Lesson 2.

Explore: Deconstructing the text and unpacking the ideas Year: 3

Unit Theme: Cinderella Fairy Tales around the world:
The representation of fairy tales across different cultural contexts

Topics: Features of Fairy Tales

Learning Outcomes:
1. Students will discuss different versions of Cinderella stories in which characters, events and
settings are portrayed in different ways, and speculate on the author’s reasons
(ACELT1594)Students will plan, draft and publish an imaginative text demonstrating increasing
control over text structures and language features (ACELY1682)
2. Students will use digital storytelling to construct and edit texts featuring visual and print elements Commented [CG1]: TIP Phase 2:
(ACELY1685) Planning for integration. Deciding the ICT objectives & how
ICT will support the lesson and learning outcome
3. Creating with ICT, including generating solutions to challenges and learning area tasks
1. and generate ideas, plans and processes Formatted: Indent: Left: 0.63 cm, No bullets or
2.4.Students will gain an understanding of the language/character emotions from the picture book numbering
3.5.Students will discuss how language is used to describe the settings in texts, and explore how the
settings shape the events and influence the mood of the narrative (ACELT1599)
Learning Sequence
Stage Learning & teaching strategies Questions Resources
Re-count the story: Cinderella from Who are the Cinderella picture
Building the lesson 1. Have discussion about what characters in this book
FieldTask 1 they remember story? (Cinderella,
Engage Watch Cinderella. Charles Perrault. evil stepsister,
(~30 mins) Audio fairy tale illustrated (Diafilm: prince, godmother)
diapositives 1964)
Probing question:
What sort of
characters are
Think, Pair share activity to discuss they/what are their
1. what sort of characters are they? character traits? Formatted: List Paragraph, Numbered + Level: 1 +
2. Other features of fairy tales (Good, evil, fairy Cinderella. Charles Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:
Share with the class. (magical) Perrault. Audio fairy Left + Aligned at: 0.63 cm + Indent at: 1.27 cm
tale illustrated
“This godmother of hers, who was a (Diafilm: diapositives
fairy” 1964)
Discuss magical characters https://www.youtube.c
om/watch?v=eThR18c
SsoI (~15 min) Commented [CG2]: TIP Phase 1:
High Relative Advantage: Visual example helps to clarify
concept (Roblyer et al, 2014).
In addition, this traditional Cinderella story (Diafilm)
With students sitting on the class mat, What sort of The Rough-Face Girl introduces digital storytelling
Task 2 read Rough-face girl. characters are they picture book
Explore Get students to predict what the story is in Rough-face girl?
(~30 min) about from just seeing the title and cover. Describe the
(De- This introduces predicting and visual characters.
constructing language. Are the
the text Demonstrate to students how to navigate characters/character
Google Earth ‘Fairy Tales Around the traits the Commented [CG7]: Ensure students are able to use the
technology and navigate sites by demonstrating and
World’ on interactive whiteboard. Interactive whiteboard modelling task
 same/different Computers/laptops Commented [CG8]: TIP, Phase 2: Prepare instructional
Watch ‘Fairy Tales from Around the across cultures? environment. Ensure availability of enough computers. Have
Google Earth ready to go to save time and ensure internet is
World: South Africa’ as a class. Fairy Tales from working
Students thinking about the key elements How do settings Around the World:
of fairy tales differ across South Africa:
cultures? https://www.youtube.c
Explore ‘Fairy Tales from Around the om/watch?v=MB29IG Commented [CG3]: TIP Phase 1: High relative advantage.
World’ on Google Earth in pairs. Probing questions: ckFs8&list=PL6MVH Students construct their own knowledge of fairy tales from
different cultural perspectives by exploring and researching
Students identify common features of What features are 0yDKeWtrNccGvnW on the interactive website.
fairy tales. Are they the same across the same in both d6tmg9HLqV8nA&in
Commented [CG4]: TIP phase 2: Design Integration
different cultures? What are some of the videos? dex=10 strategies. Whole class discussion featuring the interactive
differences? How do they differ? (1:30 min) whiteboard, followed by working in pairs using Google Earth
Students choose two to compare more How does the story in a constructivist learning environment.
deeply. Students will need to use the start? (Once upon a
internet to research their chosen stories time)
further. How does it end?
(happily ever after)
How do the settings ‘Fairy Tales from
Have a discussion about the features in differ? How do they Around the World’ Commented [CG5]: Formative assessment. Determine
both stories. Brain storm and write key represent different (Google Earth) what students have learnt and consider any misconceptions at
this stage.
features that students come up with on cultures?
the board
Students respond to question on Flipgrid Commented [CG6]: Formative assessment: This tool
“In what ways are your two chosen allows students to record their ideas on their own, therefore
allowing all students to participate and giving the teacher
stories a traditional fairy tale?” knowledge of any elements of the genre that are not yet
Examples may include: understood.
Sspecial beginning and ends, magical
characters, character traits (good vs evil)
etc
Highlight this in both the text: “Once
upon a time”
“They lived happily ever after”

