Arts Integrated Lesson Plan Template, 2013
Developed by Mary Palmer & Associates;
Used with Permission
Arts Integration Strategy: Role Play
Lesson Theme: Fairy Tale Commercials
Grade: 2nd/3rd gifted Teacher: Debbie Thornton School: North Fort Myers Academy of the Arts, Lee
Date: May 2013
County
Big Idea O and EUO.1, EUO.2, EUO.3
Course Description:
Grades 2/3: Creative and Persuasive Writing
Lesson Description:
Vocabulary:
Arts: rhythm, meter, melody, script, stage directions,
Students create and
perform commercials for products using characters and
themes from fairy tales in a modern or futuristic setting.
Each commercial has a jingle, slogan, and script.
Characters or themes from several fairy tales may be
included.
Subject Area: jingle, script, setting, theme, story
line, persuasive point of view.
Next Generation SSS:
Materials:
MU.2.S.2.1, MU.2.F.1.1, MU.3.S.1.2, MU.3.F.3.1, MU.3.O.2.1,
TH.2.H.3.1, TH.2.S.3.1, TH.2.S.2.1, TH.2.H.3.1, TH3.C.1.1, TH.3.S.2.1,
TH.3.S.3.1, TH.3.O.1.2, TH.3.H.3.2, TH.3.H.3.3, TH.3.F.1.1, TH.3.F.3.1
countries.
Arts:
Language Arts:
LA.2.3.1.1, LA.2.3.1.2, LA.2.3.2.1, LA.2.3.2.2,
LA.2.3.3.1, LA.2.3.3.1, LA.2.4.1.2, LA.2.5.2.1, LA.2.5.2.2, LA.2.5.2.3,
LA.2.5.2.4, LA.2.6.3.1, LA.2.6.4.1, LA.2.6.4.2
LA.3.3.1.1, LA.3.3.1.2, LA.3.3.2.1, LA.3.3.2.2, LA.3.3.3.1, LA.3.3.3.3,
LA.3.3.3.4, LA.3.4.1.2, LA.3.4.3.1, LA.3.5.2.2, LA.3.6.3.2, LA.3.6.4.1,
LA.3.6.4.2
Common Core: CCSS.ELA-Literacy: W.2.1, W.2.5, W.2.6,
SL.2.1, SL.2.5, SL.2.6, L.2.5, W.3.1, W.3.4, W.3.5, W.3.6, W.3.10,
SL.3.1, SL.3.5, SL.3.6, L.3.3, L.3.5
Essential Understandings: Produce clear and
coherent writing in which the development,
organization, and style are appropriate to task, purpose,
and audience.
props, sound effects, and voice over.
Books: Various Cinderella tales from different
Fine Arts: Into the Woods Jr. script and/or DVD of
performance
Music: Various Disney tunes, holiday songs, and
children’s songs.
Supplies: costumes, props, construction paper,
writing paper, pencils, Power Point
Essential Question: How do businesses
convince people to buy their products?
Lesson Strategy:
Background:
This lesson was an extension of a lesson on how a fairy tale could be changed by changing the setting of the story,
specifically the cultural background and time period. My class had read several Cinderella tales from different countries and we discussed how
the essential elements of the fairy tale remained the same even though the change of setting and cultural background changed the story. We
also attended our middle school advanced drama class’s presentation of the musical, Into the Woods Jr. earlier in the year and discussed how
the playwright James Lapine and composer/lyricist Stephen Sondheim used portions and characters from various fairy tales to create a new
musical.
Procedures:
1. Watch several TV commercials that have well known jingles and slogans; discuss how the jingle and slogan
helped make the brand or product stand out. Ask: How are commercials different than stories? (Commercials are
short, persuasive, to the point, and use specific language to persuade the audience.) 2. Brainstorm to match well
known fairy tales with a modern day product that could help solve a problem that one of the characters
encountered in a story.
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Arts Integrated Lesson Plan Template, 2013
Developed by Mary Palmer & Associates;
Used with Permission
3. Divide into four groups of five or six students. Groups are multi grade level groups and each included a student
considered to be a solid creative writer.
4. Groups chose a fairy tale scenario and a product needed by a character in the scene. Students created a
company name and slogan. They developed a story line for their commercial.
5. To prepare for writing jingles, practice creating/substituting, then singing, “jingle words” to several well- known
short melodies.
6. Groups create jingles. Teacher/coach circulates among groups to assist as needed. Particular attention is given
to meter and rhythm of the song in relationship to the rhyme schemes of the words.
7. To prepare for writing scripts, review script format, including the need for stage directions. Since commercial
characters usually are nameless, the script will indicate different speaking parts using numbers or descriptions,
such as “employee #1.”
8. Groups write a rough draft of their scripts. After conferencing with the teacher, revise and edit scripts. Students
published their scripts using a word processing program.
9. Each group assigned their own parts and held several read-throughs before rehearsing with the
teacher/director.
10. Students memorized their scripts and then each group held live rehearsals in front of the entire class. During
the rehearsals, the teacher conducts mini-lessons on the projecting the voice, facing the audience or camera while
speaking, and remaining “in character” throughout the entire performance.
11. In conference with the teacher, groups discuss costuming, props, and sound effects. Sources to meet needs
must be identified by students, with teacher support.
12. Students create 2 power point slides: one slide is a backdrop to be shown throughout their scene and the
other lists credits to be shown at the end of their commercial.
13. Dress rehearsals are held in our classroom.
14. Each commercial is performed and videotaped in our school’s TV studio. The commercials are shown as part of
the Fairy Tale News and Fairy Tales on Trial production in our school’s theater.
Assessment of Student Learning: Commercial scripts and power point slides were assessed by teacher created
rubric. Group members assessed each other’s work and cooperation.
Documentation of Student Learning: Taped television commercial performance, commercial script, and power
point slides.
Teacher Reflection: My students enjoyed this unit. I gave students the option of having one group member as
the director and others as performers but they all wanted to perform! I served as the director for all of the groups;
in the future, we could try alternating directors so that all students could both perform and direct. They improved
their creative writing skills and ability to write persuasively for an intended audience. Their performance and
presentation skills were greatly improved as well.
Ideas to try on other days: Commercials for book reports.
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