Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 60570
Close Reading for The Real Princess, a Fairy Tale
This lesson will engage students in high-level discussions that involve conceptual understanding. This short text, "The Real Princess," originally told
by Hans Christian Anderson, will require students to think deeply, make inferences based on text evidence and defend their understandings through
discussion and close reads. Students will use context clues to determine the meaning of unfamiliar words and phrases. Students will participate in a
Socratic Seminar which will evaluate their conceptual understanding of morals and inferences. Students will engage in student to student discourse
and partner work throughout the lesson. For the summative assessment, students will write an opinion piece to convey their understand of the
concepts presented in the text and image.
Subject(s): English Language Arts
Grade Level(s): 3
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection, LCD
Projector, Microsoft Office
Instructional Time: 3 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: fairy tale, princess, close reading, socratic seminar, context clues, student discussion, The Real Princess,
moral, characters
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Socratic Seminar Rubric_Princess.doc
Writing Rubric_Princess.docx
The Real Princess.docx
Vocabulary Note Taking Sheet_Princess.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The students will be able to:
Ask and answer questions to demonstrate understanding of the text "The Real Princess," referring explicitly to the text as the basis for the answers.
Recount the story "The Real Princess" to determine the central message, lesson, or moral and explain how it is conveyed through the details in the text.
Describe characters in the story.
Explain how illustrations of "The Real Princess" contribute to what is conveyed by the words of the story.
Write an opinion piece to examine a topic, supporting a point of view about the text and an illustration of "The Real Princess."
Engage in collaborative discussions with partners and as a whole group, building on others' ideas and expressing their own clearly using the text and illustrations of
"The Real Princess" as a basis for discussion.
Demonstrate the meaning of unknown and multiple-meaning words and phrases from the text "The Real Princess."
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have a general understanding of the characteristics of a fairy tale, experience using "turn and talk with a partner" and "quiz-quiz-trade" strategies,
and be comfortable sharing in a group setting for an effective Socratic Seminar experience.
page 1 of 6 Student should have the basic ability to:
Ask and answer questions about key details in the text.
Recount a story using key details and story elements, as well as determine the story's central message.
Analyze characters' actions in a story.
Write an opinion piece using grade-appropriate organization, grammar, and conventions.
Use context clues to determine the meaning of unknown words and phrases.
Effectively engage in classroom discussion with peers about text.
Guiding Questions: What are the guiding questions for this lesson?
These guiding questions will be addressed through Socratic Seminar, partner discussions, the summative assessment and the closure activity:
Why might a story be used to convey a moral?
How does the author use context clues to help us understand the meaning of unknown or unfamiliar words and phrases?
How do characters' traits and actions contribute to the events in the story?
How do characters' traits and actions contribute to the moral or lesson learned in the story?
Why is it important to find evidence within the text to support our inferences?
How is it helpful to our understanding of text to discuss the text with others?
Teaching Phase: How will the teacher present the concept or skill to students?
Day 1
1. The students will engage in a small group discussion on fairy tales and the time period when Hans Christian Anderson wrote many of his fairy tales, the midnineteenth century. Some questions for the groups to consider:
What do you already know about fairy tales?
What is the purpose of a fairy tale?
Do you know any fairy tales? If so, what are the titles?
Students will share their ideas with the class. The teacher will list responses on the board or chart paper. The teacher should clarify understandings of a fairy tale.
Some basic information that is helpful would be:
A fairy tale is a kind of folktale or fable.
Marvelous or magical things can happen.
Fairy tales were told for generations before being written down.
Fairy tales can be similar across cultures.
Fairy tales can teach a lesson or have a moral.
Based on students' responses, the teacher can give further explanation using an internet resources such as Scholastic's page on myths, folktales, and fairy tales, and
Hans Christian Anderson's bio on The Literature Network.
First Reading
2. The teacher will hand out the text "The Real Princess." The teacher will tell the students that the purpose for this reading is to get an overall understanding of the
fairy tale. The teacher will let the students know they will be asked to retell the fairy tale to a partner. The students will individually read the text. The teacher will
circulate throughout the class the class as the students read, supporting students if needed. Let the students know they will be going back to the text multiple times
and they can mark the text to help them with comprehension throughout the lesson.
