.5. Integrate multimedia and visual displays into
presentations to clarify information, strengthen claims and evidence, and add interest.
Prerequisite skills, concepts, and academic language needed to meet objectives
● They need to understand the definition of a gender norm and be able to give specific examples pertaining to both men and woman.
● They will need to have some prior knowledge of either a fairy/folk tale or superhero.● They will have needed to read the article from the previous class called “Happily Ever
After”(Or What Fairy Tales Teach Girls About Women), to thoroughly engage in today’s discussions and prepare for the class debate.
Key instructional materials and resources:
● “Happily Ever After”(Or What Fairy Tales Teach Girls About Women)● “Do Superheroes Model Damaging Gender Roles to Kids?”● Newspaper Ads that portray gender roles.
Appropriate technology and media:
● - Prezi Presentation including pictures without texts for the students to analyze gender roles as a class.
● Laptops to begin research on class debate and forming arguments.
Accommodations for integrating students with learning needs into general education classroom (include how you will differentiate your instruction for 504s, ELLs and IEPs)
● Personal accommodations will be made as needed.● Paraprofessionals will be used to help the students prepare an argument for the upcoming
debate.● Venn diagrams can be provided to students that need help organizing while they compare
and contrast the pro’s and cons of gender norms in fairy/folk tale and superhero stories. ● All articles in preparation for the debate will be front loaded to students who need them
including annotations from me highlighting key points. ● I will have a voice recording of each of the articles accessible to students who need the
extra support.● The Prezi and newspaper articles will provide students with a visual for the discussions
on gender norms to help all students understand the concepts through many lens’.● ELL students may not be familiar with American fairy/folk tale and superhero stories. I
will find comparisons stories in their own culture that correlate to ones we are talking about as well as provide good examples of gender norms. One of the great things about these genres is that that most cultures have variations of fairy/folk tales and superheroes. I can also provide them with summaries and pictures of the American versions for them to relate to.
Task II: Instructing and engaging students in learning (instructional strategies and learning tasks for ..)
● Beginning the lesson: ○ We will begin class with an Activator. The following questions will be written on
the whiteboard: What is a gender norm?
○ The students will take five minutes to independently write their answer in their journals. They can use notes from the day before on this, and will be asked to include at least one specific example of a gender norm in our society.
○ We will discuss this question as a class, and review our discussion on gender norms from the previous day as well as reviewing the “Happily Ever After”(Or What Fairy Tales Teach Girls About Women), article.
● Carrying out the lesson: ○ Students will read Do Superheroes Model Damaging Gender Roles to Kids? with
a partner.○ We will come back as a class and talk about initial thoughts on the reading.○ Using a Prezi Presentation, I will show the class popular scenes from fairy/folk
tales and superhero movies/stories. They will be asked to identify the scene and discuss what gender norms are being portrayed. (For example, a knight saving a princess from a tower).
○ The class will move into small groups. Using different newspaper articles for each group, the students will fill out a gender norm worksheet. What audience is this picture appealing to? Is it helpful or harmful to society?(See worksheet below)
● Completing the lesson ○ We will discuss the worksheet together once all groups are finished. ○ I will split the class into two groups: 1) Gender norms are helpful to children and
2) Gender norms are harmful to children. I want to choose the groups myself because even if the students do not agree with their side, I want to have research for both arguments and for them to learn how to support a claim.
○ We will spend the rest of the class researching both sides of the debate with laptops.
○ Students will begin notes in preparation. ● Task III: Assessing student learning:
○ Students will use their research to carry on a class debate in the next class○ We will debrief the debate as a class and then the students will write a one page
response stating their personal opinion on whether or not fairy/folk tales and superheroes are useful or harmful.
Name:
Date:
Magazine Ads and Gender Norms
What is this advertising?
What sorts of gender norms can you see being portrayed in this ad?
Is audience of the ad more geared towards men, woman, or both?
