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Fractured Fairy Tales

Name: Adrienne Woolbright Date: November 11, 2010 Grade Level/Subject: 5 Language Arts Prerequisite Knowledge: Students should be familiar with the terms: character, setting, and plot Approximate Time: 60 minutes Student Objectives/Student Outcomes: After creating a fractured fairy tale, students will be able to identify character, setting, point of view, conflict, and resolution as well as understand how these literary elements affect the story as a whole. Students will use a web 2.0 application fractured fairy tales to show that they understand these ideas by replacing the original fairy tales literary elements listed above with their own elements. Content Standards: Subject: English Grade: 5 Standards: 2.A.2a Identify literary elements and literary techniques (e.g., characterization, use of narration, use of dialogue) in a variety of literary works. 2.A.2b Describe how literary elements (e.g., theme, character, setting, plot, tone, conflict) are used in literature to create meaning. Materials/Resources/Technology: Little Red Riding Hood, access to a computer, link to fractured fairy tales web 2.0 application (previously bookmarked by instructor), access to a printer. Implementation: Time 11:00-11:15 Opening of lesson: Read The Little Red Riding Hood out loud to the class. Ask students to identify the character, setting and plot of the story. Then ask the students if they have heard this story told another way? If they say no ask do you think it can be told another way? 11:15- 11:45 Procedures: Open web 2.0 application and read the sample fractured fairy tale. Then show students how to use application to choose which parts of the story they want to alter. Assign pairs of students to a computer. Instruct students to open fractured fairy tale bookmark and fill in the blanks that are provided form them. Remind student to pay attention to what the application is asking them to make up and think about which parts of the story the changes would alter. Once all the blanks are filled instruct students to select print my changes. This will print the outline for changes and the classic story. Then have students read the classic fairy tale and write on the story the parts they

would have to change in order to make their new version of the fairy tale. Once the old fairy tale has been altered instruct the students to type their fractured fairy tale in the web 2.0 application and print the new story they have created. Remind students to use complete sentences that start with a capital and end with a period. Also, remind them that you will be checking to make sure they used correct spelling. 11:45-12:00 Summary/Closing: Have students sit in a circle with their partners and ask for a volunteer to read their story aloud. After the story has been read ask the other students to identify the new characters, setting, plot, conflict and resolution. Then ask how these changes affected the story. Did it make funnier?, Easier to relate to? More serious ect. After the discussion reinforce the idea that character, plot and setting are the backbone of the story. Ask student to hand in their fractured fairy tales to be graded. After lesson Student Assessment:
CATEGORY 4 3 2 1

Spelling and There are no spelling There is one Punctuation or punctuation errors spelling or
in the final draft. Character and place names that the author invented are spelled consistently throughout. The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

There are 2-3 The final draft has more spelling and than 3 spelling and punctuation error in punctuation errors punctuation errors. the final draft. in the final draft.

Creativity

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. Students followed the fractured fairy tale outline. They filled in all but one of the spaces in the my changes section and printed the original story, their changes outline and the final story The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. Students made some of the changes recommended by the fractured fairy tale outline, but did not turn in their outline with the final story.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Properly used web 2.0 application

Students followed the fractured fairy tale outline. They filled in all of the spaces in the my changes section and printed the original story, their changes outline and the final story

Students did not follow the fractured fairy tale outline. They did not make the changes recommended by the application and only turned in the final version of their story.

Organization The story is very well


organized. One idea or scene follows another in a logical sequence with clear transitions.

The story is a little Ideas and scenes seem hard to follow. The to be randomly arranged. transitions are sometimes not clear.