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AFTER SCHOOL Project PLANNING FORM Name of Project:My Fairy TaleLocation/site:Grade/age Level: K-5Duration of project:Facilitator:Project Idea Summary of the issue, challenge, investigation, scenario, or problem:Youth will read the fairy tales of various cultures (e.g., Cinderella story from multiple countries). They will identify common elements, such as story structure and recurring themes or messages. Students will write their own fairy tales showcasing important pieces of their identity, including personality traits and/or culture. Driving QuestionHow can we create fairy tales that show who we are?Academic Subject Areas to be learned (e.g., science, history):Literacy, Social Studies, Geography 21st Century Skillsto be taught. (Career Skills applicable for Middle and High School Models)CollaborationXCareer Skills:Communication XOther:Critical Thinking X Presentation Audience:Culminating Products and Performances(Note: projects must have at least one Culminating Product/Event)Group:Grades K-1: The class will write and illustrate an original fairy tale as a group. Each student in the class, or a characteristic from each student in the class, will appear in the fairy tale. Students will present a skit or puppet show of their fairy tale. Parents:XSchool:Community:XIndividual:Grades 2-5: Students create their own original fairy tales, with themselves as the protagonists or another main character. Each student’s fairy tale will have a clear message or purpose. Students may choose to write their fairy tale in a traditional storybook, or a screenplay or other medium of their choice. Experts:Web:Other:AFTER SCHOOL Project PLANNING FORMActivities to generate student interest(early in the project) Read a favorite fairy taleRubric: Project ContentIdentify the content or learning objectives for the project (For example, for a gardening project, learning objective: youth will be able to explain the process of photosynthesis) State the Project Content/ Learning Objectives: 9.1c: Visual Arts1.1: Learning to Read Independently 1.2: Reading, Analyzing, and Interpreting Text 1.4: Types of Writing1.5: Quality of Writing1.6: Speaking and Listening 20.1: Connections25.1: Self-Concept (Identity)25.4: Pro-Social Relationships with PeersAL5: Imagination, Creativity, and Invention In this row write what it means to be emerging, proficient, mastery, or breakthrough with the project content/ learning objectives. Then transfer this information to the rubric. Emerging Student is not able to describe the elements of a fairy tale or apply them to create an original fairy tale (grades 2-5) or contribute to the class fairy tale (grades k-1). Student’s writing does not meets the appropriate grade-level standards (PA Keys Early Learning or Common Core)ProficientStudent can describe some of the elements of a fairy tale, such as magic, protagonist, and antagonist. Student incorporates some of these elements into an original fairy tale (grades 2-5) or class fairy tale (grades k-1). Student can describe the influence culture has on fairy tales. Student’s writing approaches the appropriate grade-level standards (PA Keys Early Learning or Common Core)MasteryStudent can describe the elements of a fairy tale, including magic, protagonist, and antagonist. Student uses these elements to create an original fairy tale (grades 2-5) or contribute to the class fairy tale (grades k-1). Student can describe the influence culture has on fairy tales and applies his/her own culture to his/her fairy tale. Student’s writing meets the appropriate grade-level standards (PA Keys Early Learning or Common Core) BreakthroughStudent exceeds the standards of mastery and is able to teach others the elements of a fairy tale and create original fairy tales, unassisted. Student’s writing exceeds the appropriate grade-level standards (PA Keys Early Learning or Common Core).Debriefing Methods(All debriefing must be documented)(Individual, Group, and/or Whole Class)Debriefing Form (required for second grade and up) Focus GroupWhole-Class DiscussionJournal/Learning LogSurveyOther: PROJECT CALENDARproject: My Fairy TaleStart Date:MONDAYTUEWEDNESDAYTHURSFRIPROJECT WEEK ONE: Introduction to ProjectIntroduction to Project/Mini-lesson: Introduce fairy tales to students by explaining the differences between a fairy tale (written) and a folk tale (shared orally).Connect this idea by asking, “When you were little,did your parents or other family members ever tell you stories or read stories to you? What fairy tales did you enjoy hearing or watching? What story comes to mind?”Brainstorming/Charting: Put up a poster/chart paper “Our Favorite Fairy Tales” and encourage students to discuss their favorite tales before they chart/you chart.2-5: On a separate chart paper, students could alsobegin recording the characteristics that describe all the fairy tales that are their favorites. Optional Matching Game: Read/share a few familiar character quotes from fairy tales that the students might know.K-1: Students draw a picture showing who said thequote (Optional: Label the picture.)2-5: Students can write who said the quote and thefairy tale. If pictures are available, students can match the picture of the character with the quote.Reading: Read Cendrillon. Before reading, ask students to think about which fairy tale this story reminds the students of. Show them the country where the story takes place on an inflatable globe. Students should learn that there are many different versions of Cinderella around the world. During/After Reading: Ask the students to share their favorite character in the story. Do they like Cendrillon? The prince? The wicked stepmother? Who do you identify or relate with most with and why?Also, have students discuss how the character is able to gain her wish.K-1: Show and emphasize illustrations to thestudents. Slow down enough for the students to see the pictures. For all grade levels, make sure the students can see the pictures easily (to support comprehension). 