Fairy Tale Hansel and Gretel Rumpelstiltskin and Say the First Synonym

Home , Hansel and Gretel, Rumpelstiltskin

Te a c h e r ’s Gu i d e : Fa i r y Ta l e s ™

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 e n c h m a r k Ed u c a t i o n Co m p a n y 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. Hang charts in the room where modeling of how to analyze story elements in a students can see them. fairy tale. • Explain: We learned yesterday that a fairy tale focuses on a problem that one or more of the characters encounter. The tale often includes fantastic or magical characters, setting, and plot elements to illustrate this problem. When you read a fairy tale, you need to pay close attention

to all three of these elements. Each one contributes to • Use the Comprehension Question Card with small creating a problem and showing how the characters groups of students to practice answering text- deal with it. Analyzing the fairy tale’s characters, dependent comprehension questions. setting, and plot can help you appreciate the story’s • Say: Today I will help you learn how to answer Find fantastic or magical elements and understand the It! questions. The answer to a Find It! question is characters’ problem. right in the book. You can find the answer in one • Distribute copies of BLM 2 (Analyze Story Elements) place in the text. and/or draw a chart like the one below. • Model. Read the first Find It! question on the • Model: When I analyze a fairy tale, I think about Comprehension Question Card. Say: When I read each element and how it contributes to the problem the question, I look for important words that tell experienced by the main character. I think about the me what to look for in the book. What words in characters and their main traits. I think about the this question do you think will help me? (Allow setting and what it has to do with the characters’ responses.) Yes, I’m looking for the words Hansel problem. I think about each event of the plot. How and pockets. On page 7, I find the words. Then does each event help the characters come closer to I read, “Hansel filled his coat pockets with small, solving their problem? Finally, I think about how white stones.” This sentence answers the question. the problem is finally solved. In a fairy tale, all the • Use the Comprehension Power Tool Flip Chart to elements work together to lead to the solution of help you develop other Find It! questions to use with the problem. students. • Guide Practice. Work with students to analyze the story elements. Help them identify elements of the Focus on Vocabulary: Synonyms story that are fantastic or magical. Remind them that • Explain/Model: A synonym is a word that has all the elements work together to tell a fairy tale. Ask almost the same meaning as another word. For students to think about how the magical elements example, the authors of this fairy tale say that the lead to the solution of the main character’s problem. stepmother exclaimed that her husband “might • Have students keep BLM 2 in their genre studies folder. as well build coffins” if they don’t leave Hansel and Gretel in the woods. Later, the stepmother cried, Hansel and Gretel “Get up, you lazy bones” to the children. The words exclaimed and cried are synonyms. Sometimes Story Fantastic or readers can figure out an unfamiliar word by looking Element Magical Elements for a synonym of the word in the text. Characters a woodcutter; his children, The witch eats • Practice. Ask students to find synonyms for the Hansel and Gretel; the children’s children for dinner. words route, forest, and house in the fairy tale. stepmother; a wicked witch List the synonyms. (route/path, forest/woods, house/cottage) Setting once upon a time at the The witch’s house • Say: Let’s find the boldfaced words in this fairy tale. woodcutter’s house and the witch’s is made of cake. What can you do if you don’t know what these house in a forest words mean? (Allow responses.) You could look in Plot Hansel and Gretel are abandoned A snow-white bird the glossary or a dictionary, but you might not have by their stepmother. In the woods leads the children a glossary or dictionary. In that case, you need to they meet a witch who plans to eat to the witch’s look for clues in the text to help you figure out the them, but eventually Gretel is able house. A magic meaning of the unfamiliar word. One kind of clue to get rid of her. The children take duck takes the you can look for is a synonym of the word in the text. the witch’s treasure and live happily children home. • Ask students to work with a partner to complete the ever after with their father. “Focus on Words” activity on page 13 using BLM 3 (Focus on Synonyms). Explain that they should look in Problem The witch wants to eat Hansel and The witch can’t see the sentences around each boldfaced word to find a Gretel. Hansel hold out a synonym that helps define the word. They should be small bone instead able to explain how they know the word is a synonym. of his finger. • Transfer Through Oral Language. Ask groups of students to share their findings. Then challenge Practice Text Comprehension Strategies for individual students to use the words in new ELA Assessment sentences that include different synonyms. Ask other students to listen carefully and identify the synonyms • Remind students that when they answer questions that help define the words. Continue until each on standardized assessments, they must be able student has made up at least one sentence. to support their answers with facts or clues and • Ask students to save their work in their genre studies evidence directly from the text. folders to continue on Days 3 and 4.

