Fractured Fairy Tales & Folk Literature

1. Fractured Fairy Tales & Folk Literature Traits: Voice

2. What is voice? • Individual, distinctive • A “read-aloud” piece • Passionate, energetic • Speaks to readers • Confident, self-assured • Writer is present in the page

3. Voice • It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.

4. Learning Targets Students will identify the use of voice in a piece of writing. Students will use voice effectively in their recreation of a fairy or folk tale.

5. State Standards EALR 3: The student writes clearly and effectively. Component 3.2: Uses appropriate style. GLE 3.2.1: K-1: Understands concept of personal voice. 2-4: Writes with voice. 5-10: Applies understanding that different audiences and purposes affect writer’s voice.

6. Materials • The Three Little Pigs • The True Story of the Three Little Pigs in The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka & Lane Smith • Writing Materials

7. Lesson Plan Procedures • Brainstorm different fairy tales/stories students knew when they were younger • Read the Three Little Pigs • Define voice for students (definition will vary based on age) • Expand to perspective or point of view • Ask the students if they hear voice in this story?

8. Lesson Plan Procedures • Read the True Story of the Three Little Pigs • How does the voice in this story differ? • What conventions make it easier to hear the voice in this version? • Generate a list of qualities & checklist

9. Production Procedures • Have students create their own fractured fairy-tales • Provide prompts for students who need it or writeable handout with formatting

10. Assessment • Checklist • Rubric for more complex pieces (best if class developed) • Creating Writer’s page 45

11. Adaptations K-1: Use the books to identify qualities of voice and return to these qualities each time you read through a story. 2-4: More supports for writing, brainstorm word choice to show emotion and interest 5-10: Give students specific audience (younger students) or look at cultural folk tales

12. Adaptations • Folk Literature - discussing the importance of oral history and how it changes with each story teller • Using Folk Literature in the class to develop a class book of stories based on students’ own cultures • Connects to or part of SS curriculum, ancient civilizations/cultures

13. Adaptations • Elementary: Having students identify stories they think represent their culture and telling them in their own words • Secondary: Students write their own folk literature, meant for younger students (service-learning project)

14. Materials • Teacher Resource: Happily Ever After: Sharing Folk Literature with Elementary and Middle School Students. Young, T.A. • Lesson Resources: Aesop’s Fables or other short folk literature, preferably culturally relevant to your particular student group • Writing Materials

15. A Note from OSPI Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.