Tuesday, October 11th

Objectives: Today we will…

• Make connections based on the various elements that occur throughout fairy tales.
• Be able to articulate the purpose and theme of a story and connect those values to other stories.
• Analyze various fairy tales by assessing their similarities and their differences through written reflection.
• Through written reflection, be able to argue a point from multiple perspectives.

On Your Desk: Connecting Fairy Tales Handout (Reflection on the back due today!) We will be handing these in at the end of class.

Today, we will be connecting the Fairy Tales we have read through a small group activity.

Part 1: In your groups, each desk has a specific VALUE to focus on. On a sticky note, explain how ONE story demonstrates this value. Each story should get its own sticky note. Try and think of as many stories as you can for each value. You will have 5 minutes in your group before we switch to a new value. We will switch 3 times.

Part 2: What do we learn from Fairy Tales? After reading a fairy tale and listening to 6 other descriptions of fairy tales, choose ONE COLLECTIVE LESSON we learn from fairy tales. You can only choose one and this one LESSON has to fit ALL OF THE STORIES. Can you do it?

Write the lesson on ONE sticky note. Choose one representative to write your lesson on the big/white handout.

Part 3: Pick a side…. Prepare for debate tomorrow!

Monday, October 10th

Objectives: Today we will…

• Make connections based on the various elements that occur throughout fairy tales.
• Be able to articulate the purpose and theme of a story and connect those values to other stories.
• Analyze various fairy tales by assessing their similarities and their differences through written reflection.
• Through written reflection, be able to argue a point from multiple perspectives.

On Your Desk: Connecting Fairy Tales Handout (boxes on the front), Writing Utensil

Today, students will spend the first 20-25 minutes of class by completing the reflective questions on the backside of the handout. Using our discussion from last week, students will make connections and comparisons of the stories. This should be complete by tomorrow, Tuesday, October 11th.

The remaining class time will be spent watching Into the Woods (Day 3). Students will continue to use the scenes to enhance their perspective of various fairy tales and their purpose in society.

 

Friday, October 7th

Today, students will be watching Day 2 of Into the Woods. Students will use the scenes to connect the themes of multiple fairy tales together, specifically analyzing the stories of Rapunzel and Cinderella.

Thursday, October 6th

• Engage in discussion to hear about classmates’ experiences with multiple fairy tales.
• Make connections based on the various elements that occur throughout fairy tales.
• Be able to articulate the purpose and theme of a story and connect those values to other stories.

Discussion, Day 2!

 

Wednesday, October 5th

• Engage in discussion to hear about classmates’ experiences with multiple fairy tales.
• Make connections based on the various elements that occur throughout fairy tales.
• Be able to articulate the purpose and theme of a story and connect those values to other stories.

 

• Collaborate in small groups to read, analyze, and discuss a fairy tale.

Students will be working in small groups analyzing their specified fairy tale. Today, students should read their stories and begin filling out the handout, “Deconstructing Fairy Tales”.

1. Learn about Bloom’s Taxonomy paired with critical thinking to help us create higher-level thinking questions in small group work.
2. Listen to a children’s story and, in response, be able to create analytical questions in each of the Bloom’s Taxonomy tiers.
3. Create the cover of your own twisted fairy tale.

On Your Desk: We are on RED (off!) today for our electronics policy. Please put all phones/headphones away. Get out your notes or a blank piece of paper and a writing utensil. Label your notes, Bloom’s Taxonomy.

1. Opener/Attendance: Fill the board with your favorite fairy tales
2. Listen and take notes on Bloom’s Taxonomy
3. Listen to Ninja Red Riding Hood by Corey Rosen Schwartz
4. Practice writing higher-order thinking questions for Ninja Red Riding Hood
5. Create your own twisted fairy tale cover. You should include:
   1. The Title of your Story (how will we know what story you are twisting)
   2. An image

This is an in class activity and should be handed in by the end of class or beginning of class tomorrow.

