![]() Allow time for an open discussion while students think about fairy tales and the elements that are most frequently associated with specific tales.If the students are having a difficult time brainstorming, share with them Common Elements of Fairy Tales.After students share the fairy tales they are familiar with, ask them to think about what is similar among the tales.For example, if a student volunteers "Jack and Jill" because it took place a long time ago, encourage students to apply the collected criteria to determine that the poem is not a fairy tale because there is no fantasy or make-believe in the story and it is a nursery rhyme. Look over the list and ask students to remove any titles that are not fairy tales by applying the collected rationales.Record the comments and the rationale on the board or on chart paper.For example, a student may say that the Three Little Pigs is a fairy tale because of the occurrence of threes. As they say the name of a fairy tale, ask them to indicate what makes it a fairy tale.Invite students to share names of fairy tales that they know. Begin this session by talking about fairy tales.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. 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.ġ1. 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 nonprint texts.Ĩ. 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.Ħ. ![]() 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.ĥ. 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).Ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. 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.ģ. Among these texts are fiction and nonfiction, classic and contemporary works.Ģ. Students read a wide range of print and nonprint 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. In this way, students can explore the benefits of story mapping without losing the opportunity to read and respond to texts personally.ġ. Story mapping is part of a reading process that also includes reflection and personal rethinking of the text elements as well as part of the writing process that allows students to extend and engage the features of the stories that they explore and write. In this activity, students use online story mapping to analyze fairy tales, as well as to gather and organize ideas for rewriting a fairy tale. Pointing to Foucault, Foley explains that when story mapping becomes an unyielding framework that all must follow, we lose the opportunity to engage students with texts authentically. As Margaret Foley warns in her "The (Un)Making of a Reader," however, teachers must guard against allowing story mapping to become a "self-monitoring system for story reading which inhibits potential to explore a diverse range of personal responses" (510). ![]() Story mapping activities, also called story grammars, are a technique for using graphic representations to explore elements of a reading working toward increased comprehension.
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