Perspective Lesson Plan

LESSON PLAN TOPIC TITLE: The "Real" Fairy Tales

GRADE: 6-8

NE STANDARDS:

Reading/writing

	8.1.4 By the end of the eighth grade, students will identify and apply knowledge of the structure, elements, and literary techniques to analyze fiction.
	8.2.1 By the end of the eighth grade, students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling.
	8.2.2 By the end of the eighth grade, students will write compositions with focus, related ideas, and supporting details.
	8.2.3 By the end of the eighth grade, students will revise and edit descriptive compositions.

OBJECTIVES:

	Students will select a fairy tale and rewrite if from a different point of view.
	Students will practice creative writing.
	Students will distinguish the differences that may exist in point of view.

ASSESSMENT (formative and summative): Students will be assessed using a rubric, which will evaluate the use of the 6 traits of writing, neatness, and creativity.

Students will also select a project to demonstrate their learning in this activity, choosing from options of publishing their work in the form of a book with illustrations; acting out their story for the class; creating an artistic representation of their ideas, etc.

MATERIALS:

	Copies of fairy tales and nursery rhymes (such as Goldilocks and the Three Bears, Little Red Riding Hood, and Billy Goats Gruff)
	Copy of the story, "The Real Story of the Three Little Pigs"
	Paper
	Pens/pencils

PROCEDURES:

Anticipatory Set: Read to students the story, "The Real Story of the Three Little Pigs" (or write your own version of a fairy tale in which the "bad guy" actually was just a victim of circumstances. Example: The wolf really didn’t go to the pigs’ houses to eat them. He just wanted to borrow some sugar for his mother’s birthday cake, and he sneezed and their houses fell.

Activities:

1. Have each student choose a fairy tale with a "bad guy" and instruct them to rewrite it, telling the story from the "bad guy’s" point of view.

2. Have the students revise and edit their stories and type them on the computer.

Provision for special needs: Provide assistance to students who may struggle in "getting started" with writing. Assist students in finding a project to demonstrate their learning which matches their individual strengths.

CLOSURE: Discuss as a class how different the stories shared were from the different perspectives presented. Initiate a discussion in class of how consideration of different points of view might affect their daily interactions with others (parents, teachers, peers, etc.).

References: http://www.col-ed.org/cur/lang/lang70.txt

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