6. Preview Group Activity Starting Tomorrow (Tuesday!)

 

Assignment: Remember — Your essays, double entry journals, and revision handouts were due LAST FRIDAY. If you have these documents either share on google classroom (essay) or bring to me!

 

• Final “Little Red Riding Hood” essays in Google Classroom. Extensions should be discussed prior to the due date. If you need to talk to me about missing/late essay, due so during lunch or after school today.
• Double Entry Journals — Handing these in!
• Checklist/Revision Packets (make sure your name is on it!)

Once we have handed in our assignments, we will be starting Into the Woods for the remainder of class. Pay special attention to the classic fairy tales used throughout this film. How do these fairy tales meet your expectations? How are they different?

To begin, clear your desk of all belongings, including phones. Your desks should be empty of everything except a writing utensil.

 

 

 

 

 

 

 

 

 

Today, students will be analyzing children’s role in society based on their study of “Little Red Riding Hood” and the various versions we have read. Today’s prompt will give students guided practice on argumentative writing and practice for the ACT.

The essay describes a conflicting viewpoint and provides three different perspectives on the argument. You are asked to read and consider the issue and perspectives. First, articulate which one of the perspectives best fits your viewpoint of children in today’s society. Next, you should analyze the relationship between your perspective and at least one other perspective on the issue (compare and contrast your ideas). Use the various versions of Little Red Riding Hood to support or contrast your viewpoint. You should incorporate three different versions of our Little Red Analysis into your response.

The essay guidelines can be found on Google Classroom. You will have 40 minutes to complete this essay. Once we are in the lab, there should be no phones, no headphones, and no talking. You may use your notes, double entry journal and the stories/handouts you have been given throughout the Little Red Unit. Though I will answer some guiding questions, try your best to interpret the prompt and answer to the best of your ability.

Friday, September 16th

Today, students will be analyzing children’s role in society based on their study of “Little Red Riding Hood” and the various versions we have read. Today’s prompt will give students guided practice on argumentative writing and practice for the ACT.

The essay describes a conflicting viewpoint and provides three different perspectives on the argument. You are asked to read and consider the issue and perspectives. First, articulate which one of the perspectives best fits your viewpoint of children in today’s society. Next, you should analyze the relationship between your perspective and at least one other perspective on the issue (compare and contrast your ideas). Use the various versions of Little Red Riding Hood to support or contrast your viewpoint. You should incorporate three different versions of our Little Red Analysis into your response.

The essay guidelines can be found on Google Classroom. You will have 40 minutes to complete this essay. Once we are in the lab, there should be no phones, no headphones, and no talking. You may use your notes, double entry journal and the stories/handouts you have been given throughout the Little Red Unit. Though I will answer some guiding questions, try your best to interpret the prompt and answer to the best of your ability.

At the end of class, you will turn in your double entry journals DUE TODAY (formative credit).

 

Thursday, September 15th

Sit in your SEATS from YESTERDAY.

Today, students will begin class by organizing their “Little Red” materials. Students will assess the progress of their double-entry journals and have time to work on their entries. Then, students will have an opportunity to analyze Into the Woods, specifically the scenes representing Little Red Riding Hood.

Materials Inventory: You should have the following handouts

• Double-Entry Journal Guidelines
• Journals
• “The Story of Grandmother” Folklore
• “Little Red Riding Hood” Charles Perrault
• “Little Red Cap” Grimm Brothers
• “Little Polly Riding Hood” Catherine Storr
• “Little Red Riding Hood and the Wolf” Ronald Dahl
• Into the Woods Lyrics

1. Work Time: 20 minutes to read “Little Polly Riding Hood” and complete your journal entries.

2. Analyze Into the Woods. In your journals, respond to the prompt in a reflective response. How is Little Red Riding Hood being portrayed, in your eyes? Write a brief character analysis of this version of Little Red Riding Hood. What qualities does this young girl have? What historical model of childhood is being represented?

