Fractured+Fairy+Tales


 * Your Name:** Shannon Snyder #22


 * Strategy name:** Fractured Fairy Tales


 * Student appropriate grade levels:** 6, 7, 8.
 * However, It can be tweaked to fit different grade levels.*


 * Tags:** Prereading Strategy, During Reading Strategy, After Reading Strategy, Fractured Fairy Tales, Fairy Tales,


 * Content areas:** Language Arts, Reading


 * Type of Strategy:** Prereading, during reading, after reading strategy, alternative assignments, writing


 * Types of Students:** All students are able to participate in this activity. This activity best fits MI Learners that are in the following categories: Musical, Spatial, Kinesthetic, Linguistic, Interpersonal, or Intrapersonal. However,it can be modified for ELL or students with special needs.


 * Strategy Description:** This reading and writing strategy presents student with the opportunity to learn from Fairy Tales. Students will be reading multiple versions of one fairy (i.e. Cinderella) and comparing and contrasting those different versions. Before or during the reading portion student should create a visual graphic organizer (i.e. foldable) to keep track of the differences in each version. After the students are done reading each of the stories they can then create their own version. They can either combine multiple versions to create a new one or come up with one on their own. This assingment can also be used as an alternative assignment where a teacher can have their students write their own story or play, write a song and perform it, create a musical, or a mock interview with one of the characters and then an interview with another character that tells a different point of view. **Get Creative!** This activity helps the students' reading, writing, and thinking skills by reading different short stories, myths, fairy tales, fantasies, or humor. They learn how to plot, outline, or plan, analyze a text, character, or scene, brainstorm ideas by creating some type of graphic organizer, and how to draft and revise. While reading these stories students will learn about parodies, characterization, problem/solution, endings and settings, and alternative viewpoints.


 * Strategy implementation example:** I would use this strategy in my Language Arts class to get my students writing and thinking outside of the box. First, I would read multiple versions of a fairy tale. For example, Cinderella. After reading the stories, I would have the students create a foldable to compare and contrast their favorite versions of the stories. After discussing various elements like characterization, plot, outlining, analyzing, writing, and revising students would then create their own version of the story. They can use characters they read about or they can create their own. They can change the ending or create a new beginning. I think that this is good for students because it helps them think about something that is familiar to them in a new way. After writing a story, students will break into groups. These groups are groups of 4 or 5 students that want to work together and get the teacher's permission. The students will be assigned to come up with a project and present it to the class. This project can be a story they wrote together, a play, an interview, anything that gets all of the students involved and shows two different sides to a fairy tale. The students will have to create a contract stating what they will do to get a certain grade. This contract, once okayed by me, will be signed by all involved. This gets students involved, active, actively and creatively thinking. It is a great way to show difference in stories.