Once upon a time… Students explored a variety of traditional and

fractured fairy tales to question stereotypical representations of gender, class and culture by using graphic organizers to record their findings, and by composing a variety of text types to analyse these features.

These were collated and presented as a Fairy Tale Folio. Students questioned and challenged the underlying beliefs in traditional tales by composing their own fractured fairy tale. They collaborated on the design, production and presentation of a digital story of their own choice of a Fractured Fairy Tale.

Once upon a time…..

Steph Westwood

TERM: 1 2 3 4 Objective A: communicates through speaking, listening, reading, writing, viewing and representing

Content Overview Central Concept: What are different perceptions of gender roles- observations, language, stories (fairy tales)

Cross-curriculum priorities Aboriginal &Torres

Strait Islander histories & cultures

Asia & Australia’s engagement with Asia

Sustainability General capabilities

Critical & creative thinking

Ethical understanding Information &

communication technology capability

Intercultural understanding

Literacy Numeracy

Personal & social capability

Other learning across the

curriculum areas Civics & citizenship Difference & diversity Work & enterprise

Speaking & Listening 1 Writing & Representing Handwriting & Using Digital technologies

Reading & Viewing Spelling

EN2-1A communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts

EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

EN2-3A uses effective handwriting and publishes texts using digital technologies

EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies

EN2-5A uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words

Respond to and compose texts - demonstrate understanding of ideas &

issues in texts through dramatic representation, role play & simulations

* using class created event cards, tell the story of what happened in a selected scene from any fairy tale

Develop and apply contextual knowledge - identify key elements of planning,

composing, reviewing & publishing in order to meet the demands of composing texts on a particular topic for a range of purposes & audiences

* emphasis on intended audience and purpose when completing writing and representing tasks across all aspects of the unit

Understand and apply knowledge of language forms and features

- plan, draft and publish imaginative, informative & persuasive texts containing key information & supporting details for a widening range of audiences, demonstrating increasing control over text structures & language features

* using key events from the novel, rewrite the story for a form the perspective of a different character

Respond to and compose texts - discuss aspects of planning prior to

writing * create a storyboard for Shrek-

Toontastic App.

Develop and apply contextual knowledge - recognise that effective handwriting &

presentation of work is required in order to communicate effectively for a range of audiences

* create class character cards for key different characters in fairy tales- use art rage and have children design them themsleves

Understand and apply knowledge of language forms and features

- recognise that legibility requires consistent size, slope & spacing

* audience and purpose are central to presentation of handwriting and digital technologies

Respond to and compose texts - use a range of software including word

processing programs to construct, edit & publish written text, & select, edit & place visual, print & audio elements

* publish storybooks using computer technologies for text and

illustrations

Develop and apply contextual knowledge - draw on experiences, knowledge of the

topic or context to work out the meaning of unknown words

* specifically words of the time period Understand and apply knowledge of

language forms and features - identify & explain language features of

texts from earlier times & compare with the vocabulary, images, layout & content of contemporary texts

* The Three Little Pigs, The True Story of the Three Little Pigs

Respond to and compose texts - summarise a paragraph & indicate the

main idea, key points or key arguments in imaginative, informative & persuasive texts

* summarise key events for story cards *Springboard into Comprehension Fairy

Tales *Reading Eggs Fairy Tales

Develop and apply contextual knowledge - understand how accurate spelling

supports the reader to read fluently and interpret written text

* reference spelling accuracy for story books and story cards, as these may be read by others

Understand and apply knowledge of language forms and features

- understand how knowledge of word origins supports spelling

* emphasis on vocabulary words from various fairy tales

Respond to and compose texts - discuss and use strategies for spelling

difficult words * emphasis on vocabulary words from

The Three Little - use a variety of strategies to spell

high-frequency words correctly when composing imaginative and other words

* encourage use of high frequency words from texts to be utilised in writing and representing activities

* incorporate high frequency words from text into weekly spelling

Steph Westwood

Objective B: use language to shape and make meaning according to purpose, audience and context

Content Overview Central Concept: What are different perceptions of gender roles- observations, language, stories (fairy tales)

Cluster 9

Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking

Speaking & Listening Writing & Representing Reading & Viewing Grammar, Punctuation & Vocabulary

EN2-1A communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts

EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

EN2-3A uses effective handwriting and publishes texts using digital technologies

EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies

Develop and apply contextual knowledge - discuss ways in which spoken language differs

from written language and how spoken language differs according to different audiences, purposes and contexts

* writing is not talk written down * how do we need to adjust our writing for

different audiences eg, Kindergarten, classmates

Understand and apply knowledge of language forms and features

- identify organisational patterns & language features of spoken texts appropriate to a range of purposes

* compare the language usage and features of the book as compared to a chosen scene from the movie