Wednesday, September 14th

FIND YOUR NOTE-CARD TO SIT DOWN FOR TODAY!

Today, students will work in groups to compare and contrast the various versions of “Little Red Riding Hood.” Students will discuss the moral or purpose of each story and discuss influences (historical modes of childhood) on each story.

Schedule:

1. Attendance/Seating
2. Little Red Group Discussion: In your groups, discuss the information you put on your note-card. Describe the important components of the plot based on the story you are focusing on. (3) How does the story end (1)What is the purpose/moral/theme of your “Little Red…” (1) Proof from the story that connects the purpose/moral/theme (1) As a group, come up with a final theme/moral/purpose of the story. What message does YOUR VERSION send to readers? Then, describe the influences that are affecting the story. What historical mode of child is being represented?
3. Read “Little Polly Riding Hood” Catherine Storr
4. Read “Little Red Riding Hood and the Wolf”Ronald Dahl (Poem)

 

Assignment: Complete your double entry journals for the versions we have read. Your double entry journal will be due in class on Friday! See handout for guidelines.

• Folklore
• Perrault
• Grimm
• Storr
• Dahl

Tuesday, September 13th

On Your Desk: Grab “Little Red Cap” on your way in! If you have not already done so, turn in your Textual Evidence Activity from yesterday.

Today, we will analyze our third version of “Little Red Riding Hood.” Students will get to know the authors, Jacob and Wilhelm Grimm, commonly known as the Brothers Grimm. Students will read and analyze “Little Red Cap,” updating their double entry journals with excerpts from the story.

After reading “Little Red Cap,” students will compare the three stories we have looked at so far. Each row will be given a focus story. Your task:

• Describe the important components of the plot based on the story you are focusing on. (3)
• How does the story end (1)
• What is the purpose/moral/theme of your “Little Red…” (1)
• Proof from the story that connects the purpose/moral/theme (1)

 

Assignment: Double Entry Journal for “Little Red Cap”

 

Monday, September 12th

On Your Desk: Have your double entry journals open to the first page. You should have 3 or more entries for “The Story of Grandmother” and “Little Red Riding Hood.” I will collect your journals to check your progress for your double entry journals and your journal completions as a whole. At this point, we have 3 major journal assignments + the double entry journals started.

1. Historical Models in Society Journal 1:Where do we see these various models of childhood today? (think of books, television shows, movies, advertisements, actions, behaviors, policies, etc.) How do these historical models relate to Children’s Literature.
2. Fairy Tale Reflection Journal 2
3. Ted Talk Journal 3

Today, students will use the article “What Wide Origins You Have, Little Red Riding Hood” to review their understanding of utilizing textual evidence with MLA format. Students will demonstrate their ability to annotate a text, write direct quotes and paraphrase a text using MLA format, and prove their understanding of a text through written analysis.

 

Friday, September 9th

On Your Desk: Journals, Little Red Double Entry Journal Guidelines, “The Story of Grandmother”

Opener: To begin class, complete your three journal entries for “The Story of Grandmother. Remember to look at the guidelines for requirements. All Quotes should be written in MLA format. If you were gone yesterday, you are reading “The Story of Grandmother.” On your note-card, write down what you expect from Little Red Riding Hood. Then, after reading the story, write down what surprised or shocked you most.

“Quote” (Author Page #)punctuation

“For the folklore version, there is no author. ” (“The Story of Grandmother”).

Today students will continue to compare and contrast various versions of a classic fairy tale, “Little Red Riding Hood” to analyze historical context, influences and author’s purpose, moral, and/or warning. Students will continue to reflect on our guiding questions:

• How do fairy tales help to transmit cultural values?
• How have fairy tales changed over time, and continue to change?
• How do fairy tales reflect the society they come from?
• How do fairy tales continue to impact our popular culture?
• Why are we so fascinated with fairy tales?

