Students will be introduced to fractured fairy tales and compare them to well known fairy tales. Language Arts teachers, Art teachers, and the Teacher Librarian will collaborate in this lesson. The goal of this lesson is for students to gain an appreciation for fractured fairy tales and the genre of juvenile/YA fables and fairy tales by creating their own fractured fairytale. Bookmaking (with illustrations) and booktalks will be included in the lesson.
Bulletin Board, Fractured and Traditional Fairytale Books, Paper, pens, thread, needles, awls or old pens that do not work, index cards, puppets
Prior to lesson create a bulletin board in the library with examples of fractured fairytales (please see attachment for suggestion).
The teacher librarian will welcome each student as they enter the library by name if possible. She/he will be attired in a fairytale themed costume (such as wings for the fairy godmother and a wand) to entice and excite students as to the lesson to be learned.
The teacher librarian will then give a discussion on what a fairytale is with direct involvement from students. The teacher librarian will ask students to name fairytales (recording them on the chalkboard). Students and the teacher librarian will brainstorm what the characteristics of a fairytale entail. What do they have in common? Can someone briefly tell us an example of a fairytale? (Have someone look up the definition of Fairytale.)
Next the teacher librarian will ask anyone if they know what a fractured fairytale is. Try to have students guess by trying to figure out what fractured means. (Have one student look up fractured in the dictionary.)
The teacher librarian will give booktalks on popular fractured fairytales owned by the library (students will have the opportunity to check said tales out). Be sure to interlibrary loan additional titles prior to this activity.
Students and the teacher librarian will create a class fractured fairytale. Students will be asked to think about traditional tales and how they could be changed to make them more humorous. (In order for it to be a fractured fairytale it must retain some similarities to the original tale). At the completion of the class fractured fairytale activity, the teacher librarian will make a Venn diagram. Students will list the similarities and differences between the newly created fractured fairytale and its traditional tale partner. Students will then use the OPAC to locate 3 fractured fairytales in the library and bring one back to their seat. Students will record all three books they found including title, author, and call number to be handed in at the end of the class. Students will then share what they found with their group (seating arrangement is in tables of 4 students). The Language Arts teacher will tell students his/her expectations for the project. With the help of the students she/he will create a rubric for the project.
Students will be broken up into groups of 4 students and given one of Roald Dahl’s Foul Fables to read. Students will also be given the traditional tale that matches the fractured fairytale. Students, the teacher librarian, and the language arts teacher will discuss what students learned in the fractured fairytale their group read and discussed.
Students will take the illustrations created in art class and scan them. Students will then, in publisher (using the book template) match their text with the illustrations. (Students will have used publisher previously for other projects).
4 copies of each book will be printed so that each student can sew a copy of the group book.
Students will sew their book with the aid of the teacher librarian. The teacher librarian will do a lesson on how to create a book. The parts and how to sew it (please see PowerPoint).
Students will present their book to the class by reading it aloud to the class with each group member participating. Creativity is important and they can present the tale in whatever form they desire (act it out with narrator, puppets, etc.).
Students and the teacher librarian will then discuss what they learned during the process of creating the book and fractured fairytales. Students will fill out an index card answering three questions: What did you learn in this project? Did you enjoy the project, why or why not? Are there any further questions you want to ask?
Student books will be displayed in a display case in the library or in the school (if one is available) with a picture of the student group.
- Students will complete an index card with information learned prior to leaving the last class.
- The Teacher Librarian and classroom teacher will conduct a discussion to discover achievement of learning objectives.
- A rubric (created by students and teachers together (see procedures) will be used to assess that each of the learning objectives were achieved.
National Information Literacy Standards (K-12)
Evaluates information critically and competently.
Uses information accurately and creatively
Pursues information related to personal interests.
Appreciates literature and other creative expressions of information.
Strives for excellence in information seeking and knowledge generation.
Recognizes the importance of information to a democratic society.
Participates effectively in groups to pursue and generate information.
National Content Standards (K-12)
Listening and Speaking