Page Word Synonym How do you know? Introduce “Rumpelstiltskin” • Ask students to turn to page 14. Say: Today we are 8 glistening shining brightly The sentence two sentences going to read “Rumpelstiltskin.” This fairy tale is before says that Hansel written in a different format from the other fairy shows Gretel “the little white tale we read. Notice how in the margins there stones shining brightly in the are notes to you, the reader. The first time we moonlight.” read the text, we will read to understand the fairy 9 roused woke The sentence after says, “After tale, focusing on the characters, plot, and magical she woke them, . . .” elements. Tomorrow, we will read this fairy tale like a writer and think about the notes in the margin as 10 delectable tasty The sentence before says, “We a model for how we can write our own fairy tale. will finally have a tasty meal.” • Say: Let’s look at the title and illustrations of this 10 famished very hungry The sentence two sentences before fairy tale. What do you predict it might be about? says, “You must be very hungry.” Give students time to share their predictions. • Ask students to scan the text and look for the boldfaced words (ruler, palace, weeping, terrified, glittering). Ask: What do you notice about these words? Why do you think they appear in boldfaced type? Allow responses. Reflect and Review Encourage students to notice that all of these • Turn and Talk. Ask partners or small groups to words have synonyms in the text. reread the “Features of a Fairy Tale” web on page 3 • Say: As you read, try to figure out the and decide whether all of these features are present meanings of these words. Look for synonyms in “Hansel and Gretel.” Ask groups to share and in the text. After we read, we will talk about support their findings. how you used synonyms and other context clues Fluency: Read with Inflection/Tone: Pitch provided by the authors. • You may wish to have students reread the story with Set a Purpose for Reading a partner during independent reading time to focus • Ask students to read the fairy tale, focusing on on using pitch to change the inflection or tone of how the characters and plot illustrate the solution their voices to fit the story. Ask students to take turns of the main character’s problem. Encourage them reading aloud the dialogue at the top of page 12, to notice the authors’ use of idiom. using pitch to portray the emotions of each character. For example, they may use high pitch to portray Read “Rumpelstiltskin” Hansel’s voice and lower pitch to portray Gretel’s voice. • Place students in groups of three or four based on their reading levels. Ask students to read the fairy tale silently or whisper-read. If students need more support, you may have them read with a partner. • Observe students as they stop and think about the fairy tale. Confer briefly with individual students to monitor their use of fix-up strategies and their understanding of the text. After Reading Build Comprehension: Analyze Story Elements • Say: Yesterday we analyzed the elements of “Hansel and Gretel.” Each element was used to describe the main character’s problem and how it was resolved. This story has some elements that are similar to those in “Hansel and Gretel” and some that are different. How is the “bad guy” of this story different from the witch in “Hansel and Gretel”? How do the magical events of each story affect how the problem is solved? Allow responses.