Schedule:

1. Attendance/Opener
2. Review “The Story of Grandmother”
3. Notes on Charles Perrault
4. Read “Little Red Riding Hood” by Charles Perrault. Complete your double entry journal entries.

Thursday, September 8th

On Your Desk: Journals and a writing utensil

Opener: Complete your TED Talk reflection, answering the guiding questions in your journals.

Today, we will begin to compare and contrast various versions of a classic fairy tale, “Little Red Riding Hood” to analyze historical context, influences and author’s purpose, moral, and/or warning. Students will continue to reflect on our guiding questions:

• How do fairy tales help to transmit cultural values?
• How have fairy tales changed over time, and continue to change?
• How do fairy tales reflect the society they come from?
• How do fairy tales continue to impact our popular culture?
• Why are we so fascinated with fairy tales?

Schedule:

1. Complete Opener/TED Talk Reflection
2. Note-card Response 1 – What do you expect from the story “Little Red Riding Hood”? 
3. “Little Red Riding Hood” Picture Analysis: Observe the picture representing the story of Little Red Riding Hood. Answer the following questions on your note-card.
   1. What are you drawn to in this image? Describe what catches your attention?
   2. What colors are prominent in this picture?
   3. What do you believe these colors symbolize or represent?
   4. What do you believe wolves are a representation of?
4. Read “Texts and Contexts: Little Red Riding Hood” pages 338-339 in the Norton Anthology of Children’s Literature.
5. Read “The Story of Grandmother.” Begin the Double Entry journal assignment. (See assignment details here).
6. Assignment: Read Charles Perrault’s “Little Red Riding Hood.” Highlight and under passages that are significant to you. Place an ! by the passage, if you found it interesting or surprising. Place a ? by the passage, if you are confused or have a question. Place a * by the passage, if you found it significant or important.

Exit Ticket: Note-card response 3 – What surprised you today about the folklore inspired “The Story of Grandmother”?

 

Wednesday, September 7th

On Your Desk: Journals and a writing utensil

Today, students will study the origin and history of oral traditions and fairy tales in order to fully understand  the importance of fairy tales and the impact they have on society today. Students will reflect on the value of stories and why good stories can be like “a secret door.”

Opener: Read the start of your Fairy Tale reflection journal assignment from yesterday.

Reflect on the following questions through narrative writing: (These are guiding questions. You do not have to answer all of them.) Add to your journals. Reflect on a question you have not yet answered.

• Describe your experiences or memories with fairy tales – either read or watched.
• How have fairy tales influenced you? How have these tales influenced society? What message do these fairy tales send?
• How have fairy tales changed over time, and continue to change?
• How do fairy tales reflect the society they come from?
• How do fairy tales continue to impact our popular culture?
• Why are we so fascinated with fairy tales?

Schedule:

1. Journal Reflection *Prompt Above*
2. Notes on the origins and history of tales.
3. Watch and Listen to Mac Barnett’s TED talk on Why a good book is a secret door.
4. Label a new Journal Entry – TED Talk: Mac Barnett   Answer the guiding questions on the half-sheet of paper in your journals.

 

Tuesday, September 6th

After spending 3 days working in the lab on their History of Children’s Literature Presentation, students will present their findings to their classmates through an informal presentation. Students will take notes on the 8 different topics.

We have 5 more presentations to go. We will complete presentations and then complete a self-evaluation for for the research project surveying your work habits and your final project.

Tomorrow, we will begin the Fairy Tale Unit. In your journals, you will reflect on your experiences and memories of fairy tales and their purpose in your lives. Reflect on the following questions through narrative writing: (These are guiding questions. You do not have to answer all of them.)

• Describe your experiences or memories with fairy tales – either read or watched.
• How have fairy tales influenced you? How have these tales influenced society? What message do these fairy tales send?
• How have fairy tales changed over time, and continue to change?
• How do fairy tales reflect the society they come from?
• How do fairy tales continue to impact our popular culture?
• Why are we so fascinated with fairy tales?

