Fun With Fairytales!! external image red_riding_hood.jpg



Introduction:
What is your favorite fairy tale, fable, or nursery rhyme? Do you think of Little Red Riding Hood, The Three Little Pigs, or perhaps The Tortoise and the Hare? You may remember your parents or siblings reading these stories before bedtime, or even heard one from a fellow 3rd grader on the playground. It is now time to gain a deeper insight on one of these stories of your choosing. You will be doing so much more than just reading these stories; you will be transforming and interpreting them into your own creations!
Tasks:
In your small groups, you will be selecting a fairy tale, fable, or nursery rhyme that interests you. Click here to view a list of possible fables, fairy tales, and nursery rhymes that can be used for these tasks. After you have read the story, you will work with the school's video cameras to re-enact the main plot; however, you and your group must come up with an alternate ending to the story. Be creative! If you need some inspiration, check out this website, just don't copy it! For your second task, pretend that our class is putting on a production of the story your group chose. You will be creating a playbill for this play. It must include all of the characters, along with a brief description and picture of each.
Process:

  1. Form a group with three of your classmates.
  2. Select a story from the link posted above.
  3. Go to the library and check out a video camera and record the necessary footage.
  4. Once all of your footage is recorded, use a program such as PhotoStory or Windows Movie Maker to edit your video.
  5. Using a productivity software, such as Microsoft Word, design a play bill using text and clip art, or images from flickr.


Resources:

http://www.ivyjoy.com/fables/
http://www.readwritethink.org/files/resources/interactives/fairytales/
http://www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx http://www.clipart.com/en/index
http://www.flickr.com/

external image three-little-pigs.jpg
Learning Advice:

  • Remember to treat the library's video cameras as if they were your own.
  • Before you begin your tasks briefly look over the rubric provided below.
  • Be creative and remember to have fun with this project!

Illinois Learning Standards:
STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas.
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.2c Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms).

NETS-S:
1.
Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:


a.
apply existing knowledge to generate new ideas, products, or processes.

2.
Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:


a.
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.

6.
Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a.
understand and use technology systems.
Assessment:

Task 1

CATEGORY
4
3
2
1
Point of View - Awareness of Audience
Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience.
Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience.
Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience.
Limited awareness of the needs and interests of the target audience.
Voice - Consistency
Voice quality is clear and consistently audible throughout the presentation.
Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation.
Voice quality is clear and consistently audible through some (70-84%)of the presentation.
Voice quality needs more attention.
Images
Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.
Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.
An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.
Little or no attempt to use images to create an appropriate atmosphere/tone.
Task 2
CATEGORY
4
3
2
1
Writing - Grammar
There are no grammatical mistakes in the brochure.
There are no grammatical mistakes in the brochure after feedback from an adult.
There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.
There are several grammatical mistakes in the brochure even after feedback from an adult.
Spelling & Proofreading
No spelling errors remain after one person other than the typist reads and corrects the brochure.
No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure.
No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure.
Several spelling errors in the brochure.
Writing - Mechanics
Capitalization and punctuation are correct throughout the brochure.
Capitalization and punctuation are correct throughout the brochure after feedback from an adult.
There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult.
There are several capitalization or punctuation errors in the brochure even after feedback from an adult.
Attractiveness & Organization
The brochure has exceptionally attractive formatting and well-organized information.
The brochure has attractive formatting and well-organized information.
The brochure has well-organized information.
The brochure's formatting and organization of material are confusing to the reader.

Conclusion:
After completing these two tasks, you should be "experts" on the piece of writing you chose. These stories not only provided entertainment, but also made you view them in a different light. Little did you know, these stories also taught a lesson that is relevant to everyday life!

Citations:
ISBE. (2010). Illinois Learning Standards. Retrieved from http://www.isbe.state.il.us/ils/ela/standards.htm
ISTE. (2007). NETS for Students 2007. Retrieved from http://www.iste.org/Content/NavagationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Rubistar. (2010). Making a Brochure: Playbill. Retrieved from http://rubistar.4teachers.org/index.php?ts=1269304954
Little Red Riding Hood Picture-http://ansam518.files.wordpress.com/2009/11/red_riding_hood.jp
The Three Little Pigs Picture-http://glassford.com.au/main/wp-content/uploads/2009/10/three-little-pigs.jpg

Intended Grade Level:
3rd grade