Fairy Tales Program

7/25/2019 Fairy Tales Program

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This program caters for standard year 8s. Teachers will modify for IEP or advanced students and cater for specic needs in theirclassroom.

Fairy Tale, Fables and Parables

Weeks

LearningObjective

Lesson Activities Curriculum Links Homework Assessments

!esources

1 Students

introduced to

Fairy Tale,

Fables and

Parables

Introduce the

purpose of the

texts

Introduce glossary

!enre "edia #onvention

s $orm

%oredin&

"ntroduction to Course

!ive new noredin&.com code

!ive 'ear 8 address and set up (uic& lin&.

Search the tas&)assessment list.

Introduction to Fairy Tale, Fables and Parables

Introduction to literary voca*ulary

+ene overarching terms for 'ear 8

+iscuss relevance of fairy tales culturally and

socially.

,eading time -and out Tas& 1.

iteracy chec& test.

English/ the mongrel language.

Share, reflect on, clarify and

evaluate opinions and

arguments about aspects of

literary texts(ACELT1627)

0nalyse and evaluate the

ways that text structures

and language features

vary according to the

purpose of the text and

the ways that referenced

sources add authority to a

text 0#E'12345

Understand the influence andimpact that the English

language has had on other

languages or dialects and how

English has been influenced in

return(ACELA1540)

6oin

noredin&.com

Story list

$T wor&sheets on

site

4

oo& at

conventions of

fairy tales

specically.

+eal with texts

that ta&e fairy

tales and recreate

them in another

form7 medium or

genre.

Conventions o# Fairy Tales

oo& at the conventions of fairy tales.

+iscuss famous fairy tales.

+iscuss the conventions of legends.

rainstorm some legends and compare and contrast

$T and legend conventions.

,ead through a summary of the exposition of Ever

0fter

and discuss how it *rea&s the rules of fairy

tales.

egin watching Ever 0fter.

9hat is the purpose of fairy tales: 9hy were these

stories created: +o we have stories that do that

today:

Understand and explain how

combinations of words and

images in texts are used to

represent particular groups in

society, and how texts position

readers in relation to those

groups(ACELT1628)

#inderella PPTs

Ever 0fter +;+

Tro versions of #inderella5.

Createliterary texts that draw

upontextstructures

andlanguage features

of other

texts for particular purposes

Task %& 'odern

Fairy Tale ( %)*

9orldview ? Tas&

4 Sheet
http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1627http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1540http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1628http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=createhttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=texthttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=language+featureshttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=language+featureshttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=language+featureshttp://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1540http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1628http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=createhttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=texthttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=language+featureshttp://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1627


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expectations and

ideas change

themes.

Synthesise

&nowledge into a

selfanalysis.

9hat is the purpose of #inderella: 9hat are the

themes: +o we agree with the themes:

$inish watching Ever 0fter.

0s well as changing conventions how does Ever

0fter change the themes:

Students do a (uic& analysis of how their

modernisation has changed conventions and

themes.

and effects(ACELT1632)

@ Explore awareness

of modern culture.

#ompare and

contrast

expectations of

gender from

traditional and

modern texts.

#omprehend the

huge changes ingender

expectations.

$ver A#ter

rainstorm other rewor&ings of traditional stories

$roAen7 "alecent etc.5.

9or&sheet/ 9hat do they tell us a*out true love and

gender expectations:

"odern ,ed ,iding -oods.

,evise *asic punctuation and loo& at why we use

punctuation.

Analyse how

thetextstructures and

language features

of

persuasive texts,

includingmedia texts,vary

according to

themediumandmodeof

communication(ACELA1543)

Understand the use of

punctuation conventions,

including colons,semicolons, dashes and

brackets in formal and

informal

texts(ACELA1544)

;ersions of ,,-

Punctuation

wor&sheet

The history of

punctuation.

B Cnderstand how

fairy tales

reinforce

stereotypes.

+ene

accepted)resistant

and alternative

readings.

T+e +istory o# Fairy Tales

oo& at the versions of ,ed ,iding -ood.

,esearch/ 9e &now that the changes in fairy tales

have *een caused *y our changes in gender

expectation7 *ut how did ,,- start.

W+at ot+er major c+anges +ave we seen in

L!!H +ene/ 9hat is an accepted)resistant reading: 9hat

do writers do when they resist a reading: 9hat do

readers do when they resist a reading:

,ead D0 "odern ,ed ,iding -ood>.

rainstorm how a new lm)text is a resistant

reading of old stories.