Could this ad be harmful? Why?
Minilessons:
● Clips of Unbreakable● Review of the elements of plot.● Grammar mini lessons taken from issues found in drafts to prepare for the final draft of
the essay.● Prezi on gender norms● Video clips to show examples of gender norms and types of conflict in the media
Small Group Activities:
● Discuss the NY Times Disney fairy tale article and share opinions. ● Choose one of the available versions of Little Red Riding Hood and create a venn
diagram comparing and contrasting this story with the American version.● Read “Happily Ever After”(Or What Fairy Tales Teach Girls About Women) ● Read Do Superheroes Model Damaging Gender Roles to Kids?● Create a scene from your own world with a setting, antagonist, and protagonist using text
or pictures.● Five minute presentation to the class on the scene.● Magazine article gender role worksheet in groups.
Individual Activities:
● Bring picture of their favorite character and write a small page summary of their background and the story that they are from.
● Reading and key notes to Chinese Cinderella● Construct a graphic organizer or a visual poster with the elements seen in your favorite
character’s story and character.● Name the story without any written clues in the pictures shown in class. ● Create a picture narrative without words of a fathomed fairy/folk tale or superhero.● One page double space of your personal opinions of whether or not fairy/folk tale and
superhero stories are useful, harmful, or both to children. ● Chinese Cinderella essay
Whole Class Activities:● Class discussion of fair/folk tales and superheroes. ● What themes qualify them?● Identifying characters from Unbreakable and their traits in a super hero movie. ● Settings, plots, conflicts will be discussed. ● What sort of emotions are found in these genres?● Read NY Times Disney fairy tale article● Reading Chinese Cinderella● Sharing research on Chinese culture● View fairy/folk tale and super hero pictures of scenes from the stories. ● Discuss “Happily Ever After”(Or What Fairy Tales Teach Girls About Women) ● Discuss Do Superheroes Model Damaging Gender Roles to Kids?● Discuss the gender norms of fairy/folk tales and superheroes again. ● Read Why Fairy Tales Stick● Form a list of which superheroes are useful and why.● Class debate on whether or not fairy/folk tales and superheroes are useful or harmful.● Debrief the debate together and talk about opinions and what we learned.
Technology:● SmartBoard, Youtube● Link to provide the students with the movie Unbreakable● Internet Connected Laptops/iPads
Multicultural:
● Different versions of Little Red Riding Hood.● Compare and contrasting American Cinderella with the novel Chinese Cinderella● Discussing American versions of fairy/folk tales and superheros while researching other
culture’s versions. Critical Thinking:
● Debate on gender norms: Forming an argument and counter arguments● Response to the debate and created their own opinions on whether or not fairy/folk tales
and superheros are useful or harmful for children. ● Creating a character of their own and a characterization chart● Using a character of choice to make a visual presentation including elements of plot,
setting, and conflicts from their story.● Creating a scene without using words.
Teaching Reading Processes:● Taking turned reading paragraphs of the reading in class
● Practicing close reads and establishing author’s purpose● Key notes with discussions on questions and comments from the reading ● Reading articles in partners and stopping after paragraphs to discuss what they’ve read● Annotated articles to help the students with the main idea and key points
Teaching Writing Processes: ● Graphic organizers for the Chinese Cinderella essay to organize thoughts● Venn diagrams to organize their comparing and contrasting the Little Red Riding Hood
stories. ● Lesson on topic sentences and thesis statements● Frequent conferences in class to keep students on track of their writing● Class time to work on Chinese Cinderella essay
Interdisciplinary:● Research on the Chinese culture● Study of gender norms and their effects on fairy/folk tales, superhero stories, and our
everyday life● Debate
Tentative Schedule: Pre-Unit Assignment: Students will be assigned to watch Unbreakable at home. There will be a link on my classroom website to the movie if they cannot grab it from the library and they will have two nights to complete this. This will guarantee what students will have at least one experience with the genres we will be covering.
