Fairy Tale Writing - Genre, Audience/Purpose, Expressive word choice

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Students will be able to:
  • identify the correct elements in a fairy tale
  • use expressive language to enhance their final fairy tale.
  • create a podcast by recording their voice, adding in their pictures and adjusting with sound effects and jingles
Instructional Strategies:
1. Students make a class list of stories they think are fairy tales. Students then read several of the classic fairy tales. Students also read fractured fairy tales to see how fairy tales can have twists, turns and humor.
2. Teacher and students then discuss the common elements of a fairy tale with each story that they have read. They then make a list of common elements found in fairy tales, e.g.

· Begins with “Once upon a time...” or “Long, long ago…”
· Something magical happens
· Good wins over bad
· They live happily ever after
· The story has wishes or dreams
· Characters are either all good or all bad
· Often there is a beautiful princess
· The story usually teaches a lesson or contains wisdom
· The numbers 3 or 7 are often used.

3. Students then write their fairy tales with their partners, with emphasis on using adjectives so as to better describe the person or situation. For example – Little Red Riding Hood explained to the wolf as her curly, blonde hair bounced on her red hooded cape.

4. Students then record their voice reading of their fairy tale into Vocaroo. They will help each other select jingles and sound effects as well to enhance their final fairy tales.

5. Students may wish to create pictures that depict the story element for each section of their story and have them record using Photostory.

Assessment (Rubricmaker)
  • Students are graded based upon the following rubric
  • Students can do a Gallery Walk where they listen to each other’s podcasts and fill out a plus delta chart for each student so that they can see responses from other students and make improvements.

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Management Tips:

In order to keep track of each piece, students will fill out a progress sheet. Teacher has to keep track of each element along the way so she is aware of how each student progresses in the necessary components. Teacher also lets the students teach each other how to do different elements. Teacher shows the first few students how to record their voices so that they can share their knowledge with the others in the classroom. Remember that each student works at a different pace so the teacher has to set guidelines and dates as to when each section of the project should be completed.