* was the language changed. Why/why not? Respond to and compose texts - plan, rehearse & deliver presentations

incorporating learned content & taking into account the particular purposes & audience

* class presentation by individuals on key events from the story, emphasis on purpose and audience in delivery of presentation

Develop and apply contextual knowledge - identify & analyse the purpose & audience of

imaginative, informative & persuasive texts * what was the author’s purpose in writing a fairy

tale Justify. * who do you think was the intended audience of

the text? Explain. * do you think intended audience changed for the

movie version? Why/why not? Understand and apply knowledge of language

forms and features - describe how audience & purpose impact on

language forms & features in imaginative, informative & persuasive texts

* compare and contrast the language of ‘The Three Little Pigs ’with ‘The True Story of The Three Little Pigs’

Respond to and compose texts - compare and review written & visual texts for

different purposes & audiences * select a scene from the your choice of fairy tale

and compare how that same scene is depicted in the movie version

Develop and apply contextual knowledge - identify the audience and purpose of imaginative,

informative & persuasive texts * who do you believe the author intended her

novel for? Explain * do you think the author had a purpose/motive

for the subject matter of the text? Explain and justify opinion

Understand and apply knowledge of language forms and features

- identify characteristic features used in imaginative, informative & persuasive texts to meet the purpose of the text

* chosen texts * picture books * reading group material * silent reading material - understand how different types of texts vary in

use of language choices, depending on their purpose and context

* compare and contrast different fairy tales Respond to, read and view texts - respond to a wide range of literature and

analyse purpose and audience * chosen texts * picture books * reading group material * silent reading material

Develop and apply contextual knowledge - understand that choice of vocabulary impacts on

the effectiveness of texts * how does a change in the vocabulary choice

impact text quality, purpose and audience Understand and apply knowledge of language

forms and features - understand that paragraphs are a key

organisational feature of written texts * novel structure verses story book structure * organisation of ideas in writing - identify a variety of connectives in texts to

indicate time, to add information and to clarify understanding

* use of connectives to convey time period as well as time of event in text

* does the use of connectives help to clarify understanding of unfamiliar words in text

Understand and apply knowledge of vocabulary - experiment with vocabulary choices to engage

the listener or reader * vocabulary choice for peers as opposed to

younger audience * vocabulary choice to convey meaning and

enhance text quality Respond to and compose texts - compose a range of effective imaginative,

informative and persuasive texts using language appropriate to purpose and audience

* fairy-tale Literacy centre activities

Steph Westwood

Objective C: think in ways that are imaginative, creative, interpretive and critical

Objective D: express themselves and their relationships with others and their world

Objective E: learn and reflect on their learning through their study of English

EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts

EN2-11D responds to and composes a range of texts that express viewpoints of the world similar to and different from their own

EN2-12E recognises and uses an increasing range of strategies to reflect on their own and others’ learning

Thinking Imaginatively ,Creatively & Interpretively Expressing Themselves Reflecting on Learning

Engage Personally with texts - respond to texts by identifying & discussing aspects of texts that relate to

their own experience * fairy tales often have humorous events Write about a humorous event in

your life ,, make it as comical and amusing as possible. Encourage illustrations!

Develop and apply contextual knowledge - discuss how authors & illustrators make stories exciting, moving &

absorbing & hold reader’s attention by using various techniques * what techniques have the authors used to sustain our attention? Understand and apply knowledge of language forms and features - identify and discuss how vocabulary establishes setting and atmosphere * look at the language of ‘The Frog Prince” and compare them to an

information book about frogs Respond to and compose texts - make connections between the ways different authors may represent

similar storylines, ideas and relationships * how have the authors represented each of the children change in their

books- Hansel & Gretel and Cinderella?

Engage Personally with texts - recognise how personal perspective influence responses to texts * look at the students’ understanding of stepmothers and what do they

relate to the story’s scenario from a modern perspective using Cinderella

Develop and apply contextual knowledge - discuss how people from different times and cultures may respond

differently to characters, actions and events in texts *look at a variety of fairy tales from different cultures Understand and apply knowledge of language forms and features - identify and compare the differences between texts from a range of

cultures, languages and times *look at a variety of fairy tales from different cultures Respond to and compose texts - draw on the literature and ideas from other countries and times to

compose imaginative and informative texts *write your own fairy tale

Develop and apply contextual knowledge - develop a criteria for successful completion of tasks * develop a criteria for Kindergarten level story rewrite. Understand and apply knowledge of language forms and features - discuss different ways that we learn to read and write * discuss the similarities and differences between different level readers.

How is this reflect in the language used and text choice? Respond to and compose texts - jointly develop and use criteria for assessing their own and others’

presentations * class development of a criteria for assessing their own and classmates

presentation of an event from the story using a selected story card. Individuals must be able to justify their assessment based on the criteria developed.

