Introduction
by Becky Ford, Calcasieu Parish School System
Modified by Joe Douglas, Lansing Middle School
2018-Modified by Dawn Peragallo, Philadelphia School District
Students will use familiar characters, plots, and settings from traditional fairy tales to create "fractured" versions. By altering the story line, adding an unexpected twist, or creating a contemporary "spin," students will build vocabulary and reading comprehension skills using a target language. Students will communicate, collaborate, translate, and make choices for writing and speaking as they analyze and evaluate well known fairy tales. Students will navigate through the Fractured Fairy Tales WebQuest to explore and examine a fractured fairy tale.
Introduction
SCENARIO: (A Memo from the Boss)
You work for a children's magazine called Fairy Tale Footnotes. You write short stories for the magazine. This is not a paper magazine, but an electronic magazine. The magazine would like to feature a "fractured" fairy tale section in next month's issue to increase online subscriptions of readers. You submit your "fractured" stories to the editor, Ms Peragallo. If your story is exceptional, you will be up for a bonus and will become department head. Good luck to you!
You will also have to research background knowledge on the origin of fairy tales and answer questions such as: Where do Fairy Tales come from? What was their purpose? Are morals involved with fairy tales and if so how? Why are fairy tales so prevalent as a form of storytelling? How have illustrations been used to make fairy tales more enjoyable? (1 page report, see tasks.)
Today, some authors still like to retell and invent new fairy tales. Jon Scieszka's fractured fairy tales in The Stinky Cheese Man and Other Fairly Stupid Tales are an excellent example of a retelling fariy tales but with humor.
So jump in and find out what makes these fairy tales so enduring, and write a unique fractured fairy tale that our readers will enjoy!! Good Luck!
Task
Task
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You will need to research on the Internet finding out the origin of fairy tales and why they were written. You will need to view and read traditional fairy tales and decide which fairy tale you plan to "fracture." Create a graphic organizer, Venn Diagram (bubble map) about your new fractured fairy tale using Paint. Use your creativity to produce a top notch fairy tale for our magazine.
Process
Process
BEGIN THE PROCESS!
Step 1:
Research the history or origin of fairy tales using the websites below. You may use other web sites. Create a one page report on the history of fairy tales in doc and submit in classroom. Include the following : Where do Fairy Tales come from? What was their purpose? Are morals involved with fairy tales and if so how? Why are fairy tales so prevalent as a form of storytelling? How have illustrations been used to make fairy tales more enjoyable?
http://childrens-books.lovetoknow.com/Short_Easy_Fairy_Tales
http://www.kateforsyth.com.au/kates-blog/spotlight-a-brief-history-of-fairy-tales
https://www.huffingtonpost.com/valerie-ogden/fairy-tale-true-story_b_6102602.html
Step 2:
You will view at least two web sites to learn about different fairy tales. Think about each fairy tale and what makes it unique. Think about patterns or common ideas that you see in all tales. Think about different problems you could have and create a twist (fracture) you might want to include in the tale that you plan to write and publish. Make a graphic organizer to brain storm ideas. Submit your organizer in you classroom.
https://docs.google.com/drawings/d/1jxq6WiqCy5wYzb5GJVCwpDTKFjiUp_oJOpGJyMLuqos/edit?usp=sharing
Step 3:
Discover characteristics that are common to most fairy tales. Create a Venn Diagram comparing 3 different fairy tales. Submit your organizer in your classroom. Create a new version of an old fairy tale by adding an unexpected twist to keep our readers on their toes!!! Use the websites below for your research.
https://docs.google.com/drawings/d/1z1Z6UxjfqozRVvALqAdrjiSgMzzNT1L0Ej51Z1_-A5o/edit
| Absolutely Whootie: Stories to Grow By | http://www.storiestogrowby.com/ |
| SurLaLune Fairy Tale Pages | http://www.surlalunefairytales.com/ |
| Fairy Tales by the Grimm Brothers | http://www.vcu.edu/hasweb/for/grimm/grimm_menu.html |
| Ongoing Tales Old Time Fairy Tales | http://www.ongoing-tales.com/SERIALS/oldtime/FAIRYTALES/index.html |
| Candlelight Stories | http://www.candlelightstories.com |
Step 4:
Write the fractured tale using Google Docs OR Google slides if you want to make pictures or animate it. Submit into your classroom.