Friday, September 2nd

After spending 3 days working in the lab on their History of Children’s Literature Presentation, students will present their findings to their classmates through an informal presentation. Students will take notes on the 8 different topics.

Thursday, September 1st

After spending 3 days working in the lab on their History of Children’s Literature Presentation, students will present their findings to their classmates through an informal presentation. Students will take notes on the 8 different topics.

Wednesday, August 31st

Today, students will be working in Lab 103 on their History of Children’s Literature Research Presentation. The presentation + Part 2 will be due on Thursday, September 1st.

Tuesday, August 30th

Today, students will be working in Lab 103 on their History of Children’s Literature Research Presentation. The presentation + Part 2 will be due on Thursday, September 1st.

Monday, August 29th

History of Children’s Literature Research Presentation

Opener: As you walk in, grab a handout and peruse the guidelines.

Objective Throughout this research study, students will be examining the history of Children’s Literature through research utilizing a variety of resources. In order to begin, we must ask ourselves, what constitutes Children’s Literature? Throughout the research process, students will collectively explore “different ways of defining children’s literature, identify important milestones in its development, and provide tools for understanding its history” (Hintz and Tribunella).

The History Each of you will be given a selected topic to focus your research. Based on your topic, you will complete a Google Presentation to share your findings with your classmates.

Lab 103 This week!

You will have 3 days in the lab this week. This Assignment should be complete by Thursday, September 1st. Presentations begin Thursday!                                                    

Friday, August 26th

Today, we will finish working with our groups on our Historical Models poster. You will have 25-30 minutes to complete your poster. We will start presentations of our posters today, and will finish on Monday, August 29th.

See Handout for instructions.

Thursday, August 25th

Opener: On your desk, get out your list of 20 references. Continue adding character references to your list.

Today, students will work in groups with a focus on one of the historical models of childhood.

Your group will be assigned a specific model, and you must select a childhood character (like we brainstormed in class on Tuesday) that falls into your assigned childhood model.

You will be presenting these posters on Friday as a group.

See Handout for Guidelines/Agenda

Wednesday, August 24th

Class Meetings in Auditorium

Tuesday, August 23rd Today, we will continue our exploration and analysis of Historical Models and the progression of childhood by completing the presentation, taking notes, and discussing the models. Our focus today will be to examine how these models influence children and our understanding of childhood in today’s society by creating a reference list.

Opener: Review your notes from yesterday, focusing on the Romantic, Sinful, Working, and Sacred child.

Schedule:

1. Opener/Attendance
2. Complete Presentation, finish taking notes
3. 2016 Reference List: On a blank piece of paper, label your name and today’s date. Create a list of characters/references from  t.v. shows, movies, and books that represent various models of children.  You may work with a partner or individually (at least 20 references)You are welcome to use your phone to pull up videos/seek references. Next to each reference, label what model they would represent.

For example:

Ms. Trunchbull believes all children are inherently bad and in need of discipline and structure. This would be an example of the _____________________ Child Model.

Assignment: Your list of 20 references is due by the end of class. If you are working with a partner, you should EACH have a sheet of paper with the 20 references listed.

 

Monday, August 22nd Today, we will explore the Historical Models and progression of Childhood through class notes and discussion. We will examine how these models influence children and our understanding of childhood in today’s society.

On Your Way In: Grab a notebook from the bin. This will be your journal for this class. Grab a sharpie to write your name somewhere on your journal (visible on the front)

• Where do we see these various models of childhood today? (think of books, television shows, movies, advertisements, actions, behaviors, policies, etc.)
• How do these historical models relate to Children’s Literature?