Day OneClass discussion on fairy/folk tales and superheroes and what themes qualify them. We will identify characters from Unbreakable and their traits in a super hero movie. Settings, plots, conflicts will be discussed. What sort of emotions are found in these genres?
HW= Bring in a picture of your favorite fairy/folk tale or superhero character.
Day TwoEach student will use the picture of their character and write a small page summary of their background and the story that they are from. Construct a graphic organizer and a visual poster with the elements seen in your character’s story based on the notes that we have taken in class the previous day(Will be typed up). There will be a section defining the type of conflict seen in the character’s story. Share with the class when finished.
Day ThreeRead NY Times Disney fairy tale article as a class. In class groups, they will discuss the article and share opinions. Can new fairy tales be made? Will they be lost in future generations? How are they evolving? ex) Frozen
Day FourStart reading Chinese Cinderella in class. Use laptops/iPads to research Chinese culture to familiarize the class with the setting of the novel. Share our findings.
HW:Chinese Cinderella(CC) up to Chapter Three
Day Five
Discuss CC key notes for quiz.HW=Study
Continue to study the Chinese culture. Use context clues to examine any traits of the culture in the first three chapters of Chinese Cinderella.
Day Six
CC quiz with key notes
Read Chinese Cinderella in class up to Chapter Five.
The students will use laptops to go on the website “Tales Similar to Little Red Riding Hood” (I will provide the link). In small groups they will choose one of the available versions and create a venn diagram comparing and contrasting the two stories.
HW=CC/key notes up to Chapter Seven.
Day Seven
As a class we will view fairy/folk tale and super hero pictures of scenes from the stories. Each student will have a numbered sheet of paper and they have to name the story without any written clues in the pictures.
Students will individually create a picture narrative without words of a fathomed fairy/folk tale or superhero.
HW=CC/key notes up to Chapter Nine.
Day Eight
Review Key Notes from CC.
The students will have time to finish up their picture narrative posters in class. The class will share the finished products with everyone.
HW= Read/Key Notes CC up to Chapter Eleven
Day Nine
Review key notes.
Prezi slide show on gender norms of fairy tales. Discuss our thoughts.
Read “Happily Ever After”(Or What Fairy Tales Teach Girls About Women) with one partner. Discuss it as a class.
HW=Study Key notes for the quiz.
Day Ten
CC Quiz with key notes.
Talk about Chinese Cinderella and what we have read so far. What sorts of context clues are we seeing at this point that relate back to our Chinese research? Are we seeing signs of a fairy tale plot?
Read Do Superheroes Model Damaging Gender Roles to Kids? with a partner and discuss it as a clas. What patterns are we seeing from yesterday's reading? Magazine article gender role worksheet in groups.
HW= CC/key notes up to Chapter Fourteen.
Day ElevenReview key notes for CC
Discuss the gender norms of fairy/folk tales and superheroes again. Read Why Fairy Tales Stick, article as a class and discuss it. Together we will form a list of which superheroes are useful and why.
Split the class between two groups. 1) Fairy tales can be harmful. 2) Fairy tales are great tools for children. Using laptops, students will start taking notes to form an argument for the upcoming debate.
HW= CC/key notes catch up. Make sure you’re up to Chapter Fourteen. Prepare notes for the debate.
Day Twelve
Review key notes.
CLASS DEBATE!Use popsicle sticks with names on them to form a panel of three to four students and have a class debate on whether or not fairy tales are helpful or harmful. The panel will decide the winners in the end.
Time in class to start their 1 page double spaced GoogleDoc of personal opinions of whether or not fairy/folk tale and superhero stories are useful, harmful, or both to children. Finish for homework.
Read /key notes for CC up to Chapter Sixteen.
Day ThirteenQuiz on CC with key notes.
Debrief the debate in class. What did you learn from the debate? What are your personal opinions of the topic. (From homework assignment).