2-5: To support their critical analysis skills, olderstudents can discuss how the illustrations support the plot of the story or the narrative? Ask questions such as, “How does the color/line/shape, etc. influence the tone of the illustration? From what point of view was the illustration drawn? Is the illustration framed [to create distance from the viewer/audience] or does it take up the entire page (for example, to minimize the distance and emphasize a climactic moment within the text)?]Reading: Continue reading Cendrillon. Summarize the pages read thus far.Discussion/Charting: Using input from the class, compare and contrast the familiar Cinderella story with Cendrillon (Using a Venn Diagram).What plot elements (or parts in the story) from the Cinderella tale can they recall? Which were not in this version? If students haven’t heard the traditional story, they can probably recall the Disney animated feature.Use this chart to feature another chart, “Main Characters, Setting, Beginning, Middle, End in Cinderella.” Ask students to look for the unique aspects of this story that differs from the “Cinderella and the glass slipper” version.2-5: Older students could also identify other, more specific elements such as Character’s Appearance and Abilities; Location – Culture and Time Period; Problem/Solution; Relationships with Others; Architecture, etc. Having students identify these more specific elements will support them in writing their own tales.PROJECT WEEK TWO: Brainstorming and PlanningReview/Planning: Review project topic and remind students of the plot elements in Cendrillon/Cinderella. Ask students to predict how plot or character elements in this tale might change if the story took place in a country in Africa.Reading/Charting: Present another Cinderella variation by reading Mufaro’s Beautiful Daughters. Again, show them the country where the story takes place on an inflatable globe. To help students see the similarities and differences amongst the versions of the Cinderella story, prepare a chart with three columns. On one side put Cendrillon. In the middle write Cinderella. The last column should read Mufaro’s Beautiful Daughters. During and after the reading, students should be prepared to share (2-5: these students could take notes on their own 3-column chart) some or all of the following:SettingBeginning, Middle, EndMagic (e.g. how the character gained her wish)Good characters (Protagonist)Bad characters (Antagonist)2-5: These students could be asked, “What elements of the Cinderella plot do you see the author doing, but in a really different way?” Guide older students to see that a plot element can appear different yet accomplish the same purpose in the story. Reading/Mini-lesson: Continue reading Mufaro’s Beautiful Daughters. Reinforce the idea that as tales were told, some parts of fairy tales reflected the culture and customs of the teller. Charting: Add to the chart, “Main Characters, Setting, Beginning, Middle, End in Cinderella.” Guided Discussion: As a group (K-1) or individually (2-5), students will be making up their own Cinderella story or their version of another tale. Students decide what kind of experience to write about. The basics of what happens in the chosen tale should be the same as the original, but the characters, setting and “props” used in the story should be their own creative choices.Explain this to students. Give them time to discuss what story they want to re-write and the medium of presentation. On a separate chart paper, model how you would use the “Main Characters, Setting, Beginning, Middle, End in Cinderella” chart to start organizing your initial thoughts. 2-5 students should be provided with paper to start recording and organizing their initial thoughts.PROJECT WEEK THREE: Use Organizers to Begin WritingReading(continue if left unfinished)/Mini-Lesson/Charting: Review the story elements that could be found in the different versions of Cinderella(magic; good characters; bad characters; there’s a problem and solution). They may also notice a happy ending for the good characters and that many fairy tales begin with, “Once upon a time…”Write these characteristics on a chart and check off whetherthe element is true for other familiar fairy tales such as “The Ugly Duckling” or “The Three Little Pigs.” Discussion/Oral Language/Charting/Writing: Students should already be thinking about the content of their “culturally specific” fairy tale(s) and which character(s) they identify with the most. Using the 3-column chart that compares/contrasts the 3 versions of Cinderella, have students brainstorm the 1. Magical element in their story, 2. The good characters (including themselves as a protagonist), 3. The bad characters (some students may choose to be an antagonist)In small groups or pairs, have students write and share theirideas Modeled Writing: Model how you would brainstorm writing a culturally specific tale by deciding on the 3 aforementioned elements and other elements, including setting and an author’s message. Use the charts so that the students can see how you use an organized to help you with incorporating key fairy tale elements.2-5: When you are modeling writing, include these morespecific elements: protagonist, major or minor tormentor, rescuer, helper, otherCreating Puppets/Story Writing: Begins (K-1): Using the Magic/Good characters/Bad Characters chart as a reference, start charting the basics of the fairy tale