Welcome! You are on the main page of this website. Below is a general overview of the Unit Plan featuring the “Fairytales Retold Project,” as well as links to other areas of the site. Originally created for Masters level coursework as part of a teacher preparation program at Kennesaw State University, the materials posted on this site are intended as a resource only, and are by no means definitive, flawless, or ideal. Primarily, they serve as a record of this project’s first attempt, and an opportunity to revise the history and future of potential student and teacher success.
Unit Description: Falling at the end of the year, this unit is comprised of expository, persuasive, and narrative elements as embodied in the sixth-grade language arts curriculum. Encompassing the following areas of concentration, the unit ends in a culminating activity which assessed learning across all areas of study. Within this overall unit of study, primarily focused on the persuasive mode, the “Fairytales Retold Project” serves as a performance product.
Areas of concentration:
- Visual rhetoric-constructing story through images; reading images for context and connotation; implicit messages and hidden agendas; media literacy and advertising (commercials, print-advertising, websites).
- Persuasive Technique and Rhetorical Appeals-the rhetorical triangle (emotions, logic, ethics); context, connotation, bias, stereotype.
- Response to Literature-making judgments, interpretive analysis, evaluative thinking, reflective response.
- Modes of Communication-interconnectedness of genre (exposition, narration, persuasion), the language arts (reading, writing, listening, speaking, viewing).
Final Performance Task: Students will retell a classic story of “Good vs. Evil” from the villain’s point of view, demonstrating an understanding of the components of persuasive narrative, response to literature, written and spoken language, visual fluency, and collaborative work.
The Goals of the Assignment: This project attempts to…
- combine persuasive & narrative modes of communication in a digital form,
- invert traditional thinking of “Good vs. Evil,”
- broaden the composition process to include text, images, and sound,
- and embrace diverse readings of text that reflect personal histories and cultural backgrounds.
Platform: Windows MovieMaker
Unit Length: 3-4 Weeks
Unit Objectives: Standards
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
ELA6LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
ELA6LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.
ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA6R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners.
ELA6RC2 The student participates in discussions related to curricular learning in all subject areas.
ELA6RC3 The student acquires new vocabulary in each content area and uses it correctly.
ELA6W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.
ELA6W2 The student demonstrates competence in a variety of genres.
ELA6W3 The student uses research and technology to support writing.
ELA6W4 The student consistently uses the writing process to develop, revise, and evaluate writing.