As students share their analyses, synthesize their in the book. I find these words on page 17. The sentence responses into a whole-group chart like the one here. before the words says the little man wants her to give up • Discuss Story Elements Across Texts. Lead a her first child. The second sentence after the phrase says, discussion using the following questions. “So she readily agreed.” I have found the answer in the How are the characters in “Hansel and Gretel” book. I looked in several sentences to find the answer. similar to those in “Rumpelstiltskin”? • Guide Practice. Use the Comprehension Power Tool Which story setting is more vivid? Flip Chart to help you develop other Look Closer! How are magical characters involved in the plot of questions to use with students. each story? Where in the stories have the authors used idioms? Focus on Vocabulary: Synonyms How do these idioms help you better appreciate the • Ask students to work with a partner to complete the characters, settings, and plots? “Focus on Words” activity on page 21 using BLM 3, which they started on Day 2. Have groups of students Rumpelstiltskin share their findings. • Transfer Through Oral Language. Invite pairs of Story Fantastic or Magical students to take turns making up two sentences for Element Elements each target word. One sentence should refer to the Characters the miller; the miller’s daughter; Rumpelstiltskin can story, and one should have a different context. Each the king; Rumpelstiltskin; turn straw into gold. partner should repeat the sentences using synonyms messenger for the target words. Setting once upon a time in and near a castle Rumpelstiltskin Plot A little man turns straw to gold for the Rumpelstiltskin gets miller’s daughter so the king will spare mad, gets stuck, Page Word Synonym How do you know? her life. When she becomes queen, and tears in two; she must find out the man’s name or each half hops away 15 ruler king The sentence before says the miller give up her baby. A messenger hears separately. spoke to “the king.” the little man sing his name, and the 15 palace castle The sentence after says the miller’s queen keeps her child. daughter arrived at “the castle.” 15 weeping crying The sentence six sentences after says, “I heard your crying.” 15 terrified frightened The sentence before says, “The frightened girl sank . . .” Practice Text Comprehension Strategies for ELA Assessment • Use the Comprehension Question Card with small groups of students to practice answering text- Reflect and Review dependent questions. • Turn and Talk. Ask partners or small groups to • Say: Today I will help you learn how to answer Look discuss the following questions and report their ideas Closer! questions. The answer to a Look Closer! question to the whole group. is in the book. You have to look in more than one place, What character traits does Rumpelstiltskin have? though. You find the different parts of the answer. How does he show these traits? Then you put the parts together to answer the question. Think of a time in your life when you had a problem • Model: Read the Look Closer! question on the that seemed nearly impossible to solve. What happened? Comprehension Question Card. Say: I will show you how I answer a Look Closer! question. The question Fluency: Read with Inflection/Tone: Pitch says, “Since the miller’s daughter could not imagine that • You may wish to have students reread the story with she would ever become queen, she agreed . . .” This a partner during independent reading time to focus question asks me to identify cause and effect. I know on using pitch to change the inflection or tone of because the question has the clue word since. Now I their voices to fit the story. Ask students to take turns need to look for other important information in the reading aloud the dialogue at the bottom of page 15, question. These words tell me what to look for in the using pitch to portray the emotions and character book. What information do you think will help me? traits of each character. For example, they may use (Allow responses.) Yes, I’m looking for the words miller’s high pitch to portray the miller’s daughter’s voice and daughter, imagine, and queen. Now I will look back lower pitch to portray the little man’s voice.

