Lesson Objective

After investigating the two important ways in which writers often weave narration throughout fairy tales, students will be able to effectively add narration at the beginning or use it to stitch together the Small Moment stories of their own fairy tale adaptations.

Assessment of the Objective

Pre: In order to engage my students, I will pre-assess them by asking the children to describe the important roles that the characters, setting, and plot play in the creation of a story. Children will further be asked to express their thoughts concerning the role of a narrator. During: After I have discussed the two types of narration, I will have students practice the techniques using the context of the class fairy tale in partnerships. One partner will brainstorm ideas of narration that could be added to the start of our Cinderella story to provide readers with some background information. The other partner will think about ways narration could be used to stitch together Scene 1 and Scene 2. Partners will then exchange papers and read what each other has written. I will further share some strong examples of effective narration I observed while they were engaging in their partnerships. Post: Students will be instructed to try the different narration techniques on their own fairy tale adaptations. They will work on adding narration at the beginning or using it to stitch together their created Small Moment stories (Scenes 1 and 2). After collecting their notebooks, I will assess the childrens narrative work based on effectiveness, individuality, and neatness.

Use of Formative Assessment

Pre: Questions concerning the roles of characters, setting, plot, and narrator in a story- will use to determine students current background knowledge on the main elements of a story (focusing primarily on the narrator) During: Students practice narrations added to our fairy tale adaptation of Cinderella (in partnerships)- will indicate childrens understanding of the two types of narration -will depict students ability to work together as partners Post: Students examples of narration added to their own fairy tale adaptation (in writing notebooks)- will determine childrens levels of comprehension regarding the ways in which narration is used through fairy tales

Accommodations
Regarding my early finishers, students will be instructed to push ahead with rehearsing and drafting the remaining scenes of their fairy tale adaptation. If they finish that as well, they will be encouraged to begin reading one of the chosen books from their book bags. Pertaining to the children who finish late or do not finish at all, I will work with them in independent conferences the next day while the other students are engaging in independent reading. For my one ESOL student and three IEP students, I will personally read the directions for the writing activity to each one of them individually when they go back to their seats, in order to make sure they truly understand what I expect for them to do or if they have any questions. Also, the YouTube video featuring the unique fairy tale adaptation my friends and I created of Jack and the Beanstalk will serve as visual confirmation for not only these four children, but also for the rest of the class as well. Concerning mainly my ESOL student, I will clearly state the objective and activities of the lesson at the beginning of my instruction to inform her of the topic we will be discussing and activities we will be doing.