Note: It may be helpful for students to complete a graphic organizer to assist them with retelling the major events in the story. See Related Resources for links to
sequencing and summarizing graphic organizers.
3. Students will discuss the major events of the text with a student next to them (shoulder partner).
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Day 2
4. Students will receive the Vocabulary Note-Taking Worksheet to analyze vocabulary and phrasing within the text. Three column note-taking can also easily be made
by folding a sheet of notebook paper into thirds. Using notebook paper is a good alternative to making copies.
Second Reading
5. Students will re-read the text, underlining the vocabulary words and phrases listed on the worksheet. Students will complete the second column of the worksheet
using clues from the text to determine meanings. The teacher will circulate during this activity to observe students' understanding of the vocabulary, but refrain from
giving specific feedback. This step is intended to gather students' initial understanding of the vocabulary words. In step 10, students will revise and add additional
information to the chart as they come to their own understanding of the vocabulary words. The teacher will correct misunderstandings during step 10.
6. Prepare students to participate in the Socratic Seminar. Socratic Seminar is a structure that is effective in getting students to think deeply, discuss respectfully and
build off one another's thinking to lead to comprehension and understanding. See this resource for a complete description of Socratic Seminar:
https://www.nwabr.org/sites/default/files/SocSem.pdf. Students should sit in a circle. If the class is made up of more than twelve students, create an inside and
outside circle with one student sitting behind another. The teacher should play the role of facilitator only, with minimal participation in the students' discussions.
Students should have the text and vocabulary note-taking page in front of them in so that they may add and refer to them during discussions. Make students aware the
notes they take during the seminar will assist them in the culminating writing assignment.
Third Reading
7. Have students re-read the text a third time and highlight or make note of text evidence to support the following questions:
Why did the prince have such a difficult time finding a wife?
How would you describe the prince?
How would you describe the queen?
How would you describe the princess?
page 2 of 6 How can you tell from the text the queen had a plan to find out if the young lady was a real princess?
What does this story tell us about real princesses?
8. Review the Socratic Seminar Rubric, reminding the students the importance of participating in the seminar. When students have settled into the circle, the teacher
will present the questions, giving an ample amount of wait time to elicit multiple opinions from a variety of students. Make sure the students are evidencing their
opinions and answers from the text. If students are struggling with any of the questions, have them turn to the outside circle (the student sitting behind them) to
discuss the answer to the question and then return to the inner circle to discuss. Questions the teacher may ask to facilitate discussion:
Why did the prince have such a difficult time finding a wife?
How would you describe the prince?
How would you describe the queen?
How would you describe the princess?
How can you tell from the text the queen had a plan to find out if the young lady was a real princess?
What does this story tell us about real princesses?
What could be a new title of this text? Why?
9. If there is an outside circle, have students switch to the inside and continue the seminar, or continue with the one circle if there is no outside circle. Display the
illustration of "The Real Princess." Continue with these questions, having students give text evidence from the story and illustrations:
Does this illustration support or contradict the text? Give examples.
How would you describe the princess using this illustration?
How would you describe the other characters in this illustration?
How would you describe the setting using this illustration?
What lesson did the queen learn in the story?
Did any of the other characters learn a lesson? Defend your answer using the text and illustration.
Can you relate this story to another story or another situation?
Is there anything you are still wondering or confused about relating to the text or illustration?
10. At the end of the seminar, the teacher should clarify misunderstanding and provide feedback on the content that was discussed. Be careful to respect students'
interpretation of the text. Validate students' thinking if it was backed by text evidence.
11. Have students return to their desks. Allow time for students to add to their Vocabulary Note-Taking Worksheet or add notes to the text after the seminar is
complete. Students should now have all three columns filled out on their Vocabulary Note-Taking Worksheet, including an illustration in the third column to clarify
meaning. The teacher should circulate the classroom observing definitions of vocabulary words and phrases and correcting misunderstandings.
