storystarter fairy tale - le- storystarter fairy tale expansion set encompasses all the benefits of...

StoryStarter Fairy Tale Curriculum Pack2045101

StoryStarterFairy Tale

Curriculum Pack

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. ©2015 The LEGO Group. 093123.

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Table of ConTenTs

Table of Contents

1.Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2.CurriculumGrid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

3.ActivitiesBuildingandTellingStories

What’s in a Fairy Tale? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

FairyTaleGenre

Travelling Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Two Sides to Every Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

ResearchandReport

Amazing Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

A Better Ending . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Fairy Tales Around the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

4.AdditionalIdeas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

5.Constructopedia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

6.LEGO®ElementCatalogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Tip: Please use the storage box sticker provided if you wish to integrate the StoryStarter Expansion Set elements into your StoryStarter Core Set.


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IntroductIon

Introduction LEGO® Education is pleased to bring you the Curriculum Pack for the 45101 StoryStarter Fairy Tale Expansion Set. The StoryStarter Fairy Tale Curriculum Pack offers activities based on the fairy tale genre. Software assets designed specifically for the StoryStarter Fairy Tale Expansion Set have been added to the StoryVisualizer software, therefore, please ensure the software has been downloaded after the 1st of January 2015. It is recommended that you implement some or all of the activities in the 2045100 StoryStarter Curriculum Pack before implementing the activities in this StoryStarter Fairy Tale Curriculum Pack. The easy-to-implement StoryStarter Fairy Tale Curriculum Pack activities are perfect for teachers and students who are familiar with the StoryStarter Core Set and activities. As such, these activities are recommended for Years 4, 5 and 6. What is it for? The StoryStarter Fairy Tale Expansion Set encompasses all the benefits of the StoryStarter Core Set while broadening its use by allowing students to create richer, more detailed fairy tales. The unique elements enable students to learn about: fairy tale characteristics, famous authors, character traits, and cultural influences on fairy tales. The StoryStarter Fairy Tale Curriculum Pack highlights real-world relevance by asking students to read informational texts on fairy tales and communicate their learning to others, thereby endowing students with the powerful skills of conducting research and interpreting findings. Below are the types and names of the activities included in the StoryStarter Fairy Tale Curriculum Pack and a concise description of each: Building and Telling Stories • What’s in a Fairy Tale? – Students explore characteristics of fairy tales, such as

setting, plot, and characters and how they influence the story. Fairy Tale Genre • Travelling Tales – Students explore the importance of setting as they retell

a classic fairy tale in a unique setting. • Two Sides to Every Story – Students investigate character motives, good and evil,

as they tell a well-known story from a different perspective. Research and Report • Amazing Authors – Students research famous fairy tale authors and incorporate

their story styles into their own fairy tales. • A Better Ending – Students research famous fairy tales and incorporate

information when retelling fairy tales with alternative endings. • Fairy Tales Around the World – Students research the impact of cultural

characteristics of fairy tales as they compare and contrast two versions of the same fairy tale.


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BUILDING AND TELLING STORIES

What’s in a Fairy Tale? Learning objectives • Use characters, action, and narratives to convey a story, a theme, and emotions • Create dialogue around experiences, events, and characters’ responses to given

situations • Use inverted commas for speech correctly• Sequence and retell story events while evaluating speech • Distinguish between formal and informal language when speaking and writing • Express and develop ideas through collaborative discussion • Determine and utilise characteristics of the fairy tale genre Setting the scene The stranger watches closely as he gives the chalice to the disguised princess. She eyes it warily. “Should I drink it?” the princess asks herself. “Will it really make my dreams come true... or does disaster await at the bottom of this cup?”. The contents seem to bubble as a steady stream of smoke wafts toward her. A moment later the empty chalice clatters to the floor. Ask students to discuss the characteristics of the fairy tale genre: How do fairy tales differ from other types of texts, such as non-fiction? What do most fairy tales have in common? What is the purpose of fairy tales? Create a class list of fairy tale characteristics. Building the story Divide the students into teams and ask them to brainstorm ideas and create a storyboard for a three or five scene drama depicting what happens to the disguised princess. Remind the students to use the list of characteristics of the fairy tale genre to guide their stories. Encourage them to consider how these characteristics influence the plot. Reflecting, sharing, and documenting Ask the students to use the StoryVisualizer software to document their dramas and to share them with the class. Encourage them to focus on the correct sequence of events and utilise transitional words. Compare and contrast stories: • How do characteristics of the fairy tale genre affect your story? • Though each group started with the same prompt, how do the endings vary? • What is the purpose, lesson, or moral of your story?