ASSESSMENT

Assessment for Learning Assessment as Learning Assessment of Learning

*anecdotal records * comments or notations * conversations * marks & grades * feedback

* self assessment of learning, based on set criteria’s * peer assessment of learning, based on set criteria’s * questioning * skill practise

* writing tasks graded, based on set criteria’s * student achievement against selected outcomes * student achievement against set learning goals

Steph Westwood

LEARNING INTENT TEACHING/LEARNING ACTIVITIES Assessment *What are different perceptions of

gender roles- observations, language, stories (fairytales)

*Perceived roles in contemporary

society vs assigned roles in traditional fairytales

*What are various settings- within

the real and imagined worlds- school, community, home, etc

*That there are a variety of meanings

and interpretations that can be assigned to stories ie fairytales

*Their individual perceptions, values

and experiences will help to determine the meanings they get from text

Fairytales *What: - is a fairytale -was life like when fairytales were

written -is an interview - is a book review *When were fairytales written *What are the features of an oral

presentation *What is a fairytale character *What are the ways that a stereotype

can be challenged *What are the ways to respond to

fairytales:

Gender Roles Complete a survey to see what each parent does in the home- include inside and outside duties Develop and conduct an interview of parents and grandparents about the ways that their life was different Compare results from the interviews with students’ own experiences Analyse how male and females are portrayed within traditional fairytales and compare them with the roles in contemporary fairytales (Venn Diagram) Survey five people that they know about their favourite fairytale - graph and share the results Analyse traditional fairytales to identify those values which are indicative of the time at which they were written- stereotypical gendered roles, males rescuing princesses, marriage, happily ever after, etc.

ASSESSMENT FOR: Anecdotal notes, discussion, task marking ASSESSMENT AS: Reflection on task completion, questions ASSESSMENT OF: Student achievement against set goals

Story Maps Create a story map from fairytales to compare their interpretation of key events with others

Create your own fairytale Create a fairytale using any tool that students

feel comfortable with to challenge the gendered stereotypes of traditional fairytales- fractured fairy tale

Create their own fairytale character that challenges the traditional stereotype- broaden the character

Ask key questions about gender representation:

If you were writing a story what job would a mother be doing? What job would a father be doing? Draw what the baddie would look like in your story Draw what the goodie would look like in your story

Book Reviews Discuss book review template/ language Model a book review speaking task- identify textual features and oral presentation expectations Read and analyse a range of traditional and contemporary fairytales using the Fairytale Comparative Grid

Different Activities for Group Work

Interviews with fairytale characters (write interview questions) Who am I?/ Celebrity Head Innovations Story Maps Character webs Venn Diagrams

Six Hat analysis Sequencing Descriptive word sort Description Labeled picture Journal writing

Drama Activities Participate in a number of drama activities to respond to elements of fairytales: Freeze Frames Teacher-in-role Hot Seat Character sculpting Verbal collage

Steph Westwood

LEARNING INTENT TEACHING/LEARNING ACTIVITIES Assessment

To comprehend text (literal & inferred), provide justifications, give descriptions

and explanations

Read and respond to a variety of traditional tales from various cultures around the world

Dreamtime stories

Russian folktales

Japanese stories

African stories

Locate the place on a map

Discuss the culture, rituals and symbols represented in story Identified the textual features of fairy tales

ASSESSMENT FOR:

Anecdotal notes, discussion, task

marking

ASSESSMENT AS:

Reflection on task completion, questions

ASSESSMENT OF:

Student achievement

against set goals

To comprehend text (literal & inferred), provide justifications, give descriptions

and explanations

Read & Respond Activities Respond to a variety of fairytales by analysing characters (stereotyping, characteristics- what makes them good or bad- language/accent,

phrasing, physical attributes- facial features, colours); historical perspective- role of women, treatment of the poor, role of men- men as rescuer, family structure and relationship between members; setting- European; plot- beginning, problem, solution (happy ending)

Read a variety of fractured fairytales in order to question/ critique the above characteristics/ stereotypes Respond to traditional and fractured fairytales using a variety of text types: newspaper article, postcard, acrostic poem, diary entry, wanted

poster, Real Estate Advertisement Read various fairy tales from Reading Eggs and Springboard into Comprehension Targeting Comprehension- yr 2- Big Eyes, yr 3- The Toad Prince Targeting English- Dragons, Dragons, Dragons, Time to Act, Telling Old Tales Reading Eggs Big Books- Fiction & Non Fiction- see notes for each book The Royal Message. My Big Eyes, Knight Training, The Surprise Prince, Who’s in the Tower, Catch a Dragon, Knights and Castles, The Very Big Castle, The Frog Princess, The Queen’s New Crown, The Brave Knight, Keys to the Castle, The Lost Prince, Famous Castles

To utilise high frequency words and vocabulary into Writing and

Representing tasks.

