Language Arts- Stinky Parody

A template based on Understanding by Design

To write a parody

3/4

Title of Unit

Grade Level
Language Arts

3 weeks

Subject

Time Frame
Nisha Lowther

Developed By

Stage 1 Desired Results

Curricular Content:

Grade 3:
Recognize the structure and elements of story
Exchange ideas and perspectives to build shared understanding
Create stories and other age-appropriate texts to deepen awareness of self, family, and community
Grade 4:
Use personal experience and knowledge to connect to text and develop understanding of self, community, and
world
Respond to text in personal and creative ways
Show an increasing understanding of the role of organization in meaning
Use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences

Unit Theme/Issue of Inquiry/Narrative

This unit is about the elements of a story and how they are crucial in the story writing process. It will teach the
students how to construct their own stories, and how the process makes sense.

Rationale: It will teach the students how to construct their own stories by focusing on the elements of a story, and
it will also allow the students to create their own stories, creating deep connections to the text.

Understandings: Students will be able to recognize Essential Questions: How can we create stories that
the importance of the structure of writing a story. By
creating their own parodies, the students will be able to
understand the creativity that goes into writing a story.

allow for us to become more engaged with the text and also
allows for personal connections to be made?

Stage 2 Assessment Evidence

Formative Assessments
Observation
Story steps worksheet
Drafts

Summative Assessments

Final Story- marked on rubric (Separate rubric for each

grade)

Stage 3 Learning Plan

Should be Differentiated
Potential Barriers to Success / Areas to Differentiate:

Might include: engagement, organization, language ability, exceptionalities, reading level, etc.

Introducing the Unit:

Weird Als song Handy, which it a parody of the song Fancy will be played. This will show the students that original
writing can be changed, but still kept the same. The words of the song are different and so is the meaning, but the
music and tune of the song remains. Then I will introduce the book The Stinky Cheese Man. Tell them it is a parody
of the story The Gingerbread Man. We will then read The Gingerbread Man aloud.

Sequence of Lessons: The basics of what you plan to do in each lesson of the unit.

#
1

Lesson
Title
Intro

Lesson Activities (Learning Experiences)

Assessmen Resources
t
Weird Als Handy will be played to the class to discuss how parodies use
Youtube
aspects of the original, but change others
Story steps
Introduce the books we will be looking at
worksheet
Read The Gingerbread Man
Start story steps worksheet

Dissect
Continue with the story steps worksheet: looking at setting, characters, Observation Worksheet
Gingerbre
conflict, beginning, middle and end (resolution)
ad Man

Stinky
Cheese

Read The Stinky Cheese Man aloud

Fill out the Story steps worksheet
Classroom discussion on the similarities and differences of the story

Present the
project

Planning
process

Working
towards a
draft

First draft

Final copy Once the drafts have been marked, students will work on their final draft,
which will be in a booklet. They will be required to create a title and add
illustrations

observation Worksheet

Let students know that they will be creating their own parodies of the
Check
story, Goldilocks and the Three Bears
worksheet
Read the story aloud and have them fill out the Story steps of the story
individually
Brainstorm ideas for the story (ie types of characters, whose the big bad
wolf?, whose perspective is the story written form?)
Provide students with the rubric they will be marked on
Begin filling out the story steps for their own story
Students will continue to work on their stories.
Check their
Once their story is approved, students work on their first draft
story steps

Students will (continue to) work individually on their first draft of their
story

Drafts

Work time

10

Parody
Plays

In groups, students will get together and put on a play, which are
parodies of well known stories. They will have time to come up with a
plan on how it will be presented

11

Parody
Performanc
e

Students will present their plays

12

13

14

15

Students will be given class time to work on their final copy of their
Selfstories
assessment/
When completed, students will hand in their story with a completed self- Mark final
assessment
based on
rubric