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In this lesson, students will identify how words and phrases supply meaning to a story, create their own narrative, and build an underground world in Minecraft.
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Click and watch this teacher preparation video to help you understand how to teach this lesson. Here is a YouTube link of the teacher video for your reference: https://youtu.be/3znjOsAKa_M
Fantastic Mr. Fox Teacher
Students will:
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Determine the meaning of words and phrases as they are used in a text.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Communication
Creativity
Check out additional lesson plans to teach about Roald Dahl's children's stories: https://www.roalddahl.com/create-and-learn/teach
Introductory Activity: Introduce yourself to the class using a new name including alliteration. For example: “My name is Serious Sam Smith.” Write it on the board and underline the ‘S’ for emphasis.
Have the students each think of an alliterative adjective for their name.
Have the students walk around the room and introduce themselves to each other using their alliterative names.
Have students share their favourite names with the rest of the class.
Review with the students the ending of Fantastic Mr. Fox. What happened? What do you think the animals will do next?
Tell the students they will be continuing the story by building an underground home for the animals so that they can live in peace.
Brainstorm with the class: What types of buildings and resources would the animals need to be self-sufficient living underground? What types of modifications would make a house more comfortable for different animals?
Have the students choose an animal and create an alliterative name for them.
Have the students load the Fantastic Mr. Fox Minecraft world. After loading, find the tunnel under the fox home that leads to the large underground free build area.
Students will create a home for their new character. Encourage them to include elements that relate to their name and type of animal.
Once the students have completed building, re-read the poem that describes the farmers out to get Mr. Fox: Boggis and Bunce and Bean One fat, one short, one lean. These horrible crooks So different in looks Were none the less equally mean.
Have the students work in groups or individually to write a short poem about their characters.
To finish the lesson, have the students show the class their animals home and read their poems aloud.
This lesson will enable students to:
Be active participants in all activities.
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song
Determine the meaning of words and phrases as they are used in a text.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
World Coordinates (see attached file).
Minecraft world (see attached file).
Check out the Tips & Tricks video playlist that will help you and your students better use Minecraft: Education Edition in the classroom:
https://youtube.com/playlist?list=PLkh9rrdH-ARER03ojhFYtmoFDVuACYJLa
More videos added periodically so make sure you check often for more content!
Click and watch the student pause and play video with your class, pausing and playing as needed. This will help your students understand how to navigate through this lesson and Minecraft world and complete the activities located within them. Enjoy!
Check out the YouTube link for your reference: https://youtu.be/K-xH9MoLlu0
Fantastic Mr. Fox Student
Read, write, represent and talk to explore personal understandings of new ideas and information
Use own experiences as a basis for exploring and expressing opinions and understanding
Use talk, notes, personal writing and representing to explore relationships among own ideas and experiences, those of others and those encountered in oral, print and other media texts
Applied Design
Prototyping
Outline a general plan, identifying tools and materials
Construct a first version of the product, making changes to tools, materials, and procedures as needed
Record iterations of prototyping
Testing
Test the product
Gather peer feedback and inspiration
Make changes and test again, repeating until satisfied with the product
Making
Construct the final product, incorporating planned change
Exchange ideas and perspectives to build shared understanding
Use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences
Use language in creative and playful ways to develop style
Communicate in sentences and paragraphs, applying conventions of Canadian spelling, grammar, and punctuation
Develop and apply expanding word knowledge
Transform ideas and information to create original texts
Applied Design
Prototyping
Outline a general plan, identifying tools and materials
Construct a first version of the product, making changes to tools, materials, and procedures as needed
Record iterations of prototyping
Testing
Test the product
Gather peer feedback and inspiration
Make changes and test again, repeating until satisfied with the product
Making
Construct the final product, incorporating planned change
Exchange ideas and perspectives to build shared understanding
Use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences
Use language in creative and playful ways to develop style
Communicate in sentences and paragraphs, applying conventions of Canadian spelling, grammar, and punctuation
Develop and apply expanding word knowledge
Transform ideas and information to create original texts
Elements
Manage information and ideas.
Invent, take risks, and reflect to create possibilities.
Grade Band Descriptors
Learners are making design choices for different purposes.
Learners are actively partaking in communities to explore ideas and deepen thinking.
Learners are using different sources to explore ideas and deepen and extend thinking.
Learners are imagining and exploring different ways to represent thinking and ideas.
Form: Narrative
Purpose: to entertain with an imaginative experience:
Orientation (time, place and characters) - introduces characters and setting (Once there was a girl named Aleesha. She was watching TV...)
Problem – establishes a problem at the beginning (Mom, I want to be a butterfly dancer!) Events – may include some character description but tends to focus on actions, not always clearly connected, to develop plot
Resolution – includes a brief but reasonable ending and may have some “loose ends” Special Features - may include a title or illustrations - connecting words related to time (first, next, later) - past tense - usually first (I, we) or third person (he, she, they) - action verbs and verbs related to character’s thoughts and feelings - may include dialogue (with change in tense from past to present
GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.
use a range of strategies in writing and other ways of representing
to frame questions and design investigations to answer their questions
find topics of personal importance
record, develop and reflect on ideas
compare their own thoughts and beliefs to those of others
describe feelings, reactions, values and attitudes
practice and apply strategies for monitoring learning
formulate goals for learning
select appropriate note-making strategies from a growing repertoire
make language choices to enhance meaning and achieve interesting effect in imaginative writing and other ways of representing
8.1 express feelings and imaginative ideas through writing and representing
8.2 reflect on their learning through writing and representing
Outcomes
Learners will use writing and other representations to explore, clarify and reflect upon thoughts and experiences.
Learners will create text, independently and collaboratively, using a variety of types of writing for a range of audiences and purposes.
Learners will use a range of strategies within the writing process to enhance the clarity, precision, and effectiveness of their writing.
Using Structures and Features of Text:
Use of knowledge of structures and features of different text types to interpret texts
Explanation of purposes for structures and features of different texts
Organizing texts:
Application of a logical sequence of events when producing written and media self-expressive and narrative texts (beginning, middle, end)
Selection of relevant information from resources and own research
Use of standard structures for developing narrative and information-based written and media texts
Selection of a process when producing written and media texts
CC4.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:
• identity (e.g., Expressing Myself)
• community (e.g., Celebrating and Honouring Others)
• social responsibility (e.g., Within My Circle) through personal experiences and inquiry.
CC4.2 Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.
CC4.3 Speak to present and express a range of ideas and information in formal and informal speaking situations (including giving oral explanations, delivering brief reports or speeches, demonstrating and describing procedures) for differing audiences and purposes.
CC4.4 Use a writing process to produce descriptive, narrative, and expository compositions that focus on a central idea, have a logical order, explain point of view, and give reasons or evidence.
OVERALL EXPECTATIONS
Students will:
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
Form: Narrative
Purpose: to entertain with an imaginative experience
Orientation (time, place and characters) – introduces characters and setting (Once there was a girl named Aleesha. She was watching TV...)
Problem – establishes a problem at the beginning (Mom, I want to be a butterfly dancer!) Events – may include some character description but tends to focus on actions, not always clearly connected, to develop plot
Resolution – includes a brief but reasonable ending and may have some “loose ends” Special Features - may include a title or illustrations - connecting words related to time (first, next, later) - past tense - usually first (I, we) or third person (he, she, they) - action verbs and verbs related to character’s thoughts and feelings - may include dialogue (with change in tense from past to present