TEACHER ’S GUIDE : F AIRY TALES ™ Reading Objectives • Comprehension: Analyze story Sleeping Beauty elements; Draw conclusions • Tier Two Vocabulary: See book’s Glossary • Word study: Description Puss in Boots, or The Master Cat • Analyze the genre • Respond to and interpret texts • Make text-to-text connections • Fluency: Read with characterization and feelings Writing Objectives • Writer’s tools: Simile • Write a fairy tale using writing-process steps Related Resources • Comprehension Question Cards • Comprehension Power Tool Flip Chart • Using Genre Models to Teach Writing • Yeh-Shen, The Toad Bridegroom Level P/38 Level J/18 (Levels O/34 and J/18) Genre Workshop titles are designed to accommodate a combination of whole- and small-group instruction. Use the suggested timetable below to help you manage your 90-minute literacy block. You may also conduct the entire lesson within small-group reading time by adjusting the length of time needed per group. Day 1 Day 2 Day 3 Day 4 Day 5 Days 6 –15 Whole Group Prepare Before Reading Before Reading Before Reading Analyze and Write a (25 minutes) to Read Synthesize fairy tale. Small Group #1* Read “Sleeping Read “Puss in Reread “Puss in Literature Circle Use the (15 minutes) Beauty” Boots, or The Boots, or The Discussion timetable Master Cat” Master Cat” and daily suggestions Small Group #2* Read “Sleeping Read “Puss in Reread “Puss in Literature Circle provided. (15 minutes) Beauty” Boots, or The Boots, or The Discussion Master Cat” Master Cat” Small Group #3* Read “Sleeping Read “Puss in Reread “Puss in Literature Circle (15 minutes) Beauty” Boots, or The Boots, or The Discussion Master Cat” Master Cat” Whole Group After Reading After Reading After Reading Reinforce Skills (20 minutes) *Select the appropriate text to meet the range of needs and reading levels of your students. While you are meeting with small groups, other students can do the following: • Read independently from your classroom library • Reflect on their learning in reading response journals • Engage in literacy workstations or meet with literature circles/discussion groups B ENCHMARK E DUCATION C OMPANY Day 1 Day 2 Prepare to Read • Ask students to turn to pages 4 –5. Say: The fairy tales Before Reading Build Genre Background in this book were written by Charles Perrault. Let’s Introduce “Sleeping Beauty” read about Charles Perrault. • Write the word genre on chart paper. Say: Who can • Have a student read aloud the biographical • Reread the fairy tales anchor chart or the web on explain what the word genre means? (Allow time information while others follow along. page 3 to review the features of a fairy tale. for responses.) The word genre means “a kind of • Say: Many of Perrault’s fairy tales have been made • Ask students to turn to page 6. Ask: Based on the something.” Ballet and tap are different kinds into movies, plays, ballets, and operas. What can you title and illustrations, what do you predict this fairy of dance. Each has its own characteristics that we can infer, or tell, from this? Allow time for responses. tale might be about? Allow time for responses. use to identify the dance style. In the same way, we Prompt students to understand that the fairy tales • Invite students to scan the text and look for the can identify literary genres by their characteristics. have characters and plots that are entertaining and boldfaced words ( rage, vanished, slumber, As readers, we pay attention to the genre to help that can be dramatized effectively. brambles, quest ). Say: As you read, pay attention us comprehend. Recognizing the genre helps us Introduce the Tools Writers Use: Simile to these words. If you don’t know what they mean, anticipate what will happen or what we will learn. try to use clues in the surrounding text to help you As writers, we use our knowledge of genre to help • Read aloud “Tools Writers Use” on page 5. define them. We’ll come back to these words after us develop and organize our ideas. • Say: Many writers use simile. Using this technique we read. • Ask: Who can name some literary genres? Let’s make helps them describe characters and setting vividly. Set a Purpose for Reading a list. Allow time for responses. Post the list on the The fairy tales in this book have several examples classroom wall as an anchor chart. of simile. Let’s practice identifying simile so we can • Ask students to read the fairy tale and to focus on • Draw a concept web on chart paper or the board. notice it in the fairy tales we read. the genre elements they noted on the anchor chart. Write Fairy Tales in the center circle of the web. • Distribute BLM 1 (Simile). Read