To accurately spell high frequency words and some vocabulary words in

weekly Spelling.

Spelling Activities air- fairy silent letter t- castle silent letter k-knight long a= tale Vocabulary and High Frequency Words

To demonstrate an understanding of plurals, apostrophe of ownership,

contractions and an ability to identify in text and their own

writing.

Grammar Activities plurals- s, es apostrophe of ownership- Cinderella’s slipper contractions- who’s- who is adjectives adverbs

Steph Westwood

LEARNING INTENT TEACHING/LEARNING ACTIVITIES Assessment

To demonstrate an understanding of complex sentences, abbreviated

sentences, alliteration and interesting verbs and an ability to

identify in text and their own writing.

Grammer , Punctuation & Vocabulary Complex sentences - these are longer sentences that are controlled with commas, e.g. The frog, who was very wicked, laughed in their faces.

Adding the underlined phrase (and the commas at either side) makes this into a complex sentence. Try adding two to your fairytale so far. Abbreviated sentences - these are extremely short sentences that are used for comic effect for children e.g. He told her to move far, far away,

preferably to a whole other country where he would never have to see her again. So she did. Abbreviated sentences are most effective after a long, complex sentence. Try adding at least one to your fairytale so far. You shouldn’t have any more than three in your whole fairytale.

Alliteration - this is when two or more words in a group begin with the same letter or sound e.g. Kerry kicked Carla’s cat. It’s good to use in fairytales because children can remember it and it makes villains seem more villainous and goodies seem even better.

Interesting verbs - it is much more interesting to say e.g. The prince strolled through the forest rather than The prince walked through the forest. Look back through your fairytale and try to make five verbs more interesting. You might like to use a thesaurus to help you find more interesting verbs

ASSESSMENT FOR: Anecdotal notes, discussion, task marking ASSESSMENT AS: Reflection on task completion, questions ASSESSMENT OF: Student achievement against set goals

Handwriting Activities Pp- prince, princess Kk – king, knight Qq – queen, quaint

Identify and sequence key events, write a description of key event and

publish work

Writing & Representing Shared writing. Students work with the teacher to write shared stories patterned after books that have been read aloud. In shared writing, the

teacher and students collaborate, but the teacher does the actual writing, modeling conventions. Guided writing. In guided writing, the teacher facilitates, guides, suggests, and encourages. Although students hold the pens, there is a

collaborative relationship between teacher and students. The teacher's role is to help students discover their own abilities. Because in this stage students do the writing, you may find it best for it to be completed in mixed-ability groups, preferably with a student who can write in each group.

Independent writing. In independent writing, students take responsibility for writing. They build on the shared- and guided-writing opportunities and extend their writing to independent activities such as journals, reflections, and free-writing.

Give students further practice rewriting fairy tales using the Fractured Fairy Tales tool. Students can choose from The Princess and the Pea, Jack and the Beanstalk, and Little Red Riding Hood and can print off their list of changes to the story which they can then rewrite either on- or offline.

Susan Stein's Fairy Tale Unit is an excellent unit for teaching fairy tales using a wide variety of activities. This site also includes information about "fractured" fairy tales, which are modern fairy tales with a twist, like The Paper Bag Princess by Robert Munsch. Another example, The True Story of the Three Little Pigs by John Scieszka, is included in Fractured Fairy Tales & Fables. These "fractured" fairy tales can be compared and contrasted with the original stories on which they were based.

Have students write their own stories A Letter to A. Wolf Ask children to write a letter to A. Wolf in jail. Have them think about what more they would like to know about this wolf.

What questions would they like to ask him about what happened to the pigs?

How would Cinderella's stepsisters tell her famous story? Recipe Writing- Write the recipe that the wolf used for his granny's birthday cake.s Use a Venn Diagram to compare The True Story of the Three Little Pigs with the Silly symphonies 3 Little Pigs http://splash.abc.net.au/res/i/collection/story/index.html

Steph Westwood

LEARNING INTENT TEACHING/LEARNING ACTIVITIES Assessment

Identify and sequence key events, write a description of key event

and publish work

Writing Thoughts Read over a paragraph and see whether you can add any of the following descriptive techniques to improve the fairytale: Similes - comparing using ‘like’ or ‘as’ e.g. suddenly, it was as dark as night

she was as beautiful as the sun it was like being stuck in a demented Disneyland she was acting like some sort of demon

Senses - what can the characters smell, feel or hear? e.g. the warmth of the log fire room the smell of fresh bread from the kitchen the sweet song of birds in the trees Adj Adjectives - words that describe nouns (people or things) e.g. a beautiful woman a wicked witch a cold, grey, rainy day

Adverbs - words that describe how an action is carried out e.g. she ran desperately he sighed happily angrily, he stormed out Write paragraph out again, including these techniques, or find a clear way of inserting them into your paragraph without writing the whole thing out again.

