Summary
After hearing many fairy tales in class and in the library, the class examined these stories and identified the elements of a fairy tale in a whole class discussion. Students then formed small groups and completed a fairy tale organizer to create their own story. Using the organizer as a guide, the students collaborated to write their own fairy tales, making sure to include all the required elements. Students edited and revised their work with the teacher and then typed a publish version on the computer in Pixie. Next, groups outlined how they wanted to visually show their fairy tale. Students developed many unique visuals with the art supplies, recycleable materials, and technology in the classroom. The students presented their fairy tales and visuals to their fourth grade buddies. Each buddy was given a checklist to evaluate the student created fairy tale as it was presented. The fourth graders looked for all the elements of a fairy tale and then provided general feedback about the presentation. The presentations were recorded with the ipads and shared with friends and family on the classroom blog, so that they could enjoy listening to the stories and examine them for the required elements. By producing their own stories, the students not only could summarize the elements of a fairy tale, but also applied their learning in a meaningful authentic way.
TIPC Ratings
This was not the area of focus for this lesson.
The students formed their own groups and decided what role each group member would play. They synergized to visually show their fairy tale. Students selected their own materials, including technology to create these visuals. They reflected during the creative process to evaluate their performance and define what they needed to move forward. Students shared their fairy tales with their fourth grade buddies and on the class blog.
Students defined the elements of a fairy tale and then worked to create their own stories. The groups had to compromise and problem solve as they wrote the stories and created visuals about the fairy tales. Students had to select their own materials, including technology, to best show their story. Students reflected about their visuals and had to determine what additional materials were needed. The groups also reflected on their group’s collaboration and set goals for future success. Students produced these tales for the authentic purpose of communciating their own ideas.
Students outlined the elements of a fairy tale and then applied their knowledge as they wrote their own stories. Students extended their learning as they developed their own visuals. While students had identified plans for the project, they stopped often to reflect on their progress. In many circumstances, students had to adjust or manipulate their projects in order to be successful. Groups set daily goals for work completion and recognized ways they could improve when they met with their group in the future. The student created fairy tales were not only entertaining but educational, as they illustrated all the elements of fairy tales for the fourth grade buddies and friends and family watching them on the classroom blog.
Student Artifact