Read Chinese Cinderella up to Chapter Eighteen as a class.
HW=CC/key notes up to Chapter Twenty
Day FourteenFairy and folk tales as oral tradition: Create a scene from your own world using the character you have already created in class. Work with a partner or individually to draw a setting, antagonist, and protagonist without using text or words. Combine characters if you are in partners and present a five minute story to the class. (Laptops are optional)
Finish CC for homework
Day FifteenGo over key notes and talk about the book now that it is completed.
Begin essay assignment for Chinese Cinderella. Classtime will be given for the students to ask any questions, work on their venn diagram, and start on their rough draft on using laptops. Future mini lessons on thesis statements, topic sentences, and how to write essays will follow. There will be class time allotted to writing papers in class and conferences to keep students on track.HW= Essay
NOTE: HIS UNIT DOES NOT INCLUDE AN ANNOTATED REFERENCES SECTION FOR THEORY AND RESEARCH.
Resources:
Chmielewski, Dawn C., and Claudia Eller. “Disney Animation is closing the book on fairy tales.” Los Angeles Times. N.p., 21 Nov. 2010. Web. 23 Nov. 2014. <http://articles.latimes.com/2010/nov/21/entertainment/la-et-1121-tangled-20101121>.“Cinderella Venn Diagram.” Edsitement. N.p., n.d. Web. 23 Nov. 2014. <http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Fairy%20Tales%20Around%20the%20World_Worksheet%201_Cinderella%20Venn%20Diagram.pdf>. Edsitement. National Endownment for the Humanities, 17 Sept. 2010. Web. 23 Nov. 2014. <http://edsitement.neh.gov/lesson-plan/fairy-tales-around-world#sect-introduction>. Folklore and Mythology Electronic Texts. University of Pittsburgh, 1996. Web. 23 Nov. 2014. <http://www.pitt.edu/%7Edash/folktexts2.html#r>.Mah, Adeline Yen. Chinese Cinderella:The Secret Story of an Unwanted Daughter. N.p.: Delacorte Press, 1999. Print.Neikirk, Alice. “’Happy Ever After’(or What Fairy Tales Teach Girls About Being Women).” Anthropology 324 Essay. N.p., n.d. Web. 23 Nov. 2014. <http://hilo.hawaii.edu/academics/hohonu/documents/Vol07x07HappilyEverAfter.pdf>.Pappas, Stephanie. “Do Superheroes Model Damaging Gender Roles to Kids?” Livescience. N.p., n.d. Web. 23 Nov. 2014. <http://www.livescience.com/46380-superheroes-and-violent-play.html>.
Tales Similar to Little Red Riding Hood. SurLaLune, n.d. Web. 28 June 2007. <http://www.surlalunefairytales.com/ridinghood/other.html>.Zipes, Jack. Interview by John Smelver. N.d. http://ragazine.cc/2012/10/zipes-interview/
Worksheets, Rubrics and
Graphic Organizers
Key Notes Handout for Chinese Cinderella
Quotes, Vocab Words, Questions, Comments, etc.
Answers/Notes
Gender Norms Debate
CATEGORY 4 3 2 1
Use of Facts/Statistics
Every major point was well supported with
Every major point was adequately supported with
Every major point was supported with facts, statistics and/or
Every point was not supported.
several relevant facts, statistics and/or examples.
relevant facts, statistics and/or examples.
examples, but the relevance of some was questionable.
Respect for Other Team
All statements, body language, and responses were respectful and were in appropriate language.
Statements and responses were respectful and used appropriate language, but once or twice body language was not.
Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark.
Statements, responses and/or body language were consistently not respectful.
Rebuttal All counter-arguments were accurate, relevant and strong.
Most counter-arguments were accurate, relevant, and strong.
Most counter-arguments were accurate and relevant, but several were weak.
Counter-arguments were not accurate and/or relevant
Understanding of Topic
The team clearly understood the topic in-depth and presented their information forcefully and convincingly.