that the students want to rewrite. Gather the appropriate materials. K-1 students should not begin creating puppets until there is a basic outline for the story. Assign each student a character or group of students as a character. Story Writing: Begins (2-5): Using the Magic/Good characters/Bad characters chart as a reference, students can start creating a tale of their own. Their story should include a clear “author’s message.” * See Notes for Week 3 for a selection of writing medium or storytelling options as a final product for K-1 and the options for 2-5.Modeled (2-5) or Shared Writing (K-1): Continue your modeled/shared writing piece with students. Each person/group may select a tale or share a version of a tale from their own ethnic background, their neighborhood, from a group or country they know a lot about. Continue Creating Puppets/Story Writing2-5: If computers are available, during writing, older students could research their country, city, neighborhood, or ethnic group. They will look for information that correlates with aspects in the tale including: history, the physical characteristics of the place, resources, cultural aspects such as food, religion, jobs, names As they are working on their drafts, remind them that the main character must reflect who they are-through where they live, clothing style, moods, actions, etc. For example, the American Cinderella wore a glass slipper. Their Cinderella might wear clogs, boots, etc. PROJECT CALENDARproject: MONDAYTUESWEDNESDAYTHURFRIPROJECT WEEK FOUR: Write and ReviseRead Aloud: If there is interest, students can decide that they may want to create a trickster tale over a fairy tale. Read Love and Roast Chicken: A Trickster Tale from the Andes Mountains. Explain that in folktales, a trickster is a character with good and bad qualities who plays tricks or pranks on others. Ask students who the trickster character is in the story. Optional Writing: Encourage the students to alter this trickster tale, mad-libs style. They can invent their own trickster tale and make their story as wacky as they would like! Give each child a “Trickster Mad-Libs” handout (from South America: Folk & Fairy Tales). Allow them to work individually or in pairs to create their own version of the trickster tale. It may be helpful for them to cut the handout along the dotted line. That way, they can write their own words before looking at the story. If the students need help understanding the grammar, explain what a noun, adjective and/or verb is, and give them an example from the story. Example nouns (person, place, or thing): Wall, den, clay. Example adjectives (descriptive word): sticky, little. Example verbs (something you do): eat, steal, look, etc. Once the students have completed their mad-lib, encourage them to “publish” their trickster tale by making an individual book they can take home or a group book. See the lesson plan from South America: Folk & Fairy Tales for further details in creating the book. They may want to modify the trickster mad-libs tale or re-create their own as the final project. K-1: Encourage these students to make a picture book of theirown trickster tale without completing the mad-lib. Once they have illustrated and written their tale, ask them to describe the story. Continue creating Puppets/Story Writing: Help students replace the words in their tale with more complex synonyms. Modeled Writing/Writing: To reinforce the idea that all stories have a beginning, middle, and an end- and to help students structure their writing-students can use the following template or format: Beginning: Once upon a time…Middle: first, then, next, after that, finallyEnding: They lived happily ever after Continue Creating Puppets/Story Writing: K-1(Optional 2-5): As students are creating their puppets, encourage them to design a character that symbolizes one of their own special traits. Students should think of their own special traits and talents, such as knowing how to ride a bike or being able to say the letters of the alphabet backwards! Let each child choose the design of their character and encourage them to draw a symbol that expresses their special trait and to draw or attach the symbol on their puppet. The symbols can be anything, such as an arrangement of lines and shapes or even and illustration of their special trait. The colors may also reflect who they are. Both an aspect of the puppet and story should represent a side of each student’s personality or experience. Optional Story Scramble: Encourage the students to think of the fairy tale characters from 2 or more stories. Ask the students to decide what the characters would be looking or if they were to go on a scavenger hunt. Where will they have to go? What will their clues be? Invite the students to draw a map of the scavenger hunt. Encourage them to create the items they will find on their scavenger hunt and set one up! They could also work in small groups and set one up for each other! They should select key items and clue words from different fairy tales and hide these clues behind boards, chairs, etc. to lead hunters to the next location. They can also connect a series of pictures in the clues that make hunters thing before heading out to the next location. Using The Three Little Pigs and The Little Red Riding Hood as examples, photos or props of a red hood, hay bale, pot, etc. could be collected on this hunt. For older students, the hunt could be accompanied by a numerical code or riddle that participants would have to solve. PROJECT WEEK FIVE: Edit Writing; Prepare Props and Scenery for Final Presentation Finish Creating Puppets/Edit Story: Peer edits (2-5): Have students read their tale to a friend. Ask a friend, “is there anything I could do