6 two fairy tales from the ©2011 Benchmark Education Company, LLC brothers grimm Day 4 Before Reading say an impish smile curled up his lips. Impish means “mischievous” or “tricky.” I have located Set a Purpose for Rereading the clues I need. • Have students turn to page 14. Say: Until now, • Guide Practice. Use the Comprehension we have been thinking about fairy tales from the Power Tool Flip Chart to help you develop perspective of the reader. Learning the features of other Prove It! questions and support students’ fairy tales has helped us be critical readers. Now we text-dependent comprehension strategies. are going to put on a different hat. We are going to reread “Rumpelstiltskin” and think like writers. We’re Analyze the Writer’s Craft going to pay attention to the annotations in the • Ask students to turn to page 22. Explain: margins. These annotations will help us understand In the next few days, you will have the what the authors did and why they did it. opportunity to write your own fairy tale. First, let’s think about how the Brothers Grimm Reread “Rumpelstiltskin” wrote “Rumpelstiltskin.” When they developed • Place students in groups of three or four based on this fairy tale, they followed certain steps. You their reading levels. Ask students to read the fairy can follow these same steps to write your own tale silently or whisper-read. If students need more fairy tale. support, you may have them read with a partner. • Read step 1. Say: When you write your fairy • Observe students as they stop and think about the tale, the first thing you’ll do is decide on the fairy tale. Confer briefly with individual students main characters you want to create. Let’s recall to monitor their understanding of the text and the characters of the fairy tales we read. Each annotations and their use of fix-up strategies. fairy tale has one or more characters with a problem, one or more characters who help, After Reading and one or more characters who are evil. What characters of each type can we think of? (Allow Analyze the Mentor Text responses. Write down students’ ideas on chart • Explain to students that the text they have just read paper.) is a mentor text. A mentor text is a text that teaches. • Read step 2. Say: In the two fairy tales we This text is designed to help them understand what read, one or more characters had a problem. writers do to write a fairy tale and why they do it. The other characters made the problem better • Read and discuss each mentor annotation with or worse. For example, in “Hansel and Gretel,” students. Encourage them to comment on the the witch was wicked and wanted to eat the writer’s style, character and plot development, and children for dinner, but Gretel tricked the use of literary techniques such as idiom. witch. What could our characters be like? Let’s make a list of characters and their traits. (Allow Practice Text Comprehension Strategies for responses. Write down students’ ideas on chart ELA Assessment paper.) • Use the Comprehension Question Card with small • Read step 3. Say: Before you’re ready to write a groups of students to practice answering text- fairy tale, you need a plot and setting. “Hansel dependent questions. and Gretel” took place in a forest. This was a • Say: Today I will help you learn how to answer Prove perfect setting for the plot. It was home to the It! questions. The answer to a Prove It! question is children’s family and to the witch. Hansel and not stated in the book. You have to look for clues Gretel had to find their way through the forest and evidence to prove the answer. when their stepmother abandoned them. When • Model: Read the Prove It! question on the you write your fairy tale, think about what Comprehension Question Card. Say: I will show you setting is right for your characters. What plot, how I answer a Prove It! question. The question says, or actions, will help you act out the problem of “What clues on page 16 tell you that the little man is your fairy tale? Choose some of the characters tricky?” This question asks me to analyze character. and a problem the class has brainstormed, and I know because the question asks about a character work as a group to construct a possible setting trait. Now I need to look for other important and plot. information in the question. What information do you think will help me? (Allow responses.) Yes, I need Build Comprehension: Identify Cause to find details about the little man. On page 16, and Effect I read that the little man asks, “What will you give • Explain: When authors write stories, they me if I spin this straw into gold?” Then the authors often explain why certain events happen. The event that occurs is an effect. The reason the

