RFG -Sample 1

8/8/2019 RFG -Sample 1

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Arts, Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

Purpose:

In this lesson, the class compares a Native American version of the Cinderella story with

other versions. Students explore the character traits of good and evil characters and discuss

the meaning of good character. Students demonstrate what they have learned about fairy

tales by writing original fairy tales.

Duration:

Three Forty-Five Minute Class Periods

Objectives:

The learner will:

y describe and compare character traits of the main characters.y compare and contrast three books.y review characteristics of fairy tales/legends.y role-play a scene from one of the stories studied.y write an original fairy tale.

Materials:

y The Rough-Face Girlby Rafe Martin (see Bibliographical References)y Chart paper and sticky notes to create a Venn diagramy Drumy Fairy Tale Quiz(Attachment One)

Handout 1

Fairy Tale/Legend Quiz

Instructional Procedure(s):

Anticipatory set:


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Sit on the floor and beat softly on a drum while you call the students to quietly sit with you

on the floor. Tell the students that long, long ago many people lived on this continent.

These people are Native Americans. Explain that the drum represents, for the Native

American andAfrican American people of long ago and today, the heartbeat of the people.

There were and are different nations of Native Americans; one nation is called theAlgonquin. Tell the students the story you will read today comes from an Algonquin legend.

Like other stories it started with an oral tradition, now it is written down for us in this

version calledThe Rough-Face Girl. Tell the students that you want them to listen for

similarities and differences between this book and the other Cinderella stories.

y Read The Rough-Face Girlto the class. As the students move back totheir seats, ask them to think about what was the greatest strength

in the storythe thing that was most valued. Listen to their ideas

and encourage them dialogue about the meaning of good character.

y Ask the students to describe the main characters. Make a list on theboard of the good and bad qualities of each character.

y Contrast the setting of this story with the Cinderella stories read overthe past few days. Discuss what qualities of this story make it

uniquely Native American. Discuss the symbolism of the animals and

the Great Spirit.

y Discuss the fairy tale traits (see Lesson One: Cinderella,Attachment Two: Fairy Tale Traits) in The Rough-Face Girl. Look

at the list ofFairy Tale Traits and identify which traits are found in

this story. Discuss the details: What events were magic and which

could really happen? Did anything happen three times? Did good win

over evil? What is the lesson/moral of the story?

y Compare three books using a three-circle Venn diagram (MufarosBeautiful Daughters, The Rough-Face Girl, and one version of

Cinderella). This may be done on chart paper set out on the floor

with students sitting around it. Use sticky notes to place the storytraits in the appropriate places on the diagram. Older students may

work in small groups to create a Venn diagram.

y Discuss the idea that the moral or lesson of the story is found instories from different cultures because it is an issue that all cultures

face.


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Day Two:

y Divide students into small groups of four or five. They will role-play ascene from one of the three versions of the story they have heard.

The scene does not have to be exact but it should involve the

characters demonstrating a positive or negative character trait. Each

group will take turns performing for the class, after which they will

ask the class to identify what trait was portrayed, was it positive or

negative, and why.

Day Three:

y Using the traits of the genre, students write original fairy tales. Thestories should have good and evil characters and a lesson, or moral.

The students may choose to start with a story map for Cinderella and

create a new setting and characters. Students follow the writing

process and then publish their stories for the class library.

1. Brainstorm possible characters, settings, problems,solutions and themes.

2. Provide prewriting time for students to think about theirstories and develop a story map and outline.

3. Pair up students so they may give an oral rendition oftheir stories. (Fairy tales started out as oral stories.)

4. Students write a rough draft and revise and edit the story.( Younger students may dictate their story to the teacher

or a classroom volunteer.)

5. Students publish the writing in a final version and addillustrations and a cover.

6. Add published books to the class library.Assessment:

y Students original stories should be graded on originality, sense of story andfairy tale components.


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y Optional for Michigan teachers: Use the MLPP Writing Rubric.y Assess through observation of student participation in discussions and role-

playing.

y Assess second-grade comprehension of fairy tale traits with a quiz (seeAttachment One: Fairy Tale Quiz).

y The clothing drive started in Lesson One: Cinderellamay continue on pastthis lesson. When the drive is completed, give students an opportunity to

respond to the project. Response may include a discussion, drawing,

friendly letters or a writing activity. Ask students to evaluate the success of

the program and express their feelings about their participation in the

philanthropic act.

Bibliographical References:

Martin, Rafe. The Rough-Face Girl. Putnam Publishing Group, 1998.

ISBN: 0698116267

Lesson Developed By:

Jeanne PriscoRomulus Community SchoolsMerriman Elementary SchoolRomulus, MI 48174

Documents

RFG -Sample 1