ASSESSMENT FOR: Anecdotal notes, discussion, task marking ASSESSMENT AS: Reflection on task completion, questions ASSESSMENT OF: Student achievement against set goals

Identify and sequence key events, write a description of key event and publish work using various

digital tools

Use the various PowerPoints from Bev Evans to write their own fairy tale or fractured fairy tale

To make predictions and locate key information

SPEAKING AND LISTENING Discussion Questions Prior to Reading various fairy tales

the text maybe about, setting (place and era), main character and any other information that can be

derived from the cover. During Reading:

After Reading:

at do you think was the author’s purpose in writing this particular story? Explain and justify.

you relate to the story? Grimms Tales- ABC Splash

LEARNING INTENT TEACHING/LEARNING ACTIVITIES Assessment

Steph Westwood

Website Resources

Fairy Tales

http://en.wikipedia.org/wiki/List_of_Disney_animated_films_based_on_fairy_tal

es

http://www.readinglady.com/index.php?module=documents&JAS_DocumentMa

nager_op=viewDocument&JAS_Document_id=9&MMN_position=34:34

http://www.classicfairytales.com/en/main

http://www.kidsgen.com/fables_and_fairytales/

http://www.nationalgeographic.com.au/grimm/index2.html

http://www.worldoftales.com/fairy_tales.html

http://www.grimmfairytales.com/en/main

http://www.wegivebooks.org/books/the-ugly-duckling/reader

http://www.wegivebooks.org/books/hansel-and-gretel/reader

http://www.bbc.co.uk/cbeebies/fimbles/stories/fimbles-threebears/

http://www.bbc.co.uk/cbeebies/misc/stories/misc-jackandthebeanstalk/

http://www.bbc.co.uk/cbeebies/ugly-duckling/stories/ugly-duckling-story/

http://www.bbc.co.uk/cbeebies/something-special/stories/something-special-

hanselandgretel/

http://snapshot-authors.weebly.com/jon-scieszka.html

http://www.shrek.com/

To identify key events, identify and discuss oral presentation skills, jointly create a marking criteria and assess

others.

Fairy Tale Character Cards This task uses the story cards created by students in the related writing task. The task itself has two elements:

marking criteria for oral presentations and creation of a proforma

As a class develop a criteria for the marking of individual oral presentations on a character from a fairy tale. The students are encouraged to include the following elements in the criteria; • Non-verbal Skills: eye contact, ability to engage the audience

To identify key events, identify and discuss oral presentation skills, jointly create a marking criteria and assess others.

• Verbal Skills: pace, volume, clarity of speech • Content: understanding of the character, clear structure to presentation, use of appropriate vocabulary • Number of criteria for each element: 3 should be sufficient (low, sound, high) Clear guidelines need to be established for peer assessment. Students need to understand that they are assessing the presentation and not their peer. Accountability needs to be established by ensuring that students record their name on marking criteria proformas. Teacher discretion should be used in how the assessments are used as feedback. For the oral presentation, each student randomly draws a fairy-tale character card from the pack. This is done on the first day as then time is provided for the students to prepare an oral presentation for the class. A short amount of time should be provided at the conclusion of each presentation for the rest of the class to complete the marking criteria proforma. See Talking & Listening Roster. Adapted from Sharon Tooney

ASSESSMENT FOR: Anecdotal notes, discussion, task marking ASSESSMENT AS: Reflection on task completion, questions ASSESSMENT OF: Student achievement against set goals

The True Story of the Three Little Pigs You may think you know the story of the Three Little Pigs. But you don't know the whole story until you've heard A. Wolf's side of the story. Mr. Wolf huffs, and he puffs, and he has a very bad sneezing cold. He also needs a cup of sugar to make a birthday cake for his dear, sweet granny's birthday. Read and learn. Then decide for yourself--Big Bad Wolf . . . or media frame-up? http://teacher.scholastic.com/writewit/mff/fractured_fairy.htm