©2011 Benchmark Education Company, LLC two fairy tales from the 7 brothers grimm Day 4 (cont.) Day 5 event occurs is a cause. In “Hansel and Gretel,” the Analyze & Synthesize stepmother wants to leave the children in the forest because she does not care for them. However, the Practice Text Comprehension Strategies for father does care for the children, so why does he ELA Assessment agree to leave them in the forest? We read that the • Use the Comprehension Question Card with small family does not have enough food. The stepmother groups of students to practice answering text- says if they don’t leave the children they “might as dependent questions. well build coffins” for the whole family. The father • Say: Today I will help you learn how to answer Take It believes they must abandon the children to stay alive, Apart! questions. To figure out the answer to a Take It so he agrees. As readers, we pay attention to the Apart! question, you must think like the author. details an author gives about what causes events. • Model. Read the first Take It Apart! question on the We identify causes and effects to help us better Comprehension Question Card. Say: This question understand the story. says, “What words do the authors use on page 16 to • Model: In the first part of “Rumpelstiltskin,” the tell readers that time has gone by?” This question miller makes a foolish boast. He says his daughter asks me to think about the text structure. I know can spin straw into gold. Why would the miller say because the question says to find examples of words something so outrageous? The authors explain that it that tell about time order. Now I need to look for is because he wants to make himself seem important other important information in the question. What in front of the king. This makes sense. Identifying this information do you think will help me? (Allow cause and effect helps me understand the character responses.) Yes, I need to look for words and phrases and the story better. that describe time. On page 16, I find the phrases • Guide Practice. Invite students to work in small That night and toward daybreak. Thinking about groups to identify at least one cause and effect the text structure helped me find the answer. relationship about the characters and plot of “Hansel • Use the Comprehension Power Tool Flip Chart to and Gretel” and “Rumpelstiltskin.” Ask each group help you develop other Take It Apart! questions to to share and explain how identifying the cause and use with students. effect helps them better understand or enjoy the story. Summarize & Make Connections Across Texts Reflect and Review • Engage students in a discussion about the two • Ask and discuss the following questions. fairy tales in this book. Invite a different student to How is thinking about a fairy tale as a reader summarize each fairy tale. Encourage other students different from thinking about a fairy tale as a writer? to add their ideas and details. How is it similar? • Ask students to turn to the inside back cover of the What new words have you added to your vocabulary book. Say: Good readers think about how literary this week? Which is your favorite? works are related. We know, for example, that all Which of the fairy tale characters you’ve met do you of these fairy tales share certain features. They all find most interesting and why? have a character with a problem. They all have an How can you use synonyms or idioms as a writer? evil character. What else do they have in common? (Allow responses.) Today we will think about the Fluency: Read with Inflection/Tone: Pitch characters in both fairy tales. We’ll think about how • You may wish to have students reread the story the characters are alike and different and what we with a partner during independent reading time to can learn from them. focus on using pitch to change the inflection or tone • Ask students to work individually or in small groups of their voices to fit the story. Ask students to take to complete BLM 4 (Make Connections Across Texts). turns reading aloud the dialogue on page 20, using • Class Discussion or Literature Circles. Facilitate pitch to portray the changing circumstances of each a whole-class discussion or keep students in their character. For example, they may use low pitch to small groups for a literature circle discussion. If portray the miller’s daughter’s voice and higher pitch you choose to conduct literature circles, share the to portray Rumpelstiltskin’s voice. rules for good discussion below. Each group should discuss and be prepared to share its ideas about the following prompts. Which characters were most alike, and how were they alike? Which character was most like a person you might really meet? Which was least like a person you might really meet? Why? Which fairy tale’s plot did you find most entertaining, and why?

• Tell students that at the end of their discussion, you • The student who chooses the word should will ask them to share the important text-to-text, text- think of a synonym for the word and use it to-world, and text-to-self connections they have made. in a sentence. Then students should go in • While each small group of students discusses the book, order around the circle, thinking of a different confer with individual or small groups of students. synonym for the word and using it in a sentence. You may wish to revisit elements of the genre, take If a student cannot think of a new synonym, he running records, or model fluent reading skills. or he should find a synonym in the dictionary or thesaurus and use it in a sentence. The person to the student’s right should choose the next word Fairy Tale Hansel and Gretel Rumpelstiltskin and say the first synonym. Continue until all students have chosen a word. Character(s) with a Hansel, Gretel the miller’s daughter problem Reread for Fluency: Oral Reading Performance • Discuss with students the emotions shown by Character(s) who helps Hansel, Gretel messenger the various characters in the fairy tales. Evil character(s) stepmother, witch Rumpelstiltskin • Say: Different characters in the fairy tales showed sadness, anger, and happiness as well as How do the authors Gretel: fearful miller’s daughter: other emotions. When you read the fairy tales describe the Hansel: clever desperate, fearful aloud, you can demonstrate your understanding character(s) with a of these emotions through your expression. This problem? helps your listeners appreciate the characters How do the authors Gretel: clever, brave messenger: more and understand the story better. describe the Hansel: clever, brave hardworking, smart • Invite individual students to read a section character(s) who of one of the fairy tales with expression that helps? helps listeners understand the character’s or characters’ emotions. How do the authors Stepmother: mean Rumpelstiltskin: mean, • Encourage students to have fun with their readings describe the evil and angry tricky, angry and to make them as dramatic as possible. character(s)? Witch: wicked • As a whole class, discuss each reader’s interpretation. Think about alternate ways to interpret the emotions. Review Writer’s Tools: Idiom • Ask students to look for other examples of idioms in titles from your classroom library or the school’s library. Each student should select Rules for Good Discussion one title at his or her independent reading • Pay attention to the person who is talking and do level. Ask students to read pages specifically to not interrupt him or her. find examples of idioms. • Think about what others are saying so you can • Invite students to share their examples with respond and add to their ideas. the class. Encourage students to discuss how • Allow and encourage everyone in the group to speak. the idioms make the writing more vivid and • Be respectful of everyone’s ideas. interesting. Point out that not all students will have found examples in the books they chose. Reinforce Skills Idiom is not a tool all writers use all of the time. If time permits, choose from the following activities to reinforce vocabulary and fluency. Reinforce Vocabulary: Find Synonyms • Have students work in small groups. Provide a dictionary or thesaurus to each group. • Have students write each word from the book’s glossary on a scrap of paper. • Each group should put the words in a box or a pile and take turns choosing one randomly.