Use this template to create capes for the minifigures.

1:1

Sample model: See “Constructopedia” for larger image. DID YOU NOTICE? Ask the students to communicate the fairy tale characteristics they incorporate as well as the sequencing and level of detail in their stories. Document their responses.

National Curriculum links:

Spoken Language

Plan, draft, and write


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InTroduCTIon

Assessment Assessment can be conducted in a variety of ways using the StoryStarter Fairy Tale Expansion Set: • Each activity contains a “Did you notice?” section in the sidebar with concrete tips

to supplement formative assessment. • The StoryVisualizer software is an excellent tool for reviewing students’ stories in

a portfolio. • A self-assessment structure in the class can help the students in the following ways: • Involve students in defining the learning objective/criteria that will judge their

performance • Teach students as part of the process how to apply the criteria to their own work • Assist students to give each other feedback as well as reflecting critically on their

own writing • Help students set productive and realistic goals based on this feedback and

self-evaluation.• The sample assessment grid below can be adapted and used to communicate

clear expectations of students’ work quality and focus, to keep an ongoing summary of the students’ progress and attainment or as a self-evaluation tool for students.

This assessment grid focuses on ‘point of view’, but can be easily adapted to suit any area of the curriculum, incorporating all the different areas of study and genres.


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RESEARCH AND REPORT

Amazing Authors Learning objectives • Engage with others in collaborative discussion while building on each other’s ideas • Gather and interpret information from non-fiction texts, using information retrieval

skills to extract important details• Compare and contrast the themes, genres, topics, and pattern of events in stories,

myths, and traditional literature • Identify the meaning of words and phrases used in a text, such as literal, non-literal

and figurative language • Produce a specific form of writing, a short biography, to demonstrate the importance

of authors and influences on their work • Use a plan to help develop initial ideas• Analyse characteristics and styles of various fairy tale authors Setting the scene Different fairy tale authors use different styles and characteristics in their writing. Some are known for their descriptive use of language while others are known for their not-so-happily-ever-after endings. Divide the students into teams and ask them to research a famous fairy tale author, such as Hans Christian Andersen, the Brothers Grimm, Aesop, or a more modern fairy tale author. Encourage them to focus on the unique styles and characteristics of the author’s writing. Building the story Ask the student teams to brainstorm ideas and create a storyboard for a three or five scene, original story in the style of the author they researched. The stories should include clear characteristics and elements that define the style of the author. Reflecting, sharing, and documenting Ask the students to use the StoryVisualizer software to document their stories, and to write a short biography on the author: • How did the author’s life impact the stories he/she wrote or his/her writing style? • What fairy tale is the author known for? Did he/she write any less-well-known stories? • What are the characteristics and elements of the author’s stories? How do they

influence audiences?

Sample model: See “Constructopedia” for larger image. DID YOU NOTICE? Ask the students to describe the characteristics or elements they chose to use in their own stories and why. Document their responses.


