Fairy+Tales

Lesson Plan: Reading Mini-Lesson

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 * Grade:** 4
 * Time:** 25 Minutes
 * Standard:** Reading Standards for Literature: Key Ideas and Details


 * Objective:** Students will be able to listen as the teacher reads aloud, and make predictions, connections, and wonderings. Students will be able to identify and describe the definition of a fairytale.


 * Materials:**
 * //The Candlewick Book of Fairy Tales// retold by Sarah Hayes
 * Reader’s notebooks and pencils
 * Whiteboard and marker


 * Lesson Sequence:**
 * **Before Reading:**
 * “Today boys and girls I am going to read a story to you written by one of my favorite authors. Have you ever heard of Sarah Hayes? This book written by Sarah Hayes contains many different fairytales. A fairytale is a story that teaches a lesson or a moral. Most fairytales start out with bad circumstances, and then turn into extremely good “happy ever after” circumstances. I want you to turn and talk with you reading partners sharing what you think your favorite fairytale is. My favorite is Snow White! “
 * “Thank you for sharing, I heard many of my friends talking about different fairytales. Can I have volunteers to share their favorite fairytales? Today I am going to read the story to you called Cinderella. Has anyone read this story before? Great! By looking at some of the pictures can anyone tell me what they think the story is going to be about? Okay, let’s begin the story and when you make a connection I want to see some thumbs up.”
 * **During Reading:**
 * (Stop after “ How can I go to the ball?”) “Boys and girls can anyone tell me if their predictions were confirmed? How do you know that? Thank you for sharing with the class Sydney! Does anyone else have another prediction about the story? Okay, let’s keep reading and see if some of our predictions are confirmed.”
 * (Stop after “Cinderella’s rags were changed into a sumptuous gown of pink velvet studded with sapphires.”) “I want you to turn and talk to your reading partner about why you think all of these good changes happened to Cinderella? Okay you have two minutes to share! Would anyone like to share with the class what they talked about with their partner? That is very interesting, I was thinking the same thing too.”
 * (Stop after “every house was to be visited and every girl asked to try on the slipper.”) “Can anyone tell me what they think is going to happen next in the story? Why do you think that is going to happen? By a show of hands how many friends have made a new prediction? Would anyone like to share? Interesting prediction Dylan. There are only a few more pages left, let’s keep reading and find out how the story ends!”
 * **After Reading:**
 * “Boys and girls did you enjoy the story? Can anyone tell me what happened at the end of the story? Would anyone like to share his or her favorite part of the story? I want you to return quickly and quietly to your seats and get out your reader’s notebook. I want you to answer three important questions about the story. The first question is what is a fairytale? The second question is what do you think the lesson or moral of the story is. The final question is how did Cinderella have a “happy ever after” ending to her story?”


 * Assessment:** I will know when students are successful when they are able to make predictions, connections, and wonderings to the text. Students will also be able to identify the definition of a fairytale and answer three important questions in their reader’s notebooks.

I think for this lesson plan it went great as a co-teaching opportunity. I see how it helps to feed off one another in these types of teaching situations. I think the one thing that I would change would be to have a book that had pictures for my students to see. I think that using a picture book for trying to get students to see the difference in genres is very helpful. Another thing I would have done differently is to have post its to have my co teacher to work off of. Since she did not have a book in her hand to have them on, she may have felt a little weird. I feel that a teacher should have no shame in holding a paper or post its to make sure that instruction is the most effective. In this case I learn that if I feel I may need a reminder it is better safe then sorry. I can always refer to them, but I can not refer to something that is not there. My instruction was not perfect either. In this lesson, I failed to recognize a students connection to another text. This was a strategy that I should be fostering, but since it was my first time in front of this class my mind was on getting my points across. I also think that I should have reread the book a second or third time to make sure I had the best fluency for the students. It is important to model this for students. I also think that I should have spent more time on perfecting the names I needed to say.
 * Reflection**