©2011 Benchmark Education Company, LLC two fairy tales from the 9 brothers grimm Days 6–15 Write a Fairy Tale • Remind students to use the Fairy Tale Checklist as they edit and revise their fairy tales independently. • Use the suggested daily schedule to guide students • Confer with students, focusing on sentence fluency, through the steps of process writing. Allow word choice, and conventions. Did students include approximately 45 to 60 minutes per day. As students both long and short sentences? Do the sentences work independently, circulate around the room and read smoothly? Have students used interesting words monitor student progress. Confer with individual and phrases? Did they use idioms? Did they use students to discuss their ideas and help them move appropriate spelling, punctuation, and grammar? forward. Use the explicit mini-lessons, conferencing • You may want students to continue their editing and strategies, and assessment rubrics in Using Genre revision at home. Models to Teach Writing for additional support. • Before students begin planning their fairy tale, pass Days 12–13: Create Final Draft and Illustrations out copies of BLM 5 (Fairy Tale Checklist). Review the • Ask students to rewrite or type a final draft of their characteristics and conventions of writing that will be fairy tales. assessed. Tell students that they will use this checklist • Invite students to illustrate their final drafts with when they complete their drafts. one or more drawings that depict specific characters, • This daily plan incorporates the generally accepted settings, or events in their fairy tales. six traits of writing as they pertain to fairy tales. • Confer with students about their publishing plans Days 6–7: Plan and deadlines. • Ask students to use BLM 6 (Fairy Tale Planning Days 14–15: Publish and Share Guide) to brainstorm the characters, setting, and plot • Explain: Authors work long and hard to develop their for their stories. works. You have worked very hard. And one of the • Encourage students to refer to the “Features of a great joys of writing is when you can share it with Fairy Tale” web on page 3 and to the steps in “The others. Authors do this in many ways. They publish Writer’s Craft” on pages 22–23 of the book. their books so that people can buy and read them. • Confer with individual students and focus on their They make their work available on the Internet. They ideas. Did students begin their fairy tales with a hold readings. We can share our writing, too. happy ending in mind? Did students include fantastic • Use one or more of the ideas below for sharing or magical creatures? students’ work: Days 8–9: Draft Make a class display of students’ completed fairy tales. Hold a class reading in which students can read their • Tell students that they will be using their completed fairy tales to one another and/or to parents. Fairy Tale Planning Guides to begin drafting their Create a binder of all the fairy tales and loan it to the fairy tales. library so that other students can read them. • Say: Remember that when writers draft their ideas, Create a binder of all the fairy tales for your they focus on getting their ideas on paper. They classroom library. can cross things out. They can make mistakes in spelling. What’s important is to focus on developing your characters, setting, and plot. You will Fairy Tale Checklist have an opportunity to make corrections and Features of the Genre Checklist Yes No improvements later. 1. My fairy tale has a strong lead.   2. My fairy tale has a setting with a time and place.   • Confer with students as they complete their drafts. 3. My fairy tale has a main character.   4. Another character helps the main character. Fairy  Tale Planning Guide Use the Fairy Tale Checklist to draw students’ 5. My fairy tale has a bad guy.   6. The helper and the bad guy have magical powers.  Use the steps below to plan your own fairy tale. attention to characteristics of the fairy tale genre that 7. My fairy tale has a fantasy creature.   8. My fairy tale has animals or objects that can talk. 1. Decide  on the main characters. they may have overlooked. Focus on how students 9. I tell the problem at the beginning of my fairy tale.   10. I have 3 to 5 events in my fairy tale.   11. I have a solution to the problem in the fairy tale.   have organized their ideas and the voice of the writer. 2. Brainstorm characters. 12. My fairy tale has a happy ending.   Characters Traits, Magical Abilities, Examples 13. I used figurative language in my fairy tale.   Did students introduce characters at the beginning of Character 1: Quality Writing Checklist Yes______No Character 2: the story? Did they set up a problem and then show I looked for and corrected . . . ______• run-on sentences Character  3: ______• sentence fragments   a resolution? Does the fairy tale have a strong voice? Character 4: • subject/verb agreement ______  Will the voice keep readers interested? • verb tense   • punctuation 3. Brainstorm  setting and plot. • capitalization   • Pair students for peer conferencing. Setting Important Events That Occurred • spelling   Problem • indented paragraphs   Days 10–11: Edit and Revise Events Solution