to make my story better?” Post this question as a reminder to students. Students should keep working on their rough drafts and/or the medium through which they will present their work. Prepare props and scenery for final presentation Optional Fairy Tale Guessing Game: Write the names of familiar fairy tales on a piece of tag board or sticker and place it on the students’ back (so the students cannot read their tag). The students will each get a tag. Tell volunteer that s/he can ask questions of the class to discover the name of the fairy tale, but the questions have to be worded so that the class answers with a yes or no. Demonstrate first before playing as a whole class. Optional Read Aloud: Reread parts of Cendrillon. Ask students whose side of the story they heard. They should conclude that is was the “fairy godmother” side. Explain that in any event, story, or argument, there is never a single version of it. Prepare props and scenery for final presentation. Matching Game: Play matching characters with adjectives. Prepare the names of characters in advance and have students match that character to a list of adjectives (prepared on a different-colored index card). For example: Rescuer- handsome, foolish, kind, obedient, independent, dependent, conceited. This game should encourage K-5 students to find or think of other interesting synonyms for the words in their current writing. They can use a thesaurus or dictionary to make their stories more complex. Optional Read Aloud: You can read Anansi the Spider: A Tale from Ashanti, where Anansi is depicted as a trickster character. Emphasize the special traits of Anansi’s sons and ask: How do their names and the symbols on their bodies relate to their special traits?Optional Writing Invitations: Depending on the fairy tale and version the students will be writing, encourage them to create invitations that align with the story/theme. Have the students include the time and location of the presentation, as well as any other information the guests might need. Let the participants design an envelope for the invitation and hand out invitations to family and friends. They could also create decorations for the presentation. Encourage the students to come up with ideas for entertainment as well. This can include music, dancing, jugglers, magicians, and anything else they can think of! Ask the students to write down “playlists” of songs for their party. PROJECT WEEK SIX: Final PresentationStudents should be finishing up their final products for the Fairy Tale Book Party. If students are presenting a skit or puppet show, props and scenery should be prepared in advance. Throw a Fairy Tale Book Party. Invite parents to the room for a special reading and presentation. Notes for Week 1: The read aloud book could be a different version(s) of Cinderella featured here. This unit could also be used with an entirely different fairy tale, such as The Little Red Riding Hood and the many versions that have been written. See LEAP’s Folk & Fairy Tales for additional stories and activities. There are 12 lessons total in this unit. The lessons have been broken up into two 1.5 hour-long lessons per week. These lessons could also be provided in one-hour sessions 3 days per week. Notes for Week 2: Throughout the 6 weeks, older students could work together in smaller groups to read, discuss, and analyze variations of Cinderella or other fairy tales. See supplementary resources or the “Recommended Additional Books” in the back of the LEAP lesson plans for variants of other familiar fairy tales. Notes for Week 3:Actual writing may not begin until Day 2 of this week. It is critical to give students time to organize their information and plan their story. STORYTELLING OPTIONSCreating Puppets (K-1): After the fairy tale and characters have been decided – as a group – have students decide on a form of puppet. Review the various forms of puppets described in the “Bag of Tricks” manual. Story Writing Options (2-5): Students may choose to write their fairy tale in a traditional storybook, a screenplay (with puppets) or another medium including,Book option: Students can fold sheets of construction paper for the cover and white paper for the inside of the journal. Hole punch the sheets and tie yarn through the holes to make a book. Comic strip or comic book option: Let the students select materials to create their comic strip. Encourage them to create shapes, such as boxes, for each “scene” in their comic strip. Invite them to illustrate their story in chronological order within each shape. Students should also create speech bubbles to write the dialogue in their story. They can also write a narration of the events as well.Digital Storytelling option: Students will need to select software to develop a digital story (e.g. PPT). Or, the story could include some audio or visual media to enhance certain parts of the tale.Pop Up Books: see separate “Pop Up Books” document Cinderella Bibliography and Other Resources:Ashpet: An Appalachian Tale retold by Joanne ComptonBubba the Cowboy Prince by Helen KettemenTattercoats by Josheph JacobsThe Egyptian Cinderella by Shirley ClimoThe Korean Cinderella by Shirley ClimoThe Persian Cinderella by Shirley ClimoThe Rough-Face Girl by Rafe MartinYeh-Shen: A Cinderella Story from China retold by Ai-LingSee for variations of Cinderella on the web.Please check out leap.freelibrary. for a list of theme kits and detailed activities available to accompany this unit, including Folk & Fairy Tales; Folk & Fairy Tales (Forensic); Europe; Africa; South Africa; and North America. Each theme kit contains featured books and supplies that could be used in this unit. ................
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