Steph Westwood

http://www.speakaboos.com/theme/fairy-tales/

http://www.wetellstories.co.uk/stories/week3/

http://www.bbc.co.uk/cbeebies/stories/theme/fairytales/

http://www.familymanagement.com/literacy/grimms/grimms-toc.html

http://tocaboca.com/game/toca-tailor-fairy-tales/

http://www.fairytales247.com/

http://www.booksshouldbefree.com/genre/Fairy_tales

http://fairytales.pppst.com/

http://www.coloring-book.info/coloring/coloring_page.php?id=55

http://movieclips.com/search/?q=fairy%20tales#p=1

http://splash.abc.net.au/media/-/m/28638/the-brothers-grimm-and-their-fairy-

tales?WT.srch=1&WT.mc_id=Corp_Innovation-

Splash_AdWords_:grimm%20fairy%20tales_b_s_34007553079_&gclid=CM_ggbr

9_rkCFQxcpQodphMAUQ

Red Riding Hood Resources

Cinderella Resources

http://de.tze.cn/lh/swf/16/051.swf

http://escolovar.org/ingles_leitura_little_red_hood.swf http://escolovar.org/ingles_leitura_little_red_hood.swf http://www.storyplace.org/eel/activities/littleredhightops.asp

http://www.umsl.edu/~polmanj/files/done_cinderella.swf http://www.rif.org/assets/interactive/storys/cinderella/cinderella.swf http://childhouse.net/uploads/media/stories/1_080216120823.swf http://www.juntadeandalucia.es/averroes/~cepco3/escuelatic2.0/MATERIAL/FLASH/Ingles/CUENTOS%20EN%20FLASH/Cinderella.swf http://de.tze.cn/lh/swf/16/083.swf

Jack and the Beanstalk Goldilocks and the 3 Bears http://childhouse.net/uploads/media/stories/advanced/jack%20a

nd%20the%20beanstalk.swf

http://enj.su/pict/goldilocks.swf http://www.rif.org/assets/interactive/storys/3_bears/3_bears.swf http://learnenglishkids.britishcouncil.org/sites/kids/files/short-stories-goldilocks-and-the-three-bears.swf

Steph Westwood

http://downloads.bbc.co.uk/rmhttp/cbeebies/misc/swf/jackandth

ebeanstalk/jack_s.swf

http://escolovar.org/ingles_leitura_joao.pe.feijao_txt.voz.swf

Three Little Pigs interactive Story Elements http://www.teachingideas.co.uk/library/books/thetruestoryofthet

hreelittlepigs.htm

http://www.learner.org/interactives/story/cinderella.html

http://www.readwritethink.org/files/resources/interactives/storymap/index.html http://www.learner.org/interactives/story/index.html

Steph Westwood

Traditional Fairytales: Little Red Riding Hood, Snow White, The Three Little Pigs, Cinderella, Sleeping Beauty, Puss in Boots Jack & the Beanstalk

Modern Fairytales: The True Story of the Three Little Pigs, Little Red Rocking Hood, Snow White in New York, Prince Cinders, The Paper Bag Princess, Roald Dahl’s Revolting Rhymes, Shrek, Shrek 2 Happily ever After (series )Princess Smartypants by Babette Cole Prince Cinders by Babette Cole The True Story of the Three Little Pigs Revolting Rhymes by Roald Dahl (video and book) The Paperbag Princess Hansel and Gretel, Three Little Pigs, Tiddalik, Fairytale Narrative and Structure

Video library- Shrek, Shrek 2 (Movie) Happily Ever After (Movie) Hoodwinked (Movie) Willow (Movie)

Steph Westwood

Videos

Cinderella

Snow White

Cinderella

Shrek

Tangled

the Three Little Pigs

Steph Westwood

Free Digital Storytelling Tools online

Bev Evans

Using Audacity in Storytelling

from Bev Evans

Shrek I’m a Believer

Steph Westwood

Fractured Fairy Tales Integrated Assessment Tasks- Assessment Rubric

Assessment Criteria Very High High Sound Developing Requires Support

Fair

y Ta

le F

olio

Identified the textual features of fairy tales

Accurately identifies all textual features of fairy tales

Accurately identifies most of the textual features of fairy tales

Accurately identifies some of the textual features of fairy tales

Identifies only a few of the textual features of fairy tales

Fails to identify the textual features of fairy tales

Identified the stereotypical aspects of fairy tale characteristics

Accurately identifies all aspects of fairy tale

characteristics

Accurately identifies most aspects of fairy tale characteristics

Identifies many aspects of fairy tale

characteristics

Identifies only a few aspects of fairy tale

characteristics

Has difficulty identifying without assistance

.