Discuss the setting in both stories:

The setting is the time and place of a
story. In fairy tales, the setting is made
up. The stories happen in the distant past.
The place might be imaginary. Discuss
the origin of the stories/cultural setting of
the students chosen stories

In fairy tales, there are often good

characters and evil characters. The evil
characters usually lose out

What might this story be like if the Guiding questions Writing books for
Task 3: setting was different again? might include: planning
Create Set up the final task How might the
(ongoing) cultural setting
 Joint In groups of two, Create a digital fairy influence your Computer/laptop with
Construction tale using Little Bird Tales. Ccome up story? Students may internet Commented [CG9]: TIP phase 2: Integration of technology
with a new setting for the story (this can require guidance ‘digital storytelling’ to enrich learning.
be fictional, but within a real with this through Class App: Little Bird Commented [CG10]: Summative assessment: Meets the
country/place (something within their researching their Tales objective and allows students to demonstrate their
understanding in multiple creative ways.
story must make a cultural link to their chosen
chosen country such as fairies & place/culture. A Padlet on interactive
leprechauns in Irish folklore), and create culture/place can be whiteboard
a mini fairy tale with the key features of suggested if
a fairy tale. required.
Wikipedia search of
Steps: fairy tale in
1. Plan a draft incorporating the key “selected Country”
features of a fairy tale. Min. of 4 is a great start.
slides, max. of 6 slides How does the story
2. Draw and upload illustrations or start? What does the
use the online drawing tool (these setting look like?
should convey elements of a fairy Who are the
tale) characters? Are the
3. Type the story in the app (this characters
may be short while the narration significant to the
may be longer or vice versa. cultural context?
4. Narrate the story using the voice Who is the good Formatted: List Paragraph, Numbered + Level: 1 +
recorder for assessment against character? What is Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:
rubric (displayed) and write down the moral of the Left + Aligned at: 0.63 cm + Indent at: 1.27 cm
what features of the story would story? How does the Commented [CG11]: Summative assessment: Assessment
be the same? What would be story end? rubric displayed throughout the unit, so students are aware of
the learning outcomes.
different?

Using PowerPoint, students create a mini

poster with an appropriate photo of the
origin of their fairy tale and their short
story, like that on Google Earth.

Have pairs present their ideas to the class

and add their posters to a class map on
Padlet.
Formatted: Left
Task 4: Students produce a Venn diagram for the Computers/laptops
Share similarities and differences between Venn diagram
Independent Cinderella and their own short story worksheet
Construction Individuals each review another students
story and provide feedback

Assessment of learning and teaching: Self-evaluation:

Formative assessment: Student engagement/contribution What went well?
during whole class discussions. Participation in What didn’t go well?
investigating fairy tales and creating a digital story in Did the integration of technology improve
student learning and outcomes?
freeze frames and discussions around why they showed
certain emotions for the characters explored.
Venn diagram to inform subsequent learning activities
around the features of a fairy tale
Notes for next lesson…
This section allows reflection on how the class went, and where each student is at. Notes and
observations form planning and adapting subsequent lesson based on formative assessment during this
sequence.