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Fairy/Folk Tale and Superhero Unit.docx

Fairy/Folk Tales and Superhero Unit

8th 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 fairys 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 characters 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 cultures 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 students 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 Mahs 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 characters 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 Mahs 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