Day 3
12. The teacher will give each student one 3x5 note card to write an assigned word or phrase and its definition or explanation on the card. There are 10
words/phrases indicated on the worksheet. The teacher needs to make sure to specifically assign the words so that all words are duplicated at least two note cards
(or three, depending on the number of students in the class).
13. When the note cards are complete, the students will participate in the "quiz, quiz, trade" activity. If the students are unfamiliar with this structure, it is helpful if the
teacher first models this behavior.
Students will stand up with their card in hand and find a partner.
Students will take turns quizzing one another on the content of their note cards.
Students will trade cards.
Students will repeat procedure with a different student.
Allow students to continue this process until they have met with approximately 5-6 partners. This will allow them to hear and discuss the vocabulary and phrases
multiple times. Have students return to their desks.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
14. Students will prepare to take a writing summative assessment of the objectives addressed in this lesson. Students may use the text "The Real Princess" and the
Vocabulary Note-Taking Worksheet to complete the assessment.
15. Display and discuss the Writing Rubric for this assignment so that the students have a clear understanding of the expectations.
16. Provide the students with the following writing prompt:
The characters in the text "The Real Princess" learned a variety of lessons. Read the possible morals to this story.
Don't judge a book by its cover.
Small things make a difference.
First impressions are not always correct.
Never give up on your dreams.
Which one do you think is the best moral to the story? Choose one and write an essay stating why you think it is the moral to the story. Make sure to give evidence
from the story and illustration to support the moral you select. Include vocabulary and phrases in your essay you learned during this lesson.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students can share their writing.
As an exit ticket, students will respond to one of the guiding questions on a sticky note:
Why might a story be used to convey a moral?
How does the author use context clues to help us understand the meaning of unknown or unfamiliar words and phrases?
How do characters' traits and actions contribute to the events in the story?
How do characters' traits and actions contribute to the moral or lesson learned in the story?
Why is it important to find evidence within the text to support our inferences?
How is it helpful to our understanding of text to discuss the text with others?
page 3 of 6 Summative Assessment
The summative assessment of this lesson will be in the form of a writing prompt. As students’ progress through the lesson they will participate in multiple close reads,
vocabulary work, Socratic Seminar, and partner discussions. These activities will support and prepare students to respond to a writing prompt. The summative
assessment will include a writing prompt that asks students to support an opinion using text evidence:
The characters in the text "The Real Princess" learned a variety of lessons. Read the possible morals to this story.
Don't judge a book by its cover.
Small things make a difference.
First impressions are not always correct.
Never give up on your dreams.
Which one do you think is the best moral to the story? Choose one and write an essay stating why you think it is the moral to the story. Make sure to give evidence
from the story and illustration to support the moral you select. Include vocabulary and phrases that you learned during this lesson in your essay.
Formative Assessment
At the start of the lesson: The students engage in a small group discussion on fairy tales, specifically fairy tales told by Hans Christian Anderson. Students will
share their ideas with the class. Based on students' responses, the teacher can give further explanation using an internet resource such as Hans Christian Anderson's
bio at The Literature Network.
Students will create a three-column notes table to investigate vocabulary. Students will list words, discuss them with a shoulder partner, and predict their meanings
prior to reading the text. The teacher will circulate to evaluate predictions.
During the lesson: The students will engage in Socratic Seminar to discuss their conceptual understanding and inferences. Based on student responses, the
teachers will modify questioning to guide students to thoughtful conclusions based on textual evidence. Students will revisit vocabulary and unfamiliar phrasing.
Students will create note cards with vocabulary or unfamiliar phrasing and definitions in their own words. The teacher will evaluate definitions and interpretations of
unfamiliar phrasing. A rubric is provided for the teacher to use during the Socratic Seminar. Students should view the rubric prior to conducting the seminar.
Feedback to Students
At the start of the lesson: The teacher will clarify understandings of a fairy tale.