Spoken Language

Reading



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RESEARCH AND REPORT









Spoken Language

Reading


Elements Level 1 Level 2 Level 3 Level 4

Thinks about the character(s)

Identifies the character, but does not describe how the character might have felt

Describes how a character might have felt, but does NOT provide support for interpretation

Describes how a character might have felt and provides support to explain interpretation when asked

Describes how a character might have felt and offers detailed support to explain interpretation

Progress notesObservationsAttainment

Date achieved

Identifies points of view

Has difficulty identifying the point of view

Identifies point of view

Identifies point of view and is able to connect it to the overall meaning of the story

Point of view is well developed and contributes to the overall meaning of the story


Date achieved

Makes connections

Unable to share a relevant connection

Provides a relevant connection to story or character(s)

Uses a point of view to establish a relevant connection to the story or character(s)

Analyses character(s) point of view to esta blish a deep connection to the story


Date achieved


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CurrICulum

Curriculum Grid The curriculum grid below shows how all the activities are linked to the strands in the 2014 UK Curriculum for Literacy.

Specific learning objectives for StoryStarter Fairy Tale Curriculum Pack• Determine and utilise characteristics of the fairy tale genre• Retell classic fairy tales with unique adaptations• Compare and contrast versions of fairy tales• Analyse characteristics and styles of various fairy tale authors• Demonstrate an understanding of cultural influences on fairy tales

ACTIVITY TITLE TYPE OF ACTIVITY SPOKENLANGUAGE

READINGPLAN,DRAFT,

ANDWRITEEVALUATEANDEDIT

What’s in a Fairy Tale? Building and Telling Stories • •Travelling Tales Fairy Tale Genre • • •Two Sides to Every Story Fairy Tale Genre • • •Amazing Authors Research and Report • • •A Better Ending Research and Report • • • •Fairy Tales Around the World Research and Report • • •


6

BUILDING AND TELLING STORIES

What’s in a Fairy Tale? Learning objectives • Use characters, action, and narratives to convey a story, a theme, and emotions • Create dialogue around experiences, events, and characters’ responses to given

situations • Use inverted commas for speech correctly• Sequence and retell story events while evaluating speech • Distinguish between formal and informal language when speaking and writing • Express and develop ideas through collaborative discussion • Determine and utilise characteristics of the fairy tale genre Setting the scene The stranger watches closely as he gives the chalice to the disguised princess. She eyes it warily. “Should I drink it?” the princess asks herself. “Will it really make my dreams come true... or does disaster await at the bottom of this cup?”. The contents seem to bubble as a steady stream of smoke wafts toward her. A moment later the empty chalice clatters to the floor. Ask students to discuss the characteristics of the fairy tale genre: How do fairy tales differ from other types of texts, such as non-fiction? What do most fairy tales have in common? What is the purpose of fairy tales? Create a class list of fairy tale characteristics. Building the story Divide the students into teams and ask them to brainstorm ideas and create a storyboard for a three or five scene drama depicting what happens to the disguised princess. Remind the students to use the list of characteristics of the fairy tale genre to guide their stories. Encourage them to consider how these characteristics influence the plot. Reflecting, sharing, and documenting Ask the students to use the StoryVisualizer software to document their dramas and to share them with the class. Encourage them to focus on the correct sequence of events and utilise transitional words. Compare and contrast stories: • How do characteristics of the fairy tale genre affect your story? • Though each group started with the same prompt, how do the endings vary? • What is the purpose, lesson, or moral of your story?

Use this template to create capes for the minifigures.

1:1

Sample model: See “Constructopedia” for larger image. DID YOU NOTICE? Ask the students to communicate the fairy tale characteristics they incorporate as well as the sequencing and level of detail in their stories. Document their responses.


