7(B) Recurring Phrases Folk-and-Fairy Tales - Supporting

Reading/Comprehension of Literacy Text/Theme and Genre. Students analyze, make inferences and draw conclusions about the theme and genre in different cultural, historical, and contemporary contexts and provide evidence fromt he text to support their understanding
K	1	2	3	4	5
6(D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various cultures.	7(B) explain the function of recurring phrases (eg. "Once upon a time" or "They lived happily ever after") in traditional folk-and-fairy tales.	6(B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.	5(B) compare and contrast the settings in myths and traditional folktales	3(B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.	3(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures
explain the function of recurring phrases in traditional folk tales. explain the function of recurring phrases in traditional fairy tales.

Activities:

16(B) Techniques in Media (Supporting)

Reading/Media Literacy Students use comprehension skills to analyze how words , images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasing more complex texts.
K	1	2	3	4	5
12(B) identify techniques used in media (eg. Sound, movement) (with adult supervision)	16(B) identify techniques used in media (eg. Sound, movement)	16(B) describe techniques used to create media messages (eg. Sound, graphiscs)	16(B) explain how various design techniques used in media influence the message (eg. Shape, color, sound)	14(B) explain how various design techniques used in media influence the message (eg. Pacing, close-ups, sound effects)	14(B) consider the difference in techniques used in media (eg. Commercials, dcomentaries, news)
Identify techniques used in media (sound). Identify techniques used in media (movement).

Activities:

16(A) Purposes of Media (Supporting)

Reading/Media Literacy Students use comprehension skills to analyze how words , images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasing more complex texts.
K	1	2	3	4	5
112(A) identify differrent forms of media (eg. Advertisements, newspapers, radio programs)(with adult assistance)	16(A) recognize different purposes of media (eg. To inform, to entertain)(with adult assistance)	16(A) recognize different purposes of media (eg. Informational, entertainment)	16(A) understand how communication changes when moving from one genre of media to another.	14(A) explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior	14(A) explain how messages conveyed in various forms of media are presented differently (eg. Documentaries, online information, televised news)
Recognize different purposes of media (to inform). Recognize different purposes of media (to entertain).

Activities:

Cereal Box Investigation:


http://www.ltl.appstate.edu/436/student/medialit/s00/bond/medialitplan.html

10(A) True of Fantasy (Supporting)

Reading/Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw concluisons about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding.
K	1	2	3	4	5
	10 (A) determine whether a story is true or a fantasy and explain why	10 (A) distinguish between fiction and nonfiction	9(A) explain the difference in point of view between a biography and autobiography.	7(A) identify similarities and differences between the events and characters' experiences in fictional work and the actual events and experiences described in an author's biography or autobiography.	7(A) identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life.
Determine wheter a story is true and explain why. Determine wheter a story is fantasy and explain why.

Activities:

• Treasure/Tesoros  - ConnectED  Animated Comprehension Lesson "Fantasy & Reality"
• Tina's World - Real or Makebelieve?    http://www.earobics.com/gamegoo/gooey.html
• Use pictures and have students sort into Fantasy and Reality (True)
• Read a Sentence and decide which is Fantasy and which is Reality   http://alexandria-es10.lausd.k12.ca.us/Staff_Pages/Henry_Anker/Mr_Anker_Tests_New/Language/Language_Skills/Fantasy_Reality_Set_01.swf

Fairy Tales

Fairy tales are great for illustrating the difference between fantasy and reality.

Nothing is more fantasy-oriented than fairy tales. Traditional fairy tales are filled with magic and made-up creatures. Read a few fairy tales such as Cinderella or Rumpelstiltskin, discussing the elements of the story (beginning, middle, end, etc.) and what makes it a fairy tale (magic, mythical creatures, fictional places/kingdoms, etc.).  Next have the students write and illustrate a story about what they did the day before. When both stories are finished, discuss how the story elements all differ.

Television Kids

First graders love to watch different television shows and often believe that the characters are real and not actors. A unit on television will help the students understand that the characters are just people helping to tell a story. Have the students choose their favorite live-action television character and look that actor up on the Internet. Students should do a short report on the actor's name, birthday, and any other shows or movies the actor has appeared in. This is also a good way to introduce giving oral reports or doing written reports.