• Based on your observations of students’ writing, G4FairyGrimmTG.indd 5 8/11/10 5:08 AM select appropriate mini-lessons from Using Genre Models to Teach Writing.

G4FairyGrimmTG.indd 6 8/11/10 5:09 AM

Directions: Read each sentence. Underline the idiom in the sentence. Write the meaning of the idiom on the line.

1. Betsy’s mom put her foot down when Betsy wanted a TV in her room.

______ ______2. I can’t put my finger on why I don’t trust him. ______ ______3. Jess offered several ideas off the top of her head. ______ ______4. Ms. Yee bought the computer sight unseen. ______ ______5. The meeting began at 4:00 on the dot. ______ ______

Directions: Write a sentence using an idiom that you know.

6. Sentences will vary. ______ ______ ______

Directions: Use the chart below to analyze story elements.

Hansel and Gretel Story Fantastic or Element Magical Elements

Characters

Setting

Plot

Problem

Rumpelstiltskin Story Fantastic or Element Magical Elements

Characters

Setting

Plot

Problem

Directions: Reread each fairy tale. Find synonyms for each word and explain where you found it.

Hansel and Gretel Page Word Synonym How do you know? 8 glistening

9 roused

10 delectable

10 famished

12 proclamation

Rumpelstiltskin Page Word Synonym How do you know? 15 ruler

15 palace

15 weeping

15 terrified

16 glittering

Directions: Use the chart to answer the questions below.

Fairy Tale Hansel and Gretel Rumpelstiltskin Character(s) with a problem

Character(s) who helps

Evil character(s)

How do the authors describe the character(s) with a problem?

How do the authors describe the character(s) who helps?

How do the authors describe the evil character(s)?

How does the fairy tale end?

Title ____________Fairy Tale Checklist

Features of the Genre Checklist Yes No 1. My fairy tale has a strong lead.   2. My fairy tale has a setting with a time and place.   3. My fairy tale has a main character.   4. Another character helps the main character.   5. My fairy tale has a bad guy.   6. The helper and the bad guy have magical powers.   7. My fairy tale has a fantasy creature.   8. My fairy tale has animals or objects that can talk.   9. I tell the problem at the beginning of my fairy tale.   10. I have 3 to 5 events in my fairy tale.   11. I have a solution to the problem in the fairy tale.   12. My fairy tale has a happy ending.   13. I used figurative language in my fairy tale.  

Quality Writing Checklist Yes No

I looked for and corrected . . . • run-on sentences   • sentence fragments   • subject/verb agreement   • verb tense   • punctuation   • capitalization   • spelling   • indented paragraphs  

Directions: Use the steps below to plan your own fairy tale.

1. Decide on the main characters.

2. Brainstorm characters.

Characters Traits, Magical Abilities, Examples Character 1: ______Character 2: ______Character 3: ______Character 4: ______

3. Brainstorm setting and plot.

Setting Important Events That Occurred

Problem

Events

Solution