You will need to add at least three graphics.
Once your fairy tale is complete submit the following to the teacher:
- One page report in docs, about Fairy Tale History
- Venn diagram comparing two fairy tales, using link above.
- Your fractured fairy tale, in Docs or slides.
Evaluation
| Teacher Name: Assessment Rubric | ||||
| Student Name: ________________________________________ | ||||
| CATEGORY | 4 | 3 | 2 | 1 |
| Story Map | The student completed a detailed story map of the fractured fairy tale. | The student completed a story map of the fractured fairy tale. | The student began a story map of the fractured fairy tale. | The student attempted a story map of the fractured fairy tale. |
| Story Map Change | The story flows well, and changes from the original tale are obvious and appropriate. | The story flows well, and changes from the original tale are evident. | The story loosely follows the original fairy tale. | The story wanders away from the original fairy tale. |
| Language | The fractured fairy tale includes descriptive language that adds to the story. | The fractured fairy tale includes descriptive language. | The fractured fairy tale includes some descriptive language. | The fractured fairy tale includes little or no descriptive language. |
| Organization | The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. | The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. | The story is a little hard to follow. The transitions are sometimes not clear. | Ideas and scenes seem to be randomly arranged. |
| Writing Process | Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. | Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. | Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. | Student devotes little time and effort to the writing process. Doesn't seem to care. |
| Solution/Resolution | The solution to the character's problem is easy to understand, and is logical. There are no loose ends. | The solution to the character's problem is easy to understand, and is somewhat logical. | The solution to the character's problem is a little hard to understand. | No solution is attempted or it is impossible to understand. |
Is it a Fairy Tale?
Fairy Tale Characteristics Chart
In order for a story to be a Fairy Tale it must have 6 or more of these characteristics:
1. Begins with Once Upon a Time, Once long ago; Long, long ago etc.
2. Story setting is usually in a castle, forest, or town
3. Story has good / nice characters
4. Story has mean / bad characters
5. Many of the characters are animals or members of royalty
6. Story has magic
7. Story has the numbers 3 or 7 in it
8. Story has a problem
9. Problem in the story is solved
10. Good wins / outsmarts bad
11. Ending is "happily ever after"
Conclusion
Conclusion
Congratulations!
Outstanding Work
All team stories were outstanding!! The board of directors decided to use ALL stories in the magazine. The fractured fairy tale stories were published and Fairy Tale Footnotes Magazine has won an award for Best Children's Magazine!!! This award has increased online subscriptions and our readers are very happy. Expect to see a bonus in your paycheck. Great team effort and outstanding work! Keep up the good work!!
"Imagination is more important than knowledge"
Albert Einstein (1879-1955) German born US physicist.
Credits
Credits
Clip Art Resources
http://www.clipart.com
http://www.barrysclipart.com
http://www.hoxie.org
Web Resources
Grimm's Fairy Tales
http://www-2.cs.cmu.edu/~spok/grimmtmp/Fairy Tales of Hans Christian Andersen
http://www.pacificnet.net/~johnr/aesop/aesophca.htmlFolk and Fairy Tales From Around the World
http://www.darsie.net/talesofwonder/Fairy Tales
http://www.lib.umd.edu/ETC/ReadingRoom/Fiction/FairyTales/
Fractured Fairy Tales Booklist
CINDERELLA
Bigfoot Cinderrrrrella by Tony Johnston
Bubba the Cowboy Prince: A Fractured Texas Tale by Helen Ketteman
Cinder Edna by Ellen B. Jackson
Cinder-Elly by Frances Minters
Cinderella Skeleton by Robert D. San Souci
Cinderella's Rat by SusanMeddaugh
Dinorella: A Prehistoric Fairy Tale by Pamela Duncan Edwards
Prince Cinders by Babette Cole
Sidney Rella & the Glass Sneaker by Bernice Myers
GOLDILOCKS
Deep in the Forest by Brinton Turkle
Goldilocks & the Three Hares by Heidi Petach
The Silly Story of Goldie Locks & the Three Squares by Grace Maccarone
Somebody & the Three Blairs by Marilyn Tolhurst
JACK’S GIANT
Jack & the Giant: A Story Full of Beans by Jim Harris
Jim and the Beanstalk by Raymond Briggs.