During the lesson: The teacher will circulate and monitor student responses as they complete the three column chart on the vocabulary and phrasing. However, the
teacher will refrain from correcting misunderstandings of the vocabulary until after the Socratic Seminar is complete. This will allow students to further analyze,
modify and elaborate their own understanding prior to receiving help from the teacher. At the completion of the Socratic Seminar, the teacher will ask students to
reflect on new understandings of concepts and theme and correct misunderstandings. After the students create note cards of vocabulary and unfamiliar phrases, the
teacher will assess understandings and correct misunderstandings before quiz-quiz-trade activity.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
The text "The Real Princess" is a short but complex piece of text that may be challenging for some students. Students can be successful navigating this text with
scaffolding.
Students may use dictionaries to determine word meanings.
Students may read the text in pairs.
The three-column notes page may have additional sections filled in for some students.
Vocabulary may need to be pre-taught to some students.
The fairy tale may be read aloud to students.
A writing frame can be used for the summative assessment.
Students can work with a partner for the sequencing/summarizing activity.
It is important to find a balance of "productive struggle" for learning to occur within the lesson. Teachers should take care to provide students opportunities to learn
with some independence. The level of independence varies among students.
Extensions:
Literacy: Students can compare and contrast other fairy tales or stories to "The Real Princess." Are there other fairy tales or stories that convey the same message?
Students can write their own modern day stories that convey the same moral. Explore other fairy tales written by Han Christian Anderson. The Project Gutenburg
source for the attached text also has more of Anderson's fairy tales, and there are even more at this site: http://www.aesopfables.com/aesophca.html
Social Studies: Investigate fairy tales from around the world and create a map of the locations where these fairy tales originated. Highlight cultural references within
the tale. How do the tales reflect the culture that created them?
Science: Students can investigate and explain scientific accuracy or inaccuracy within fairy tales and other stories.
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, LCD Projector, Microsoft Office
Special Materials Needed:
"The Real Princess" text - copy for each student
"The Real Princess" image - one for display
Graphic Organizer for Retelling
Vocabulary Note-Taking Worksheet
Socratic Seminar Rubric
page 4 of 6 3x5 Note Cards
Writing Rubric
Sticky Notes
Further Recommendations:
Socratic Seminar tips: It is helpful for the teacher to take notes during the seminar to use in the debriefing at the end of the seminar on misconceptions or common
understandings. The teacher should wait until after the seminar to address this topic to allow free thinking by the students.
Take note of who is not participating in the discussion. Draw out input by these students by questioning students specifically. For example:
"Michael, what do you think of Kevin's thoughts?"
"Michael, what can you add to this idea?"
"Michael, I see that you are thinking that answer over in your mind. Can you share with the group your thoughts?"
If you still have reluctant participants in the seminar, let them know they will be expected to respond to seminar questions in writing if they choose not to participate
orally.
Socratic Seminar takes some practice by the teacher and students for it to run smoothly. Do not get discouraged if the seminar does not go perfectly on the first try.
Additional Information/Instructions
By Author/Submitter
This close reading lesson includes the text "The Real Princess," a fairy tale originally told by Hans Christian Anderson. Its Lexile level is 800L.
This is a cognitively complex lesson intended for third grade readers. This lesson includes close reads, cooperative learning, and a Socratic Seminar. As a close reading activity,
this lesson focuses on application of targeted skills, not as an introduction. This lesson addresses subpart a of standard LAFS.3.L.3.4.
SOURCE AND ACCESS INFORMATION
Contributed by: Tracey Merritt
Name of Author/Source: Tracey Merritt
District/Organization of Contributor(s): Osceola
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.3.L.3.4:
LAFS.3.RL.1.1:
LAFS.3.RL.1.2:
LAFS.3.RL.1.3:
LAFS.3.RL.3.7:
LAFS.3.SL.1.1:
Description
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and
content, choosing flexibly from a range of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,
agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company,
companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key
words and phrases.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or
moral and explain how it is conveyed through key details in the text.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the
sequence of events.
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create
mood, emphasize aspects of a character or setting).
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and
other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the
remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists
page 5 of 6 LAFS.3.W.1.1:
reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
page 6 of 6