Students will collaborate together to choose, design, plan, and implement groups roles to determine what materials are needed to complete the project.  The teacher observe as student groups complete projects during the school day to ensure participation is achieved in an equitable manner. Students will select and research a specific folktale from the unit  Upon completing the group project, students may research a folktale independently provided the group agrees and their project goals are met.This lesson was developed by Lisa Bruet to fulfill requirements of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.                

Students will collaborate with a group of students and select a Culture Project to complete together in school.  The group will choose, design and plan and implement what the groups roles will be and what materials are needed to complete the project.  The teacher should allow the students to work on projects in school so that equal participation is taking place and can be observed. The students may select the countries in the folktale unit to research or one of their own as long as the project goals are met and agreed upon by all members in the group.This lesson was developed by Lisa Bruet as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

This scientific article explains the historical background and the spreading of the legend. It starts with lady Kunigunde who, after the death of her husband, falls in love with Albrecht the Handsome from Nuremberg. After a misunderstanding she kills her two children from the first marriage. Albrecht leaves her and she dies of sorrow over her dead and her fate. Ever since she has been spooking in the Plassenburg castle. The legend spread in variations as one of the most popular ghost stories all over Germany and into England. The article is written for native speakers 9 years and up.

This article provides a historic background to the fairytales of the fairytales collected by the Brothers Grimm. The original title "Children and Home Fairytales" was first published in 1812. It also focuses on the aspect of cruelty due to the fact they were originally not written for children but to educate common people. An audio link provides an extension of the information and a reflection on modern children stories. The text is written for native speakers age 8 and up. The audio text is spoken in natural language.

In this activity, students read a story and answer questions about the text. The resource contains guided reading and assessment questions.

In this activity, students read a story and answer questions about the text. The resource contains guided reading and assessment questions.

In this module, students consider the guiding question: How do writers capture a reader's imagination? as they take a deep study of the classic tale Peter Pan.

*Please see link included for a more detailed planning document.

Students will be designing a graphic based on the book they have finished reading in their guided reading group.   They will use the app, Canva (www.canva.com),  to create the graphic.  The graphic will include key details, descriptions, themes, plot, summary, as well as other text evidence we have discussed throughout our guided reading time together.  Students will create their graphics, and present them in a gallery walk for the rest of the class.

The content on their graphics will come from our guided reading group questions and discussions . They will record answers in their Google Classroom, based on the questions I post.  Questions will be text dependent, and focus on comprehension, main idea, key details, point of view, and connections. Students will then synthesize the information and discussion topics to create a graphic about their book.

In this activity, students learn about the types of stories that Pixar tells. The resource contains guided reading and assessment questions.

In this exercise, students will compare two books of the same genre and similar topics using questions that require students to demonstrate understanding of a text by referring explicitly to the text as the basis for answers.

This lesson helps students move to nonfiction. Students will begin to think about how they can collect information from different types of texts.

In this activity, students read a story and answer questions about the text. The resource contains guided reading and assessment questions.

In this lesson, students identify the main message of lesson of a story using key details from the text and follow class norms when participating in a conversation.

In this lesson, students identify the main message or lesson of a story using key details from the text and effectively participate in a conversation with peers and adults.

In this lesson, student identify the main message or lesson of a story using key details from the text.

In this lesson, students identify the message or lesson of a story using key details from the text and document what they learn about a topic by sorting evidence into categories.

In this lesson, student identify the message or lesson of a story using key details from the text.

In this lesson, students are reminded of the importance of reading a high volume of books at their own reading level. This proves particularly helpful to building student reading fluency and the academic vocabulary that the CCLS demands

In this activity, students read a poem and answer questions about the text. The resource contains guided reading and assessment questions.