Kate and the Beanstalk by Mary Pope Osborne
The Magic Mustache by Gary Barwin
LITTLE RED RIDING HOOD
Little Red Cowboy Hat by Susan Lowell
Little Red Riding Hood: A Newfangled Prairie Tale by Lisa Campbell Ernst
Petite Rouge: A Cajun Red Riding Hood by Mike Artell
THE THREE PIGS
The Three Little Javelinas by Susan Lowell
The Three Little Wolves & the Big Bad Pig by Eugene Trivizas
The Three Pigs by David Wiesner
The True Story of the Three Little Pigs by A. Wolf by Jon Scieszka
Wait! No Paint! by Bruce Whatley
Ziggy Piggy & the Three Little Pigs by Frank Asch
ANTHOLOGIES
Beware of the Storybook Wolves by Lauren Child
Roald Dahl's Revolting Rhymes by Roald Dahl
The Stinky Cheese Man & Other Fairly Stupid Tales, Jon Scieszka/Lane Smith
Tales from the Brothers Grimm & the Sisters Weird by Vivian Vande
Author Biography
Joe Douglas
I am a teacher and coach at Lansing Middle School. I have been in education for over 30 years.
Permissions
We all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. The modified WebQuest may be shared only under the same conditions. See the Creative Commons Attribution • Non-Commercial• Share-Alike license for details.
by Becky Ford, Calcasieu Parish School System
Modified by Joe Douglas, Lansing Middle School
Modified 2018 by Dawn Peragallo, Philadelphia SD
Students will use familiar characters, plots, and settings from traditional fairy tales to create "fractured" versions. By altering the story line, adding an unexpected twist, or creating a contemporary "spin," students will build vocabulary and reading comprehension skills using a target language. Students will communicate, collaborate, translate, and make choices for writing and speaking as they analyze and evaluate well known fairy tales. Students will navigate through the Fractured Fairy Tales WebQuest to explore and examine a fractured fairy tale.
Dawn Peragallo- I am a Senior Career teacher in the SDP with over 20 years experience. I am thankful for Jow and becky to have originated this project and I am glad I get to modify it and share it with my students. I modified this webquest to be reflective of updated technology and to replace broken links. I also changed some of the wording to include a guide as to what is needed to be a complete project.
Teacher Page
Teacher Introduction
TEACHER NOTES:
In this technology-connected lesson plan, second language students actively participate in differentiated learning experiences to practice basic vocabulary, increase comprehension skills, create sentences using the appropriate verbs, and express ideas in a variety of ways as potential CAREER(authors, writers, publishers, editors, illustrators, distributors, speakers) to learn about traditional and "fractured" fairy tales. Students will use familiar characters, plots, and settings from traditional fairy tales to create "fractured" versions. By altering the story line, adding an unexpected twist, or creating a contemporary "spin," students will build vocabulary and reading comprehension skills using a target language. Students will communicate, collaborate, translate, and make choices for writing and speaking as they analyze and evaluate well known fairy tales. Students will navigate through a WebQuest to explore and examine a fractured fairy tale. Using multimedia tools and desktop publishing, students will develop and present (taking on the role of a speaker) a portion or all of a "fractured" fairy tale to a specific audience and or community. (Writing a Play/Performance) Students may also share completed stories online and publish stories to Scholastic's website.