9hat ideas have *een resisted:

Introduction to analysis. -ow do we analyse ideas:

9hat is the !ree& tradition: 9hy do we need logic

Explore the ways that ideas

and viewpoints in literary texts

drawn from different historical,

social and cultural contexts

may reflect or challenge the

values of individuals and

groups(ACELT1626)

Understand how conventions

of speech adopted by

communities influence the

identities of people in those

communities(ACELA1541)

;ersions of ,,-

,eadings

wor&sheet
http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1632http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1632http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=texthttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=texthttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=language+featureshttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=media+textshttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=media+textshttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=mediumhttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=mediumhttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=mediumhttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=modehttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=modehttp://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1543http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1543http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1544http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1544http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1626http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1541http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1541http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1632http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=texthttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=language+featureshttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=media+textshttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=mediumhttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=modehttp://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1543http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1544http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1626http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1541


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and philosophy:

+i=erentiate shortforms.

,edene form.

Esta*lish tradition

of fa*les.

$a*les

9hat is a fa*le:

,esearch 0esop and *rainstorm fa*le conventions.

0re there any fairy tales that Dstep on> fa*le

conventions: +oes this a=ect how we read the fairy

tale:

Introduction to !ree& thin&ing ? what is rhetoric:

-as rhetoric *een used in the fa*les.

,ead and complete comprehension sheets on some

fa*les.

Recognise and explaindiffering viewpoints about the

world, cultures, individual

people and concerns

represented in

texts(ACELT1807)

Understand how rhetorical

devices are used to persuade

and how different layers of

meaning are developed

through the use of metaphor,

irony and

parody(ACELA1542)

9ords from the!ree&

!ree& thin&ing

and its inFuence

on our thin&ing

2 ,espond to a

(uestion in

relation to a fa*le.$a*les and Essay 9riting conventions

9hat are the conventions of analysis: 9hat

information do we want in an analysis:

!uided analysis response.

+ene anthropomorphism and personication.

rainstorm how to respond to a (uestion.

Essay structuring s&ills wor&ed through on a

template. 9or& to the level of students *uilding a

cohesive answer.

Understand howcohesionin

texts is improved by

strengthening the internal

structure of paragraphs

through the use of examples,

quotations and substantiation

of claims(ACELA1766)

Task -& Analysis (

%)*

Essay writing

wor&sheets.
http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1807http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1542http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1542http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=cohesionhttp://www.australiancurriculum.edu.au/glossary/popup?a=E&t=cohesionhttp://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1766http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1807http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1542http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=cohesionhttp://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1766


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8 -ow para*les are

li&e the other

short forms.

9hat distinguishes

para*les from the

other forms:

Esta*lish the

relevance ofpara*les in a

modern setting.

Para*les and Sym*ols

Esta*lish the conventions of para*les.

#ompare and contrast with other short story forms.

9hat was the purpose of using para*les: 0nd who

uses them:

9hat images are most used in traditional para*les:

9hat distinguishes them from fa*les:

+ene sym*olism.

9hat sym*olism does 6esus use in his para*les:

"a&e lists.

9hat &ind of culture did he live in: +id it a=ect his

use of sym*ols:

9hat &ind of sym*ols might he use in modern

times:

#reate a modern para*le/ 9hich are easy to

understand *ecause we relate to the sym*ols:

9hich would you change:

Experiment with particular

language featuresdrawn

from di=erent types of

texts7 including

com*inations of language

and visual choices to

createnew texts

0#ET1285

Understand how conventions

of speech adopted by

communities influence the

identities of people in those

communities(ACELA1541)

G Synthesise

&nowledge intoinformed

presentation and

condent

spea&ing.

Para*les

Prepare and present an oral presentation.

9e*(uest/ -ow relevant are para*les to modern

culture: 0re they still used: +o we still need them:

Use interaction skills for

identified purposes,

usingvoiceand language

conventions to suit different

situations, selecting

vocabulary, modulatingvoice

and using elements such as

music, images and sound for

specific effects(ACELY1808)

Task .& Oral ( /*

1H #onclude and

revise any wea&

areas.Summation

Students to complete a (uiA on fairytales including

Cnconventional

test.

#onventional test
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spelling5.

-and *ac& and tal& through the e=ectiveness of the

term.

9atch relevant lm $roAen7 "alecent7 Tangled7

Into the 9oods5.

Documents

Fairy Tales Program