Spoken Language



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FAIRY TALE GENRE

Travelling Tales Learning objectives • Express and develop ideas through collaborative discussion • Portray characters, settings, and events in detail based on inference and facts

drawn from the text • Explain how scenes fit together to provide smooth transitions and how they form

the fundamental structure of a story, drama, or poem • Construct a conclusion using transitional words and sensory detail to describe

the characters’ experiences and events • Produce a specific form of writing, a travel article, to demonstrate the importance

of setting • Plan, draft, and revise this article, using feedback from other children• Retell classic fairy tales with unique adaptations Setting the scene Raquel Wrinkle is a famous travel writer. She has researched and written about some of the most amazing places in the world, but her friend and publisher says she needs to “stretch her wings” and enter the fairy tale genre! Raquel has a brilliant idea to combine her knowledge of amazing places with the fantasy of fairy tales by taking classic fairy tales and placing them in different settings. Help Raquel breach the gap between her extensive, real-world knowledge and this imaginative genre. Building the story Divide the students into teams. Ask them to brainstorm ideas and create a storyboard for a three or five scene drama retelling a classic fairy tale of their choosing in a different setting. They may choose a setting on their own or use the setting spinner. Reflecting, sharing, and documenting Ask the students to use the StoryVisualizer software to document their stories. Encourage them to consider how the setting changes the plot, characters, and descriptive language used. Ask the students to write a travel article about the fairy tale land they created in their stories: • What is the setting, and how is it different from the original setting? • What other changes need to be made to the story to fit the new setting? • What does the travel article focus on? • What would a visitor need to know about this special fairy tale setting?

Sample model: See “Constructopedia” for larger image. DID YOU NOTICE? Ask students to explain their adaptations based on the setting. Do they understand the importance of setting in fairy tales? Document their responses.


Spoken Language


Evaluate and edit


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FAIRY TALE GENRE

Two Sides to Every Story Learning objectives • Develop character analysis skills • Use specific character traits, good and evil, as influences in a story • Express individual ideas while building on others through collaborative

discussions • Produce a specific form of writing, an interview, to demonstrate the importance

of character traits • Distinguish between formal and informal language when speaking and writing • Retell classic fairy tales with unique adaptations • Compare and contrast versions of fairy tales• Use information retrieval skills to extract important details Setting the scene Fairy tales often feature good and evil characters. The evil characters are called villains. But in real life people are complex, and perhaps the situation is not always as clear as it seems. Are Cinderella’s stepsisters misunderstood? Hansel and Gretel meet a witch; is she just having a bad morning? Does Little Red Riding Hood’s grandmother actually ask the wolf to step in for her while she goes on vacation? Building the story Divide the students into teams. Ask them to brainstorm ideas and create a storyboard for a three or five scene drama that tells a classic fairy tale from the villain’s point of view. Ask them to consider the villain’s character traits, if he/she has been portrayed accurately in the classic version, and how he/she feels about it. Reflecting, sharing, and documenting Ask the students to use the StoryVisualizer software to document their stories. Encourage them to write an interview with the villainous character telling his/her version of the story to the media and public (it may be necessary to provide the students with examples of interviews): • What evidence does the villain give to support his/her story? • Why should the public believe him/her? • How are the other characters portrayed in the villain’s version?

Sample model: See “Constructopedia” for larger image. DID YOU NOTICE? Ask students to explain how they incorporate character traits into their stories. Do they have an understanding of the importance of character traits? Document their responses.


Spoken Language

Reading



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rESEArCH And rEPorT









Spoken Language

Reading



10

rESEArCH And rEPorT

A Better Ending Learning objectives • Identify and describe characters, settings, and major events in a story using key details • Construct a conclusion, making use of transitional words and phrases and sensory

detail to convey characters’ experiences and events • Gather and interpret information from fiction texts, using information retrieval

skills to extract important details• Explain how specific aspects of a story contribute to the mood, character, or setting • Distinguish between formal and informal language when speaking and writing • Retell a fairy tale with unique adaptations Setting the scene Fairy tales can evolve over time and be adapted for different audiences. For instance, The Frog Prince by the Brothers Grimm has been adapted into many different versions, including some that are silly, have different characters, and even have different endings. Divide the students into teams and ask them to research a fairy tale that has an ending they’d like to change. Depending on the fairy tale, they may research answers to questions, such as: Why did the author choose this ending? How did audiences respond to the ending? Are there other versions of the fairy tale with different endings? Building the story Ask the student teams to brainstorm ideas and create a storyboard for a three or five scene reworking of the original fairy tale with a new ending. Students may choose a mood or use the mood spinner to help determine the kind of ending. Reflecting, sharing, and documenting Ask the students to use the StoryVisualizer software to document their stories and share with the class: • How does your ending differ from the original ending? • Why did you change the ending? • How does your ending affect the mood of the story?

