Fairy Tale Citizens Plan Term 3 2009

Inquiry Plan How we Express Ourselves

“Fairy Tale Citizens” Kowhai Syndicate, Years 0-2, Term 3 Wks 6 - 10, 2009 AO’s

English:

Speaking, Writing and Presenting Processes and strategies: Acquire and begin to use sources of information, processes, and strategies to identify, form and express ideas. Purposes and audiences: Recognise how to shape texts for a purpose and audience. Key Idea:

Good citizens express themselves in a variety of ways. Good citizens use their literature to reinforce their values, beliefs and culture. Rich Task:

Choose a method (eg writing a letter) to express your understanding of citizenship using a the analysis of a fairy tale character as an example SLO’s 1.

Identify characteristics that make a good citizen

2. Analyse a chosen fairy tale character against key characteristics of a good citizen

3. Describe ways fairy tale characters express their good/poor citizenship in literature

Key Competencies Using language, symbols and texts: interpret and use words and recognise how choices of language affect people’s understandings. Thinking: Making sense of information, experiences and ideas. Asking questions and drawing on personal knowledge Values – Integrity: being honest, responsible, accountable and acting ethically

Cross Curricular Links eLearning / I.C.T (Voicethread, Digital Camera, Digital Voice recorders, Kidpix/Tux Paint, Inspiration)

4. Identify good aspects or suggest improvements fairy tale characters can make to their behaviour to ensure they are displaying traits of being a good citizen POSSIBLE Teaching and Learning Sequences following the SAUCE Inquiry Model (teacher guided)

Assessment (What and How)

Set the Scene: –

Hook – Share Goldilocks’ letter to the Big Bad Wolf with the class

–

Discuss prior knowledge of fairy tales

–

Brainstorm a list of fairy tales that are known by the class

–

Discuss: What is a fairy tale? What language features do fairy tales usually have? What is a character?

–

Start reading at least one fairy tale per day to the class throughout the whole unit

–

Gather class thoughts about what a “citizen” and “good citizen” are

–

Define Map: Using sticky notes students record on a poster what they think a citizen is (this can be added to or amended throughout the unit)

–

Students write about what they think a good citizen is (preassessment)

Acquire –

Write key questions as a class with students that the class will need

Pre Assessment opportunity – What do students think a good citizen is? (revisit at end of unit)