| SUBJECT AREA | GRADE LEVEL | TIME TO COMPLETE |
| Language Arts | Kindergarten | 2 weeks |
| AUTHOR'S NAME | SCHOOL ADDRESS | PHONE, E-MAIL |
| Patti Gagnon | Freedom Elementary | 539-2207 freedom@worldpath.net |
FRAMING QUESTION
Why are fairy tales and folk tales so well known and enjoyed by both children and adults?
Why should young children be exposed to fairy tales?
WORKPLACE OR COMMUNITY CONTEXT
Fairy tales are stories that tell of miraculous and fantastic happenings. The main characters
in fairy tales are often supernatural and can do all sorts of extraodinary things.
Fairy tales speak the language of children. Positive messages woven through fairy tales
are easily absorbed by children, while messages perceived as instructions or orders are likely
rejected. The multicultural quality of fairy tales and fold tales demonstrates to children
that people all over the world share many of the same values and concerns.
Possible contacts:
THE PROJECT
OVERVIEW
ALIGNMENT WITH NEW HAMPSHIRE CURRICULUM FRAMEWORKS
| FRAMEWORK | HOW IT IS ADDRESSED IN YOUR PROJECT |
|
L.A. 1c) Students will demonstrate comprehension of stories. L.A. 2a) Students will under characteristics of fiction and non-fiction books. L.A. 2b) Students will develop skills to convey ideas in graphic and phonological representation. L.A. 5a) Students will use written messages to gain information. |
Students will listen to, and discuss, fairy tales daily.
Students will differentiate between real and make-believe. Students will verbalize story elements. Students will draw pictures and write in their daily journals. Students will participate in a "gingerbread hunt" within the school building. |
| Science Agriculture: Students will experiment hands-on plant growth. Science Forces of Nature: Students will understand motion and gravity in our world. |
Students will plant bean seeds, and record growth on a daily basis.
Students will discuss gravity after reading Chicken Little. Students will verbalize about their own family after reading Little Red Riding Hood. |
|
Math 2a) Students will recognize that math is in everyday life.
Math 5b) Students will compare units of same measure. |
Students will cook a Three Little Pigs snack.
Students will complete a class graph of their favorite fairy tale. Students will weigh straw, sticks and bricks after reading The Three Little Pigs. |
| Social Studies 1b) Students will employ cooperative learning. | Students will work cooperatively in groups. |
TIMELINE
| PROJECT OR SUPPORTING ACTIVITY | DESCRIPTION |
|---|---|
| Day #1: Introduction of Unit | Action: Discuss different genres of literature. A K/W/L Chart (know, Want To Learn/Learned) will be introduced to students. As a group, they will fill in the K and W columns. Read Goldilocks and the Three Bears. Discuss story elements. Ask comprehension questions. Students write in daily journals. Students make stick puppets of characters for the Drama Center, which will be set up in classroom during entire unit. |
| Day #2 | Read The Three Little Pigs with manipulatives. Write in daily journals. Compare weight of straw, sticks and bricks. Make the three little pigs snack. |
| Day #3 | Read The Frog Prince. Write in daily journals. Play concentration game based on the story. Complete "Will it Sink or Float?" experiment. Read The Frog Alphabet Book. |
| Day #4 | Read Jack and the Beanstalk. Write in daily journals. Discuss planting procedure. Plant bean seeds with peat pellets. Students will individually record growth of plants. |
| Day #5 | Read Johnny Appleseed. Write in daily journals. Taste test red/green/yellow apples. Students graph their favorite apple on a class graph. Complete an apple printing project using construction paper. |
| Day #6 | Read Cinderella. Write in daily journals. Play Cinderella Memory Game. Begin writing a class fairy tale. Students brainstorm ideas and continue this class project on a daily basis. To be completed at the end of this unit. |
| Day #7 | Read Prince Cinders. Write in daily journals. Using two hoola hoops to create a Venn Diagram with students. Compare and contrast Cinderalla and Prince Cinders. (Students use sentence strips.) Display completed Venn Diagram in classroom or hallway bulletin board. Continue writing class fairy tale. |
| Day #8 | Read Little Red Riding Hood. Discuss family and strangers. Write in daily journals. Sequence events in story on accordian made books. Students use temporary spelling to explain story. Continue writing class fairy tale. |
| Day #9 | Read Chicken Little. Discuss gravity. Write in daily journals. Continue writing class fairy tale. Students write their own letter to a fairy tale character. To be combined with all students' letters and made into a class book. |
| Day #10: Conclusion of Unit | Read The Gingerbread Boy After reading the story, find Clue #1 (left by the Gingerbread Boy) taped to the back cover of the book. Follow clues around school to catch the Gingerbread Boy (with a bag of gingerbread cookies for the students). Write in daily journals about the hunt. Complete class fairy tale. Complete KWL Chart. Fill in bar graph of favorite fairy tale. Post this graph in the classroom. |
PROJECT RESOURCES
ASSESSMENT
Students will be assessed by:
IMPLEMENTATION PLAN
1. When do you plan to implement your project-based unit?
This unit will be implemented in the Spring, over a two-week period.
2.List the steps you need to take to implement your project-based unit. Include approximate meeting dates with your peers and your project-based learning consultant.