Schedule:

1. Journal #1
2. Historical Models Presentation

Assignment: Quiz over Historical Models on Friday, August 26th

Friday, August 19th

As you walk in today,

• Each student should grab five sticky notes:
  • Walk around the room twice. The first time, observe the advertisements, taking note of any initial observations or reactions that you might have. The second time, you will be selecting five of the advertisements that really stuck out to you. On each of the five advertisements, you will place a sticky note with:
  • 1) their name and 2) a statement about the picture on why it is on your TOP five list OR a question you have about the picture.
• Pair and Share about your observations (2 minutes)
• Group Discussion (10 minutes)
  • Bring up the six pictures with the most sticky notes/any prominent ones that would be great to discuss
  • The Why: Looking at the representations in today’s society (and perhaps the past), next week we will be looking into the history of childhood – what it has meant throughout time, and the progression of it into modern day.

• Reading Day:  If You Give a Mouse a Cookie

Monday, August 22nd (History of Childhood week)

Thursday, August 18th

Children’s Literature 2016—In Class Assignment

Please note, you will not have a seating chart today, as long as your phones remain on RED, meaning they are out of sight.

Objective Today, you will be exploring the roles of children in society, as well as analyzing the way in which they are represented in the media. You will be using technology and various social media sites to search for advertisement that represents children in some way. Lastly, you will critically analyze the image in a written reflection.

To Begin, Log in to the LPS webpage (www.lps.org). Type in “GOOG” into the search bar. Access your google docs using your lps ID and password. Click the waffle at the top of the page, scroll down to find Google Classroom.

Click Here for the Assignment Guidelines/Steps/Rubric

Assignment: Ad + Reflection due by the end of class!

 

Wednesday, August 17th

Welcome! Each day, when you walk into this room, you will check the board to see the expectations for the start of class, the daily learning objectives, a schedule for the class period, as well as the assignment or any other reminders needed to be successful!

Opener: As you walk in, grab your half sheet of paper (from yesterday) and your cover. Make sure your name is on both assignments. Review your responses to the questions on the back:

1. What was your book about?
2. What did you like about the book?
3. What did you like about the experience reading the book/having it read to you?

Daily Objectives:

• Learn and engage in various classroom expectations that will help students achieve and succeed throughout Children’s Literature.
• Analyze your origins with Children’s Literature: Recall your experience reading/being read to as a child through individual written reflection and group discussion.

Schedule:

1. Class Introductions/Expectations/Attendance
2. Cover Share Group 1: You will be divided into 2 groups. Group 1 will stand around the room with their covers in hand. Group 2 will walk around the room and observe the covers. During this time, you should ask the following questions:
   1. What is your name? (If you don’t know the student)
   2. What did you like about your book?
3. Cover Share Group 2
4. Group Discussion: What did you like about the experience of reading your book or having it read to you? What do you remember about this experience? (Where were you? What were you doing? Who read it to you? How did they read it?)
5. Exit Ticket: On your note-card, write about the following: Why might we associate these traits/attributes with children’s literature? How do these things still impact you today?

Tomorrow: Meet in lab 101 for period 3!

Tuesday, August 16th

Welcome! Each day, when you walk into this room, you will check the board to see the expectations for the start of class, the daily learning objectives, a schedule for the class period, as well as the assignment or any other reminders needed to be successful!

Opener: On your way in, you received a 1/2 sheet of paper. Write your name at the top and begin answering the first question.

Daily Objectives:

• Learn and engage in various classroom expectations that will help students achieve and succeed throughout Children’s Literature.
• Analyze your origins with Children’s Literature: Recall your experience reading/being read to as a child.

Schedule:

1. Class Introductions/Expectations/Attendance
2. Favorite Book 1/2 Sheet
3. Syllabus: We will be going through the syllabus in chunks throughout the next few days. Please take some time tonight to read the syllabus thoroughly. Be sure to ask any questions you have about the expectations or policies of this course.
4. Favorite Book Activity
5. Assignment: On a blank piece of paper, draw the cover or a scene from your favorite childhood book (be sure to include the title and author). On the back answer the guiding questions:
   1. What was it about?
   2. What did you like about the book?
   3. What did you like about the experience reading the book/having it read to you?

We will share these at the start of class tomorrow!