The team clearly understood the topic in-depth and presented their information with ease.
The team seemed to understand the main points of the topic and presented those with ease.
The team did not show an adequate understanding of the topic.
Information All information presented in the debate was clear, accurate and thorough.
Most information presented in the debate was clear, accurate and thorough.
Most information presented in the debate was clear and accurate, but was not usually thorough.
Information had several inaccuracies OR was usually not clear.
Character Conflict and Plot Elements Visual
4 3 2 1
Title Title can be read from 6 ft. away and is quite creative.
Title can be read from 6 ft. away and describes content well.
Title can be read from 4 ft. away and describes the
The title is too small and/or does not describe the
content well. content of the poster well.
Content - Accuracy
You have accurate information about your character’s setting and elements of plot. Conflicts of the story are supported.
You have most of your characters plot setting and elements of plot. Your conflicts are partially supported.
You include some of the element of your characters plot, but your visual looks incomplete. Missing some conflict.
Visual is either not done or visually incomplete.
Graphics - Relevance
All graphics are related to the topic and make it easier to understand.
All graphics are related to the topic and most make it easier to understand.
All graphics relate to the topic.
Graphics do not relate to the topic or are nonexistent.
Paragraph Paragraph summary is well written. You have included all of your character’s setting, plot elements, and conflicts. It reflects your visual.
Paragraph summary is well written. You are missing either some elements of the plot or conflicts. It partially represents your visual.
Paragraph isn’t well written. You have some of the elements of plot and a few conflicts. Doesn’t accurately represent your visual.
Paragraph is nonexistent or noticeably incomplete.
Harmful, Useful, or Both?
4 - Above Standards 3 - Meets Standards2 - Approaching Standards
1 - Below Standards
Attention Grabber
Paragraph has a strong hook or attention grabber that is appropriate for the
Paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the
Interesting introductory paragraph but the connection to the topic is not clear.
Paragraph is not interesting AND is not relevant to the topic.
audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.
audience.
Topic Sentence
Topic sentence of the response is strong and outlines the main points to be discussed.
Topic sentence names the topic of the response.
Topic sentence outlines some or all of the main points to be discussed but does not name the topic.
Topic sentence does not name the topic AND does not preview what will be discussed.
Support for Position
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).
Evidence and Examples
All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.
Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position.
At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author’s position.
Evidence and examples are NOT relevant AND/OR are not explained.
oral tradition: noun; a community's cultural and historical traditions passed down by word of mouth or example from
one generation to another without written instruction. (DICTIONARY.COM)
Create a scene from your own world. Work alone or with a partner to draw a setting WITHOUT using text or words. Use your
character that you created in class. This needs to be original. Laptops and technology are optional.
These will be presented in a five minute presentation. And hey you never know, we could be telling this story for hundreds of years… :-)
Creating a Scene Rubric
A B C D/F
Clarity and Neatness
Scene is easy to understand and all elements are
Scene is easy to understand and most elements are clearly
Scene is hard to understand with rough drawings. It
Scene is hard to understand. It would be impossible for
so clearly represented, or drawn. A viewer would be able to elaborate a story from your scene.
represented or drawn. A viewer may be able to elaborate a story from your scene.
would be hard for another person to elaborate a scene without asking lots of questions.
another person to elaborate a story from the scene alone.
Content All content is original and fabricated.
Almost all content is original and fabricated.
At least half of the content is original.
Less than half of the content is original or the scene is not done.
Required Elements
Scene included a visual setting, antagonist, and protagonist as well as original elements.
Scene included visuals of setting and some characters.
Scene has a few of the required elements.
Many of the elements was missing from the scene. It is unfinished.
Presentation Scene is presented with confidence and thoroughly explains all of the required elements. There is originality and creativity.
Scene explains all of the elements required. It is clear and neat.
Scene explains most of the elements.
Scene is missing many elements and is not properly done.