Sample model: See “Constructopedia” for larger image. DID YOU NOTICE? Ask the students to describe how their version differs from the original, and to explain the decisions they made and their thought process. Document their responses.


Spoken Language

Reading


Evaluate and edit


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rESEArCH And rEPorT

Fairy Tales Around the World Learning objectives • Identify and describe characters, settings, and major events in a story using key details • Compare and contrast the themes, genres, topics, and patterns of events in stories,

myths, and traditional literature • Express individual ideas while building on others through collaborative discussions • Develop character analysis skills by describing a character, setting, or event in depth;

draw on specific details in the text • Demonstrate an understanding of cultural influences on fairy tales Setting the scene Where people live in the world has a great impact on the kinds of stories they tell, and has resulted in many variations of classic fairy tales. Divide the students into teams and ask them to research one or more versions of a fairy tale from another culture that is similar to one in their own culture. Building the story Ask the students teams to build two scenes, one from each version of the fairy tale, depicting a part of the story that takes place in both versions. Encourage students to focus on the main similarities and differences. What is the main message of each version? Reflecting, sharing, and documenting Ask the students to use the StoryVisualizer software to document both scenes, and to write a script for a director’s cut of the scenes explaining the differences and similarities between the two versions: • How are the settings, characters, and plots different or similar? • What is the purpose of each version? Do they have the same moral or lesson? • Why do you think the author made those choices when adapting the story?

Sample model: See “Constructopedia” for larger image. DID YOU NOTICE? Ask students to reflect how cultural influences affect the story they chose. Document their responses.


Spoken Language

Reading


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AddITIonAl IdEAS


Building the Story: Additional Ideas Prompts to inspire even more activities: 1. Build a modern-day version of a classic fairy tale and use the StoryVisualizer

software to document it. 2. Build a silly version of a famous fairy tale and use the StoryVisualizer software to

document it. 3. A person is transported back to fairy tale land. Build a story depicting how he/she

copes in this strange land. Use the StoryVisualizer software to document it, and create a first-person account of the adventure.

4. Create a circle story. Invite one of the students to build the start of a fairy tale,

stating setting, characters, and time. Then ask another student to continue the story, and a third student to finish it. Share the finalised fairy tale and discuss initial intentions and how the plot may have changed.

5. Build a fairy tale story that can be read aloud to children aged four to five.

Use the StoryVisualizer software to write a fairy tale book, and read it aloud to the target audience. Focus on all the characteristics of fairy tales and include great pictures.

6. Choose an issue or problem from a fairy tale. Use the StoryVisualizer software to

write a letter of complaint to an organisation regarding the issue, for example, a letter to the building inspector about the materials used in the houses of straw and twigs in “The Three Little Pigs”. Express their safety concerns. Ask the students to design and build new homes for the pigs.

7. Choose a character from a fairy tale and build a replica of the character with visual

clues. Use the StoryVisualizer software to create a three to five panel set of clues to identify the character.

8. Write a persuasive commercial aimed at fairy tale characters, such as new,

improved organic apples for magic potions. Build the set for the commercial and use the StoryVisualizer software to write the text or to design an advertisement for a magazine.

Sample model: See “Constructopedia” for larger image.

Sample model: See “Constructopedia” for larger image.

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ConSTruCToPEdIA


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ConSTruCToPEdIA


15LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. ©2015 The LEGO Group. 093123.

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storystarter fairy tale - le- storystarter fairy tale expansion set encompasses all the benefits of...

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