aloud sentence 1 with They should also look for examples of simile and • Say: Fairy tales are one example of a literary genre. students. think about how the author’s use of simile helps Think of any fairy tales you know. How would you • Model Identifying Simile: The first sentence Reflect and Review them understand the setting, plot, and characters. describes what the ocean looks like. It compares the define what a fairy tale is? • Turn and Talk: Write one or more of the following way the ocean looks to a box of jewels. The author Read “Sleeping Beauty” • Turn and Talk: Ask students to turn and talk to a questions on chart paper: uses the word like to make the comparison. The classmate and jot down any features of a fairy tale What is a literary genre, and how can understanding • Place students in groups of three or four based on comparison creates a vivid image in the reader’s they can think of. Then bring students together and genres help readers and writers? their reading levels. Ask students to read the fairy mind. The author has used a simile to make the ask them to share their ideas. Record them on the What did you learn today about the fairy tale genre? tale silently or to whisper-read. If students need more description vivid. group web. Reinforce the concept that all fairy tales How can readers recognize the technique of simile? support, you may have them read with a partner. • Ask students to work with a partner or in small have certain common features. Ask partners or small groups to discuss their ideas • Observe students as they stop and think about the groups to identify the examples of simile in the Introduce the Book and report them back to the whole group as a way fairy tale. Confer briefly with individual students to remaining sentences, to complete two sentences to summarize the day’s learning. monitor their use of fix-up strategies and their • Distribute the appropriate-level book (P/38 or J/18) using simile, and to write their own simile. understanding of the text. to each student. Read the title aloud. Ask students to • Bring the groups together to share their findings. tell what they see on the cover and table of contents. Point out that although each simile uses the word Management Tip • Ask students to turn to pages 2 –3. Say: This week we like or as , every sentence with the word like or as is are going to read fairy tales that will help us learn not a simile. Ask students to place self-stick notes in the margins about this genre. First we’re going to focus on this • Ask each group to read one of the sentences they where they notice examples of simile or features genre as readers. Then we’re going to study fairy completed. Use the examples to build their of the genre when they are reading. tales from a writer’s perspective. Our goal this week understanding of how and why writers use simile. Management Tips is to really understand this genre. Remind students that how an author uses simile can After Reading • Ask a student to read aloud the text on pages 2 –3 help the reader understand, make connections, • Throughout the week, you may wish to use some while others follow along. Invite a different student visualize, and make inferences about the characters, of the reflect and review questions as prompts Build Comprehension: Analyze Story Elements to read the web on page 3. plot, and setting of a fairy tale. for reader response journal entries in addition to • Lead a student discussion using the “Analyze the • Point to your fairy tales web on chart paper. Say: • Ask groups to hand in their sentences. Transfer turn and talk activities. Characters and Plot” questions on page 13, or use Let’s compare our initial ideas about fairy tales with student-completed and student-written sentences to • Have students create genre study folders. Keep the following steps to provide explicit modeling of what we just read. What new features of this genre chart paper, title the page “Simile,” and post it as an blackline masters, notes, small-group writing, and how to analyze story elements in a fairy tale. did you learn? Allow time for responses. Add new anchor chart in your classroom. checklists in the folders. • Explain: We learned yesterday that a fairy tale information to the class web. focuses on a problem that one or more of the • Post this chart in your classroom during your fairy • Create anchor charts by writing whole-group characters deal with. The tale often includes fantastic tales unit. Say: As we read fairy tales this week, we discussion notes and mini-lessons on chart or magical characters, setting, and plot elements that will come back to this anchor chart.