Analysed how fractured fairytales challenge the stereotypes presented in traditional fairy tales

Skilful analysis of how fractured fairytales challenge the stereotypes presented in traditional fairy tales

Proficient analysis of how fractured fairytales challenge the stereotypes presented in traditional fairy tales

Standard analysis of how fractured fairytales challenge the stereotypes presented in traditional fairy tales

Has difficulty analysing independently how fractured fairytales challenge the stereotypes presented in traditional fairy tales

Needs assistance to analyse how fractured fairytales challenge the stereotypes presented in traditional fairy tales

Responded to traditional and fractured fairy tales by composing a letter and a newspaper article

Expertly composes a letter and newspaper article with attention to all textual features

Well composed a letter and newspaper article with attention to most textual features

Composes a letter and newspaper article with attention to most textual features

Attempts to compose a letter and newspaper article but pays little attention to textual features

Needs assistance to compose a letter and newspaper article

Steph Westwood

Assessment Criteria Very High High Sound Developing Requires Support D

igit

al S

tory

bo

ok:

Developed a story board of a fairytale of their choice identifying key components of the narrative

Developed a detailed story board, identifying key components of the narrative

well developed story board, identifying key components of the narrative

Satisfactory story board, identifying key components of the narrative

story board, identifying only 2 main key components of the narrative

Needs help constructing a story board,

Constructed a series of scenes from the fairy tale considering various design elements

Professionally constructs a series of scenes from the fairy tale considering various design elements

Well constructed series of scenes from the fairy tale considering various design elements

Reasonably well constructed series of scenes from the fairy tale considering various design elements

Fragmented construction series of scenes from the fairy tale considering various design elements

Vague, fragmented construction series of scenes from the fairy tale considering various design elements

Used the digital camera to take digital photos of each scene

Expert use of digital camera to take digital photos of each scene

Creative use of digital camera to take digital photos of each scene

Proficient use of digital camera to take digital photos of each scene

Attempts use of digital camera to take digital photos of each scene

Needs assistance to use the digital camera to take digital photos of each scene

Downloaded digital images onto the computer

Skillfully downloads digital images onto the computer

downloads digital images onto the computer

Satisfactorily downloads digital images onto the computer

Attempts to download digital images onto the computer

Needs significant help… downloading digital images onto the computer

Created a digital story book using any office, web2 or ipad tool

Effectively creates a digital story book using any office, web2 or ipad tool

Successfully creates a digital story book using any office, web2 or ipad tool

Able to create a satisfactory digital story book any office, web2 or ipad tool

Limited ability to create a digital storybook any office, web2 or ipad tool

With assistance is able to create a basic digital story any office, web2 or ipad tool

Added simple text to enhance the images

Many creative details that contribute to the reader's enjoyment.

Some creative details and/or descriptions that contribute to the reader's enjoyment.

Few creative details and/or descriptions that contribute to the reader's enjoyment.

Few creative details and/or descriptions, but they distract from the story.

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

Steph Westwood

Assessment Criteria Very High High Sound Developing Requires Support Fr

actu

red

Fai

ry T

ale

Developed a storyboard, outlining the storyline and following the generic structure of a narrative- beginning, problem, conclusion

Extremely well–developed

storyboard, including all essential components of the narrative including beginning, problem and conclusion.

Well-developed storyboard including essential components of the narrative including beginning, problem and conclusion

Sound development of the storyboard including many of the components of the story including beginning, problem and conclusion.

Little development of the storyboard. Only includes some components of the story.

With assistance is able to develop a basic storyboard.

Outlines a

Identified key characters, challenging traditional stereotypes

Identifies all key characters, challenging traditional stereotypes

Identifies most key characters, challenging traditional stereotypes

Identifies many key characters, challenging traditional stereotypes

Identifies some key characters, challenging traditional stereotypes

Fails to identify key characters, challenging traditional stereotypes

Composed a fractured fairy tale,

including the features of the text type

Expertly composes … with attention to all textual features

Well composed … with attention to most textual features

Composes … with attention to most textual features

Attempts to compose … but pays little attention to textual features

Needs assistance to compose

Demonstrated appropriate knowledge of grammar, punctuation and spelling codes

Highly accurate demonstration of grammar, punctuation and spelling codes

Accurate demonstration of grammar, punctuation and spelling codes

Satisfactory demonstration of grammar, punctuation and spelling codes

Partial demonstration of grammar, punctuation and spelling codes

Unsatisfactory demonstration of grammar, punctuation and spelling codes

Steph Westwood

Name: Speaking Task Assessment Rubric Presentation Date: BOOK REVIEW

Assessment Criteria Very High High Sound Developing Requires Support

Subject Matter Presented a comprehensive

book review. Completed book review

template.

I presented a very well structured and detailed talk.

I completed the book review

template with a high degree of detail.

I presented a well structured and detailed book review.

I completed the book review

template with detail.

I presented a structured book review

I completed the book review

template.

I presented a limited book review. I completed the book review

template showing little effort.

I did not present a book review. I did not complete the book

review template.

Speaking Skills Speaker uses appropriate eye

contact.

I used eye contact throughout my

presentation. I made appropriate use of my

palm cards.

I used some eye contact in my

presentation. I attempted to make appropriate

use of my palm cards.

I attempted to use some eye

contact in my presentation. I read from my palm cards.

I used limited eye contact in my

presentation. I had difficulty reading from my

palm cards.

