Lesson Five: Creating Folk & Fairy Tale Stories

OVERVIEW
Unit Topic: Comparing & Contrasting with Folk & Fairy Tales
Content Area: ELA
Grade Level: 2nd

Standards Addressed:
 CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
 CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.
 CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
 CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the
story and the ending concludes the action.
 CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot
 CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.

Essential Questions:
1. Should we retell and change stories?
2. Why do we like stories that are similar?
3. How do similarities and differences in stories help us better understand our world?

Narrative:
Creating - Introduce project/cumulative assessment of unit. Students will be given a variety of options to
interact with the unit and demonstrate their understanding of the material taught by producing their own
fairy tale while demonstrating how their story is uniquely participating in the folktale tradition. Instructor
will review the rubric of what students should understand from fairy tale and key aspects of
compare/contrast. Instructor will model different projects to demonstrate why project demonstrate a key
understanding of the material. Students will select their mode of creation, their topic, and identify who
their partners are through the selection process. The creation process will begin in the appropriate
groups. Lesson 5 may be a two-to-three-day instruction period.

The multimodal nature of this assessment will ensure that diverse learners choose a medium that meets
their specific learning needs as well as matches their specific intelligence (in recognition of multiple
intelligences). The multiple mediums the assessment allows for also gives students the chance to perform
well using multiple literacies and means of creativity to express themselves, not in a limited and/or
narrow scope.

Because the assessment also asks students to create from their own personal experience as well as
reflect upon the differences of others, no assumed perspective is forced upon the students. Quite
opposite, students are expected to be more understanding of personal differences and cultural influences
that alter and change someone’s perspective of a particular story.

Moreover, using Wizer worksheets allows the teacher to differentiate the questions as needed for
specific learners as well as monitor particular students more closely and/or provide more individualized
attention and feedback in a digital space. Wizer worksheets also allows the student to answer through
verbal means instead of written, should they chose.

OBJECTIVES
The student will be able to:
 Construct their own coherent story by utilizing story telling elements, such as plot, character, and
setting
 Recognize the role of their personal influences in story creation
 Show the importance of illustrations and/or additional mediums in terms of story telling
 Identify fairy tale topics and tropes in order to apply them in their own fairy tale stories.

ASSESSEMENT
 Class Discussion
With teacher verbal prompts, students will discuss the following throughout the lesson:
- How is their storyline similar to the fairy tales we read?
- What characters are similar to fairy tales we read?
- What was the moral and/or lesson of each fairy tale example?
- What elements in the medium helped to further the fairy tale elements along?
Throughout these class discussion topics, teacher will assess student response for accuracy and
relevance as well as indicate any notes for ways to improve instruction for class as a whole and/or
individual student needs.
 3 Groups for Different Story Telling Mediums
Teacher will circulate the classroom during this time guiding the students in their project, as
necessary. For example, teacher may ask questions to prompt students to select images and use
wording that is specific to fairy tales in order to ensure that the fairy tale creation is in line with
the goals of the summative assessment. Through student progress and exploration of the
mediums, teacher will be able to determine if the students are appropriately utilizing the medium
and/or understand how to build a story of their own.
 Ideas for Creating MY OWN Fairy Tale Digital Worksheet
Teacher will utilize student responses from Ideas for Creating MY OWN Fairy Tale digital
worksheet as summative assessment of the lesson. In particular, teacher will use student answers
to gage where students are in their project and immediately offer assistance if she sees they are
not progressing as they should be in the assignment and/or immediately identify any areas of
needed improvement.

INSTRUCTIONAL METHODS
Opening
  Teacher will ask students to briefly reflect on cultural backgrounds discovered in prior lesson,
reminding that cultural elements mostly emerge from the differences in the stories. Teacher will
engage class in whole class discussion asking what they personally found to be interesting about
the story they selected and how the culture the fairy tale was rooted in offered something unique
and interesting to the story.
 Teacher will introduce the start of class activities (Part I of performance assessment) by telling
students they will be working in pairs to create their own fairy tale stories. The pairs will develop
their own version of a fairy tale story, but on the same topic.
 Class will watch Shrek clip to discuss how the movie is an example of someone’s perspective on
fairy tale stories. While viewing, teacher will emphasize familiar fairy tale elements in the clip but
also talk about how the differences change the message of the story. The Shrek clip will be a
relatable and engaging example for students and also excite them to understand that their task is
to essentialy create their own version of Shrek.

During
Introduce New Knowledge
 Teacher will open Google Slides presentation to display the instructions of the
performance assessment. Teacher will review universal, transparent goals of the
assessment and discuss the student goals of the assessment by reviewing the rubric
together. Teacher will discuss why these storytelling goals are important for the overall
unit and relate back to how it will help students answer essential unit questions.
 By reviewing the 6 fairy tale topics as a class, students should be exposed to major
themes that bridge across the genre and start to make connections about how those
themes changed according to different story perspectives. Teacher will emphasize that
storytelling allows us to input our own perspective and ideas into other alike stories,
contribute in a conversation with other humans. Teacher will emphasize that compare
and contrast is a tool for extracting that information and learning about others.

Guided Practice
 Teacher will discuss the three mediums with which students may create a fairy tale:
film/dramatic play, Storybird (an online storytelling platform), or a puppet show. Teacher
will show/demonstrate each medium model. During the demonstration of each medium,
the teacher will ask the class why the provided examples are model examples:
- How is the storyline similar to the fairy tales we read?
- What characters are similar to fairy tales we read?
- What was the moral and/or lesson of each fairy tale example?
- What elements in the medium helped to further the fairy tale elements along?

Independent Practice
 Students will then split into three groups based on their selected assessment.
- Dramatic Play group will gather at Costume & Set Design Station
- Storybird group will gather at the Computer Station
- Puppet group will gather around Art Station
 Students will brainstorm using the material provided at each station in order to start
designing their project and the storyline. Class will record their goals and ideas through
digital worksheet, Ideas for Creating MY OWN Fairy Tale Story.
Closing
 Class will return to whole class instruction where teacher will ask students to share what they are
thinking for their story and how they are going to make their fairy tale story unique to their own
experiences. Class discussion will be a mix of teacher and peer comments as the students share
their story ideas.

MATERIALS & RESOURCES

1. Shrek Video Clip
https://www.youtube.com/watch?v=fM3VLM_kl_8

2. Google Slides Presentation

a. Digital
https://docs.google.com/presentation/d/1uYntg6aYb_xv_OF3TDPrjYWgrAiXcbKScJKr4fl0i6k/p
resent?ueb=true#slide=id.p
b. PDF
https://drive.google.com/file/d/1Ap7Ar-9CqTYLuC4cO_Gyh_59NbZ22tdG/view?usp=sharing

3. Models of Different Fairy Tale Creation Mediums

a. Dramatic Play: https://www.youtube.com/watch?v=YJXyVzKJiNI
Watch first Two Minutes before initiating class discussion.
b. Storybird: storybird.com/books/the-story-of-three-brothers/?token=6rqpzx6g5h
c. Puppet Show: https://www.youtube.com/watch?v=SJ7_ofrbPjU

4. Ideas for Creating MY OWN Fairy Tale Story Digital Worksheet

https://app.wizer.me/learn/JH9DQ3
STUDENT PIN: JH9DQ3