ALEX | Alabama Learning Exchange

Once Upon a Time Rethought: Writing Fractured Fairy Tales

Classroom Resource Information

Title:

Once Upon a Time Rethought: Writing Fractured Fairy Tales

URL:

http://readwritethink.org/classroom-resources/lesson-plans/once-upon-time-rethought-853.html

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

In this free resource from ReadWriteThink, students work together to craft a list of common fairy tale elements in order to determine what makes a fairy tale a fairy tale. They then explore and analyze a variety of tales, recording their information using a story map. The story map becomes a launching point for students' own fairy tales. Students use the characteristics of a known tale and change one of the literary elements to create a new tale, which includes a different set of characters, has a new setting, or includes a changed conflict or resolution. Finally, students publish and illustrate their new “fractured fairy tales” for others to enjoy.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 3	R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres. Unpacked Content Teacher Vocabulary: R5. Writing process Plan Draft Revise Edit Publish Genres Knowledge: R5. Students know: The writing process steps are to plan, draft, revise, edit, and publish. Various genres of writing. Skills: R5. Students are able to: Plan writings in various genres. Draft writings in various genres. Revise writings in various genres. Edit writings in various genres. Publish writings in various genres. Understanding: R5. Students understand that: The writing process is a set of steps that make writing easier. There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts ELA2021 (2021) Grade: 3	22. Describe literary elements within a story, including setting, plot, characters, and themes. a. Describe in detail the characters' behavior, emotions, and traits and explain how their actions influence events in the story. b. Explain how the characters' actions and dialogue contribute to the meaning of the story. c. Identify the central message, theme, or moral in a story, including myths, fables, and folktales, and explain the meaning conveyed in the passage. d. Compare and contrast the themes, settings, and plots from two texts. Unpacked Content Teacher Vocabulary: 22. Describe Literary elements Story Setting Plot Characters Themes 22a. Describe Character Behaviors Emotions Traits Actions Influence Events 22b. Explain Characters Actions Dialogue Contribute Meaning 22c. Central message Theme Moral Myths Fables Folktales Conveyed 22d. Compare Contrast Theme Setting Plot Stories Knowledge: 22. Students know: Literary elements within a story include the setting, plot, characters, and themes. Setting is when and where a story takes place. Plot is the main events of a story (often referred to as the beginning, middle, and end of a story). Characters are any person, animal, or figure that affect the plot. Theme is the main, recurring idea in a text. 22a. A story author provides descriptions of the characters' behavior, emotions, and traits. The actions of characters in a story affect the events, or plot, of the story. 22b. The actions of characters in a story affect the events, or plot, of the story. The dialogue, or spoken words, of characters in a story affect the plot of the story. 22c. Qualities of myths, fables, and folktales. Many stories have a central message, theme, or moral. A central message or moral is the lesson that is learned through the story or the one big idea of the story. The central message, theme, or moral is conveyed through key details. 22d. Compare means tell how things are alike or similar. Contrast means tell how things are different. Literary elements from different texts, like themes, settings, and plots, can be compared and contrasted. Setting is when and where a story takes place. Plot is the main events of a story (often referred to as the beginning, middle, and end of a story). Theme is the main, recurring idea in a text. Skills: 22. Students are able to: Identify and describe the literary elements, including setting, plot, characters, and theme, within the text. 22a. Provide a detailed description of story characters' behavior, emotions, and traits. Explain how story characters' actions affect the events of the story. 22b. Explain how the actions of characters' contribute to the meaning of the story. Explain how the dialogue between two or more characters contributes to the meaning of the story. 22c. Identify the central message, theme, or moral of a story, including myths, fables, and folktales. Explain the meaning of the central message, theme, or moral conveyed in the passage. 22d. Compare and contrast literary elements, such as themes, settings, and plots, of two texts. Understanding: 22. Students understand that: Identifying and describing literary elements within a story will help in comprehending the text. 22a. Understanding each character's behavior, emotions, and traits will help them better understand a story's plot. Characters in a story drive the plot by engaging in different actions. 22b. Characters' actions and dialogue contribute to the meaning of a story. Understanding the actions and dialogue of story characters improves overall comprehension of the text. 22c. Understanding the meaning of the central message, theme, or moral of a story will improve overall comprehension of the passage. Myths, fables, and folktales are types of narrative stories that often include a moral. 22d. Comparing and contrasting literary elements can improve their comprehension, or understanding, of both texts.
English Language Arts ELA2021 (2021) Grade: 3	33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure. Unpacked Content Teacher Vocabulary: 33. Personal narrative Fictional narrative Logical plot Sequence of events Characters Transitions Closure Knowledge: 33. Students know: A narrative is a piece of writing that tells a story. A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made up story. A narrative story describes a sequence of events in a logical order (beginning, middle, end) and provides a sense of closure as an ending. A narrative story describes the actions, thoughts, and feelings of the characters. Narrative transitions indicate when and where the story is occurring. Skills: 33. Students are able to: Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story. Write a narrative with a logical sequence of events and details that describe how the characters feels, acts, and thinks. Use appropriate transitions in narrative writing. Write a narrative that ends with a sense of closure. Understanding: 33. Students understand that: Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure. Because narrative writing describes a chronological sequence of events, it includes transitions that indicate the time and place in which the story is occurring. Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.
