In the passage below, how are social needs being used? I selected a range of reading levels of the Fairy Tales, including several on the 2nd and 3rd-grade level, offering each student group the chance to pick appropriate stories. Students were allowed to choose partners. Students from all levels enjoy picking a reading buddy for the day for their free reading sessions. Students share space at their tables with their buddies or take them to the Library Imagination Station. Fairy tales are stories read and loved by all age levels, but to make it even more interesting, I decided to teach fractured fairy tales. We began the unit by brainstorming the elements of a fairy tale. Students were then asked to name some classic fairy tales and relate those to the Disney version. Next, they called some of the current fairy tale versions in the movie theater. Finally, students were asked to use their notes from the debate to make inferences regarding the meaning of fractured fairy tales. In the second lesson, students were asked to retell the Three Little Pigs story. I read The Three Little Pigs by Barry Moser. They were then asked to compare that version to a viewing of the fractured fairy tale of The Little Pigs from the cartoon "Rocky and Bullwinkle." Next, the students listened to The True Story of the Three Little Pigs by Jon Scieszka. Students were asked further to refine their definition of a fractured fairy tale. The 3rd lesson was divided into 3 parts to be completed in three periods. The first 2 were to further understand the differences between fractured and classic fairy tales through traveling the world with Cinderella and to map a fairy tale using the conventions of literature. Part 1 began with discussing the various versions of Cinderella seated in the Imagination Station. The main storyline, however, does not change. That shows that these fairy tales are not fractured - they are missing the twist that the students discovered that fractured fairy tales had. Then I added the twist: 2 stories with a male Cinderella character. Each child then selected a fairy tale from those located around the carpet. Part 2 was back at the tables. I introduced the story map listing elements that the students wanted to fill out about their books. Having learned from retelling The Three Little Pigs, I read Little Red Little Riding Hood by Trina Scart Hyman to provide our schema. We then filled out the map together. The chart includes an area for creating a twist. I chose to make my twist, "Red in the Hood," a current story with a boy as the main character. The student groups worked to fill in their maps. I took my idea and used it to create a storyline. I named the characters for the story Red, Wolfberry, Mother, Huntress (known as Tress), and the Librarian. The setting was in Red's home and in a neighborhood of abandoned houses. The rising action was when Red-met Wolfberry, who spotted a library book Red was carrying - Little Red Riding Hood. He became angry and convinced Red to skip school and check out a new neighborhood library. The conflict/problem was between Wolfberry and Red. Wolfberry wanted to rip that book to shreds because it was about his great-great-great uncle. The falling action begins when Tress shows up to keep the wolf from harming the library book. As students start to twist the tale, I spend time guiding them with questions and answering their queries. I spent a little time reminding them of the many Cinderella stories we read and how, although they changed the culture, the story remained the same until we looked at Prince Cinders. This story had a prince and 3 older brothers who used him as labor.
In the passage below, how are social needs being used?
I selected a range of reading levels of the Fairy Tales, including several on the 2nd and 3rd-grade level, offering each student group the chance to pick appropriate stories. Students were allowed to choose partners. Students from all levels enjoy picking a reading buddy for the day for their free reading sessions. Students share space at their tables with their buddies or take them to the Library Imagination Station. Fairy tales are stories read and loved by all age levels, but to make it even more interesting, I decided to teach fractured fairy tales. We began the unit by brainstorming the elements of a fairy tale. Students were then asked to name some classic fairy tales and relate those to the Disney version. Next, they called some of the current fairy tale versions in the movie theater. Finally, students were asked to use their notes from the debate to make inferences regarding the meaning of fractured fairy tales. In the second lesson, students were asked to retell the Three Little Pigs story. I read The Three Little Pigs by Barry Moser. They were then asked to compare that version to a viewing of the fractured fairy tale of The Little Pigs from the cartoon "Rocky and Bullwinkle." Next, the students listened to The True Story of the Three Little Pigs by Jon Scieszka. Students were asked further to refine their definition of a fractured fairy tale. The 3rd lesson was divided into 3 parts to be completed in three periods. The first 2 were to further understand the differences between fractured and classic fairy tales through traveling the world with Cinderella and to map a fairy tale using the conventions of literature. Part 1 began with discussing the various versions of Cinderella seated in the Imagination Station. The main storyline, however, does not change. That shows that these fairy tales are not fractured - they are missing the twist that the students discovered that fractured fairy tales had. Then I added the twist: 2 stories with a male Cinderella character. Each child then selected a fairy tale from those located around the carpet. Part 2 was back at the tables. I introduced the story map listing elements that the students wanted to fill out about their books. Having learned from retelling The Three Little Pigs, I read Little Red Little Riding Hood by Trina Scart Hyman to provide our schema. We then filled out the map together. The chart includes an area for creating a twist. I chose to make my twist, "Red in the Hood," a current story with a boy as the main character. The student groups worked to fill in their maps. I took my idea and used it to create a storyline. I named the characters for the story Red, Wolfberry, Mother, Huntress (known as Tress), and the Librarian. The setting was in Red's home and in a neighborhood of abandoned houses. The rising action was when Red-met Wolfberry, who spotted a library book Red was carrying - Little Red Riding Hood. He became angry and convinced Red to skip school and check out a new neighborhood library. The conflict/problem was between Wolfberry and Red. Wolfberry wanted to rip that book to shreds because it was about his great-great-great uncle. The falling action begins when Tress shows up to keep the wolf from harming the library book. As students start to twist the tale, I spend time guiding them with questions and answering their queries. I spent a little time reminding them of the many Cinderella stories we read and how, although they changed the culture, the story remained the same until we looked at Prince Cinders. This story had a prince and 3 older brothers who used him as labor.
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