FRIT 7734 Practicum in School Library Media Centers

Megan Anderson

Collaborative Lesson Assignment

Fall 2017
Lesson Title: The 21st Century Fairy Tale
Grade Level(s): Fifth Grade
Time Allotted: 90 minutes
Subject Area: Language Arts

AASL 21st Century Standards:

1. Inquire, think critically, & gain knowledge
1.1.4: Find, evaluate, and select appropriate sources to answer questions.
1.1.5: Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and cultural context.
1.1.6: Read, view, and listen for information presented in any format (e.g. textual, visual,
media, digital) in order to make inferences and gather meaning.
3. Share knowledge and participate ethically and productively as members of our democratic
society.
3.1.6: Use information and technology ethically and responsibly.
4. Pursue personal and aesthetic growth.
4.3.4: Practice safe and ethical behaviors in personal electronic communication and interaction.

Georgia Performance Standards:

ELAGSE5RL3: Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).
ELAGSE5RL6: Describe how a narrators or speakers point of view influences how events are
described.
ELAGSE5RI5: Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Identification of Learning Problem:

My target audience will be 5th grade English Language Arts students. Elise Squires, the
students English Language Arts teacher, analyzed the students learning capabilities and
determined that there were weaknesses with students understanding of two main skills; point of
view and comparing and contrasting text structures. Mrs. Squires teaches 69 students, all of
whom showed to having a lack of understanding towards the two main standards for 5th grade.

Learner Analysis:

The students are typically aged between ten and eleven years of age. I will have both
male and female students in the first class. I will teach the first full block, 90 minutes, of Mrs.
Squires students. This particular class shows the least mastery for the two standards. This class
is also an Inclusive classroom consisting of mostly student with special needs and six English
Language Learners; 23 total students.
Task Analysis:

I will be using visual and auditory methods to teach the content to the classroom;
especially to provide best practice for ELL students and special needs students. As I teach the
students, I will analyze their comprehension. Most of the tasks will be repetitive, only using
different stories. The students should pick up with the practice and repetition of the lesson. I will
start with a story that the students are very familiar with, show them a short video of the actual
story, and then read the new book to them. The books introduce each individual story from
another characters point of view. We will then compare and contrast the stories and discuss
how point of view affects a story's outcome.

Instructional Objectives:

1. Students will be able to compare and contrast the overall structures of events, ideas,
concepts, or information in two or more texts.
2. Students will be able to determine how an authors point of view influences how a story
is told.

Assessments:

I will assess the students understanding of the material through verbal questioning. I will
determine whether or not the students comprehend the differences between the two text. I will
also determine whether or not they have a firm understanding of point of view. While they work
in small groups at the end of the lesson, I will observe conversations among the students to
determine their level of understanding.

Materials: Interactive whiteboard, laptop, list of YouTube videos (listly), books

Content Sequencing and Instructional Strategies:

Prior Knowledge: Students will be asked about their familiarity of the fairy tales Goldilocks and
the Three Bears, The Three Little Pigs, Red Riding Hood, Beauty and the Beast, and
Cinderella.
Whole Group Discussion:
I will first ask the students if they are familiar with Goldilocks and the Three Bears.
Then I will show the students a short film depicting the original version of the story, using my
listly curation of YouTube videos (https://list.ly/l/1ghQ). We will then read Nancy Loewens
Believe Me, Goldilocks ROCKS!: The Story of The Three Bears as Told by Baby Bear. First, we
will discuss whose point of view the story is written in and then we will read the book. We will
then compare and contrast how the two stories are different, especially regarding how the
overall structure and attitude towards other characters have changed.
 We will complete the same task using the fairy tale The Three Little Pigs. I will show a
short video from my listly site, then we will read Jessica Gundersons N o Lie, Pigs (and their
houses) Can Fly!: The Story of the Three Little Pigs as Told by the Wolf. This time, the students
will lead the discussion, with the mine and the teachers assistance, and determine the point of
view and compare and contrast the stories.
Mrs. Squires and I will then separate the class into three small groups. We will allow
them to use a Chromebook for each group to access the listly site (already pulled up for use),
provide a fairy tale book for each group, and they will complete the exercise themselves. In
groups, the students will watch their video, read the story aloud, and discuss the point of view
and compare and contrast texts. The books that the students will use in their groups are Trisha
Speed Shaskans Honestly, Red Riding Hood was ROTTEN!: The Story of Little Red Riding
Hood as Told by the Wolf, Nancy Loewens No Lie, I Acted like a Beast!: The Story of Beauty
and the Beast as Told by the Beast, and Trisha Speed Shaskans Seriously, Cinderella is SO
Annoying!: The Story of Cinderella as Told by the Wicked Stepmother. Mrs. Squires and I will
circulate the classroom to ensure comprehension of the material and correct group behaviors.

Summary/Reflection:

The process of identifying the areas of weakness for Mrs. Squires students were fairly
simple. The two standards are complicated content to master. When asked about student
standard weaknesses, this was the first topic that came to the teachers mind. The students
have shown throughout their written responses and their first comprehension test that they do
not fully understand the standards. I feel like there was a great need for further instruction, and
was glad to have a part in it.

I believe that the design, development and delivery of the lesson ran smoothly. The
students were excited to have stories that they were familiar with. I chose books that I knew
would interest them, and the majority of the students would have a basic background
knowledge. I feel like the Listly site was a great choice of Web 2.0 tools to provide a list of
videos for the students to use throughout the lesson, however some of the students did not
understand that they had to click on the video. Some of the students still tried to access the
same video by searching YouTube. I did have to email our Technology Director to ensure that
the Chromebooks would allow the viewing of YouTube videos, but since it was based on Listly
the videos were allowed. I believe that the delivery of the lesson ran smoothly, especially with
the wonderful help of Mrs. Squires. She helped maintain group behavior and class participation.