I did not use any eye contact. I needed lots of teacher

assistance to read from my palm cards.

Speaker uses a clear, expressive, audible, well paced speaking voice.

Speaker was confident.

I spoke very clearly using an expressive, audible, well paced speaking voice throughout my entire presentation.

I was very confident delivering

my presentation.

I spoke clearly using an expressive, audible, well paced speaking voice throughout most of my presentation.

I delivered my presentation

confidently.

I attempted to speak clearly using an audible, well paced speaking voice throughout some of my presentation.

I delivered my presentation

showing some confidence.

I had difficulty speaking clearly and using an audible, well paced speaking voice.

I was hesitant to present but did

so with encouragement.

I did not speak clearly and use an audible, well paced speaking voice.

I was hesitant to present.

Speaker uses appropriate body language.

Speaker makes appropriate use

of visual aids.

I used appropriate body language throughout my entire presentation.

I made excellent use of my visual

aids to complement my presentation.

I used appropriate body language throughout most of my presentation.

I made good use of my visual aids

to complement my presentation.

I used appropriate body language throughout some of my presentation.

I made use of my visual aids to

complement my presentation.

I had difficulty using appropriate body language throughout my presentation.

I made limited use of my visual

aids.

I did not use appropriate body language throughout my presentation.

I did not have any visual aids.

Effort Presented on scheduled day. The presentation was

rehearsed.

I presented on the scheduled day and was very well rehearsed.

I presented on the scheduled day and was well rehearsed.

I presented on the scheduled rehearsed my presentation.

I did not present on the scheduled day. I appeared to have had very few rehearsals.

I did not present on the scheduled day. It didn’t appear that I rehearsed my presentation at all.

Steph Westwood

Description Assessment Rubric- Level 2

Assessment Criteria Very High High Sound Developing Requires Support Sentence Structure I use patterns of simple and

compound sentences and simple conjunctions to make meaning

I use patterns of simple and compound sentences and simple conjunctions to make meaning

I use patterns of simple and compound sentences and simple conjunctions to make meaning

I use patterns of simple and compound sentences and simple conjunctions to make meaning

I use patterns of simple and compound sentences and simple conjunctions to make meaning

I use patterns of simple and compound sentences and simple conjunctions to make meaning

Grammar I use attributes to expand noun

groups (participants), eg. the TALL, GREEN, LEAFY palm tree

I use attributes to expand noun groups

I use attributes to expand noun groups

I use attributes to expand noun groups

I use attributes to expand noun groups

I use attributes to expand noun groups

Spelling strategies I use a variety of strategies to help

me spell words correctly in my description (eg. Say words aloud, attempt to write the word).

I spell core words correctly.

I constantly use a variety of strategies to help me spell words correctly in my description (eg. Say words aloud, attempt to write the word).

I frequently spell core words

correctly

I frequently use a variety of strategies to help me spell words correctly in my description (eg. Say words aloud, attempt to write the word).

I mostly spell core words

correctly

I usually use a variety of strategies to help me spell words correctly in my description (eg. Say words aloud, attempt to write the word).

I sometimes spell core words

correctly

I use only limited strategies to help me spell words in my description

I rarely spell core words

correctly.

I needed teacher support to choose appropriate strategies to help me spell words correctly in my description.

I need teacher support to spell

some core words correctly Punctuation I use full stops, capital letters,

question marks and exclamation marks in my writing.

I consistently and independently use full stops, capital letters, question marks and exclamation marks.

I independently use full stops, capital letters, question marks and exclamation marks independently.

I usually use full stops, capital letters, question marks and exclamation marks.

I occasionally use full stops and capital letters.

I need teacher support to use full stops and capital letters.

Proofreading and editing I re-read my own writing to check

that it makes sense. I identify and correct errors within

my writing.

I thoroughly and independently re-read my own writing to check that it makes sense.

I identify and correct all of the

errors within my writing.

I re-read my own writing to check that it makes sense.

I identify and correct the

majority of the errors within my writing.

I re-read my own writing to check that it makes sense.

I generally identify and correct

the errors within my writing.

I attempt to re-read my own writing. Many mistakes are evident

I attempt to identify and correct

few errors within my writing.

I re-read my own writing to check that it makes sense.

I identify and correct some

errors within my writing with considerable help from my teacher.

Presentation I present my work neatly and in

the correct format.

I always present my work professionally, very neatly and in the correct format with attention to detail.

I usually present my work professionally, very neatly and in the correct format.

I generally present my work neatly and in the correct format.

I attempt to present my work neatly.

I fail to present my work neatly.

Effort I complete the task on my own

once it is explained to me.

I can independently complete the task once it is explained

I can independently complete the task with little support

I can complete the task with some support

I can complete task with continual support

I can complete the task with extensive support