English Language Arts ELA2021 (2021) Grade: 4	R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres. Unpacked Content Teacher Vocabulary: R4. Writing process Plan Draft Revise Edit Publish Genres Knowledge: R4. Students know: The writing process steps are to plan, draft, revise, edit, and publish. Various genres of writing. Skills: R4. Students are able to: Plan writings in various genres. Draft writings in various genres. Revise writings in various genres. Edit writings in various genres. Publish writings in various genres. Understanding: R4. Students understand that: The writing process is a set of steps that make writing easier. There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts ELA2021 (2021) Grade: 4	15. Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text. a. Identify and explain attitudes and influences of multiple characters within a text. b. Explain how the main character changes throughout the story, using explicit evidence from the text. c. Make an inference about a character's behavior, the setting, and/or specific events, using explicit details from the story. Unpacked Content Teacher Vocabulary: 15. Analyze Character Setting Event Story Drama Specific details 15a. Attitude Influence Characters 15b. Main character Explicit evidence 15c. Inference Character Behavior Setting Specific events Explicit details Knowledge: 15. Students know: Characters are any person, animal, or figure that affect the events of the story. Setting is when and where a story takes place. Events are situations that are described in the story. A drama is a story with dialogue that can be read by different people. Details in the text provide information about the characters, setting, and events. 15a. Characters are any person, animal, or figure that affect the events of the story. Characters in text are described as having certain attributes, like attitude. Characters in text can be influenced by other characters or events in the text. 15b. The main character is the focus of the plot and often displays changes in attitude or beliefs during the story. Explicit evidence refers to direct quotations from the text. 15c. Making an inference requires using observation and background knowledge to reach a logical conclusion. Inferences can be drawn by using information from the text. Skills: 15. Students are able to: Use specific details from the text to explain attributes of the characters, setting, or event in a story or drama. 15a. Identify attitudes and influences of multiple characters within a text. Explain the reasoning behind characters' attitudes and influences. 15b. Identify the main character in a story. Use explicit evidence from text to explain how the main character changed in the story. 15c. Use explicit details from a story to support inferences about a character's behavior, the story's setting, and/or specific events. Understanding: 15. Students understand that: They can explain details about characters, settings, and events in a story or drama by using evidence from the text. 15a. There are influences that affect characters' behavior and attitude in a text. 15b. A story usually focuses on one main character who changes throughout the text. Their explanations can be supported with direct quotations from the text. 15c. Making an inference requires them to use information from the text and their background knowledge to draw conclusions about characters, settings, and events in a story.
English Language Arts ELA2021 (2021) Grade: 4	35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure. Unpacked Content Teacher Vocabulary: 35. Personal narratives Fictional narratives Logical plot Transitional words and phrases Sensory details Dialogue Closure Knowledge: 35. Students know: A narrative is a piece of writing that tells a story. A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made up story. A narrative story describes a sequence of events in a logical order (beginning, middle, end) and provides a sense of closure as an ending. Narrative transitions indicate when and where the story is occurring. Sensory details use descriptions of the five senses. Dialogue is a conversation between two or more people. Skills: 35. Students are able to: Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story. Write a narrative with a logical sequence of events and sensory details. Use appropriate transitional words and phrases in narrative writing. Include dialogue in narrative writing. Write a narrative that ends with a sense of closure. Understanding: 35. Students understand that: Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure. Because narrative writing describes a chronological sequence of events, it includes transitions that indicate the time and place in which the story is occurring. Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.
English Language Arts ELA2021 (2021) Grade: 5	R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres. Unpacked Content Teacher Vocabulary: R4. Writing process Plan Draft Revise Edit Publish Genres Knowledge: R4. Students know: The writing process steps are to plan, draft, revise, edit, and publish. Various genres of writing. Skills: R4. Students are able to: Plan writings in various genres. Draft writings in various genres. Revise writings in various genres. Edit writings in various genres. Publish writings in various genres. Understanding: R4. Students understand that: The writing process is a set of steps that make writing easier. There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts ELA2021 (2021) Grade: 5	19. Interpret how authors use literary elements throughout a text, including character, setting, conflict, dialogue, and point of view. Unpacked Content Teacher Vocabulary: 19. Interpret Literary elements Character Setting Conflict Dialogue Point of view Knowledge: 19. Students know: Authors use literary elements, such as character, setting, conflict, dialogue, and point of view, throughout a text to develop and drive the plot. Skills: 19. Students are able to: Identify literary elements in a text. Interpret how authors use literary elements throughout a text. Understanding: 19. Students understand that: Interpreting the author's use of literary elements in a text supports their overall comprehension of the text.
English Language Arts ELA2021 (2021) Grade: 5	34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences. Unpacked Content Teacher Vocabulary: 34. Personal narratives Fictional narratives Literary elements Characters Plot Setting Conflict Dialogue Voice Event sequences Knowledge: 34. Students know: A narrative is a piece of writing that tells a story. A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made-up story. A narrative story describes a sequence of plot events in a logical order (beginning, middle, end). Narrative writing includes text elements, like characters, setting, and conflict. Dialogue is a conversation between two or more characters in a text. Skills: 34. Students are able to: Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story. Write a narrative with a logical sequence of plot events. Incorporate literary elements into their narrative writing, like characters, setting, and conflict. Include dialogue in narrative writing. Use a strong voice in writing by developing a personal writing style. Understanding: 34. Students understand that: Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, and conflict. Incorporating dialogue between the characters can add details to their narrative writing. Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.

Tags:

analyze, characters, Comic Creator, conflict, fairy tale, fractured fairy tale, illustrate, literary elements, publish, resolution, setting, Stapleless Book, Story Map, Venn Diagram

License Type:

Custom Permission Type
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Accessibility

Comments

This is a free resource that includes additional links to interactive story mapping and a book list of fractured fairy tales.

This resource provided by:

Author:

Cassie Raulston

ALEX Classroom Resource

Once Upon a Time Rethought: Writing Fractured Fairy Tales