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Fairy Tale Hansel and Gretel Rumpelstiltskin and Say the First Synonym

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Fairy Tale Hansel and Gretel Rumpelstiltskin and Say the First Synonym TEACHER ’S GUIDE : FAIRY TALES ™ Reading Objectives • Comprehension: Analyze story elements; Hansel and Gretel Identify cause and effect • Tier Two Vocabulary: See book’s Glossary • Word study: Synonyms Rumpelstiltskin • Analyze the genre • Respond to and interpret texts • Make text-to-text connections • Fluency: Read with inflection/tone: pitch Level Q/40 Writing Objectives • Writer’s tools: Idiom • Write a fairy tale using writing-process steps Related Resources • Comprehension Question Card • Comprehension Power Tool Flip Chart • Using Genre Models to Teach Writing • Rough-face Girl, The Red Swan (Level Q/40) Unit-at-a-Glance Day 1 Prepare to Read Day 2 Read “Hansel and Gretel” Day 3 Read “Rumpelstiltskin” Day 4 Reread “Rumpelstiltskin” While you are meeting with small groups, other students can: • reread independently from your classroom Day 5 Literature Circle Discussion/Reinforce Skills library • reflect on their learning in reading response Days 6–15 Write a fairy tale using the process writing journals steps on page 10. • engage in literacy workstations ® B ENCHMARK EDUCATION COMPANY Day 1 Prepare to Read • Post this chart in your classroom during your fairy tales unit. Say: As we read fairy tales this week, Build Genre Background we will come back to this anchor chart. We will look • Write the word genre on chart paper. Ask: Who for how these features appear in each fairy tale can explain what the word genre means? (Allow we read. responses.) The word genre means “a kind of • Ask students to turn to pages 4–5. Say: The fairy tales something.” Painting and sculpture are different in this book were written by the Brothers Grimm. kinds of art. Each has its own characteristics that we Let’s read about the Brothers Grimm. can use to identify the art style. In the same way, we • Have a student read aloud the biographical can identify literary genres by their characteristics. information while others follow along. As readers, we pay attention to the genre to help • Say: In addition to writing fairy tales, the Brothers us comprehend. Recognizing the genre helps us Grimm were professors, scholars, and librarians. What anticipate what will happen or what we will learn. can you infer, or tell, from this? Allow responses. As writers, we use our knowledge of genre to help us Prompt students to understand that the brothers develop and organize our ideas. thought fairy tales were a valuable literary form. • Ask: Who can name some literary genres? Let’s make a list. Allow responses. Post the list on the classroom Introduce the Tools Writers Use: Idiom wall as an anchor chart. • Read aloud “Tools Writers Use” on page 5. • Draw a concept web on chart paper or the • Say: Many writers use idioms. Using this technique chalkboard. Write Fairy Tales in the center circle of helps make their writing vivid and fun to read. The the web. fairy tales in this book have examples of idioms. Let’s • Say: Fairy tales are one example of a literary genre. practice identifying idioms so we can recognize them Think of any fairy tales you know. How would you in the fairy tales we read. define what a fairy tale is? • Distribute BLM 1 (Idiom). Read aloud sentence 1 with • Turn and Talk. Ask students to turn and talk to a students. classmate and jot down any features of a fairy tale • Model Identifying Idioms: The first sentence says they can think of. Then bring students together and that Betsy’s mom “put her foot down.” If we read ask them to share their ideas. Record them on the this literally, it doesn’t make sense. But if we know group web. Reinforce the concept that all fairy tales that put her foot down is an idiom that means have certain common features. “firmly showed that she has made up her mind,” the sentence does make sense. By using an idiom, the Introduce the Book author provides readers with a more colorful image • Distribute the book to each student. Read the title than if the sentence had said, “Betsy’s mom said no aloud. Ask students to tell what they see on the when Betsy wanted a TV in her room.” cover and table of contents. • Ask students to work with a partner or in small • Ask students to turn to pages 2–3. Say: This week we groups to identify the examples of idioms in the are going to read fairy tales that will help us learn remaining sentences and to write their own sentence about this genre. First we’re going to focus on this using an idiom. genre as readers. Then we’re going to study fairy • Bring the groups together to share their findings. tales from a writer’s perspective. Our goal this week • Ask each group to read one of the sentences is to really understand this genre. they wrote. Use the examples to build their • Ask a student to read aloud the text on pages 2–3 understanding of how and why writers use idioms. while others follow along. Invite a different student Remind students that idioms can help readers better to read the web on page 3. understand and visualize the characters, plot, and • Point to your fairy tales web on chart paper. Say: setting of a fairy tale. Let’s compare our initial ideas about fairy tales • Ask groups to hand in their sentences. Transfer with what we just read. What new features of this student-written sentences to chart paper, title the genre did you learn? Allow responses. Add new page “Idioms,” and post it as an anchor chart in your information to the class web. classroom. ©2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-4509-0003-4 2 TWO FAIRY TALES FROM THE BROTHERS GRIMM Day 2 Name _________________________________________________ Date ___________________ Before Reading Idiom Directions: Read each sentence. Underline the idiom in the sentence. Write Introduce “Hansel and Gretel” the meaning of the idiom on the line. • Reread the fairy tales anchor chart or the web on 1. Betsy’s mom put her foot down when Betsy wanted a TV in page 3 to review the features of a fairy tale. her room. • Ask students to turn to page 6. Ask: Based on firmly___________________ showed that_____________________________________________ she has made up her mind the title and illustration, what do you predict this 2. I can’t put my finger on why I don’t trust him. fairy tale might be about? Allow responses. ___________________ _____________________________________________ point out or explain exactly • Invite students to scan the text and look for 3. Jess offered several ideas off the top of her head. the boldfaced words (glistening, roused, without___________________ previous_____________________________________________ thought or preparation 4. Ms. Yee bought the computer sight unseen. delectable, famished, proclamation). Say: As you read, pay attention to these words. If you without___________________ seeing or_____________________________________________ examining in advance 5. The meeting began at 4:00 on the dot. don’t know what they mean, try to use clues in at___________________ exactly the right_____________________________________________ time the surrounding text to help you define them. We’ll come back to these words after we read. Directions: Write a sentence using an idiom that you know. 6. Sentences will vary. Set a Purpose for Reading Possible___________________ answer: _____________________________________________Jake was on edge before the race • Ask students to read the fairy tale, focusing on ___________________began. _____________________________________________ the genre elements they noted on their anchor chart. They should also look for examples of idioms and think about how the authors’ use of idioms helps them visualize the setting, plot, and TWO FAIRY TALES FROM THE BLM 1 ©2011 Benchmark Education Company, LLC BROTHERS GRIMM characters. G4FairyGrimmTG.indd 1 8/13/10 3:44 AM Reflect and Review Read “Hansel and Gretel” • Turn and Talk. Write one or more of the following • Place students in groups of three or four based questions on chart paper. on their reading levels. Ask students to read the What is a literary genre, and how can understanding fairy tale silently or whisper-read. If students genres help readers and writers? need more support, you may have them read What did you learn today about the fairy tale genre? with a partner. How can readers recognize when an author is using • Observe students as they stop and think about idioms? the fairy tale. Confer briefly with individual Ask partners or small groups to discuss their ideas students to monitor their understanding of the and report them back to the whole group as a way text and their use of fix-up strategies. to summarize the day’s learning. Management Tip Management Tips Ask students to place self-stick notes in the • Throughout the week, you may wish to use margins where they notice examples of idioms some of the reflect and review questions as or features of the genre. prompts for reader response journal entries in addition to turn and talk activities. After Reading • Have students create genre study folders. Keep blackline masters, notes, small-group Build Comprehension: Analyze Story Elements writing, and checklists in the folders. • Lead a student discussion using the “Analyze • Create anchor charts by writing whole- the Characters and Plot” questions on page 13, group discussion notes and mini-lessons on or use the following steps to provide explicit chart paper.
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