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Assessment

• A rubric will be used to assess successful completion of the Fairy Tale WebQuest.
• "Focus Correction Areas" from Collins Writing Program (see Website) will be used to assess the students in completion of writing their own fairy tale.
• A rubric to assess fairy tale writing could also be used, if not using Collins Writing Program.

Super Sleuth Rubric

Author's Rubric

Learning Context/ Introduction

Students will investigate recurring elements and themes in fairy tales using a WebQuest and group discussion. Once students become familiar with the elements of fairy tales, they will write their own fairy tale.

Duration

Approximately five to seven 45-minute lessons

Essential Question

1. What common elements do you find in fairy tales?
2. What are the three parts of a story?

Instructional/Environment Modifications

This lesson lends itself well for differentiated instruction. Academically competent students could perhaps explore various fairy tales first and then come up with their own list of recurring fairy tale elements. Average students could use the WebQuest as designed. Academically challenged students could work in a group with an instructor to complete the WebQuest with guidance.

The design of this WebQuest offers accommodations for students with reading disabilities since it allows students to read and/or listen to the fairy tales.

Some web sites for display of Fairy Tales may be restricted depending on your server and security settings. You may need to download restricted files to a CD from a location that allows access.

Procedure

• Have students make a list of fairy tales they can recall (Collins Writing--Type 1).
• Share lists with the whole group and briefly discuss a summary of some of the fairy tales.
• Have students make a list of common elements of fairy tales (Collins Writing--Type 1).
• Share and discuss common elements and themes of fairy tales.
• Explain WebQuest assignment.
• Model navigating through the WebQuest, as needed.
• Model completing one entry into the Super Sleuth Fairy Tale Log.
• Have students complete Part 1 of the WebQuest as outlined in Fairy Tale WebQuest.
• Once Part 1 is completed, use the Super Sleuth Rubric to assess students' works.
• Introduce Part 2 of the Fairy Tale WebQuest--writing their own fairy tale.
• Model filling in Author's Page (Collin's Writing--Type 2)
• Students fill in their own Author's Page.
• Review Author's Page using Author's Page Rubric.
• Review/instruct students in elements of story writing.
• If using Collins Writing Program, introduce Focus Correction Areas (FCAs) for this assignment (see website).
• Model writing story beginning, using Author's Page as a guide.
• Students begin writing the beginning of their fairy tale, using their Author's Page as a guide.
• Model writing middle section of fairy tale, using Author's Page as a guide.
• Students write middle section of fairy tale, using their Author's Page as a guide.
• Model writing the end of the fairy tale, using Author's Page as a guide.
• Students write the ending to their fairly tale, using their Author's Page as a guide.
If using Collins Writing Program...
• model reviewing written work for FCAs.
• students review their own fairy tale writing for FCAs.
• evaluate students' fairy tales using FCAs
• If not using Collins Writing Program, evaluate students' fairy tales using Fair Tale Rubric.
• Return students' work and have them make further revisions or correct writing for FCAs as appropriate.

Fairy Tale Sleuth Log

Fairy Tale Author's Page 1

Fairy Tale Author's Page 2

Reflections and Feedback

• This lesson was designed for fourth grade students with a focus on learning disabled students. Consequently, it was necessary to break the writing part of the WebQuest into small segments with modeling. Typical or older students may be able to complete the writing assignment with less modeling.
• I also found it necessary to give more guidance with reading and interpreting fairy tales than I originally expected, which may not be the case with non-disabled students.
• In addition, the Fairy Tale Super Sleuth Log was a bit cumbersome to use, and I would want to revise it for future use.

Student Work

• Students will brainstorm titles of familiar fairy tales.
• Students will brainstorm common elements of fairy tales.
• Students will complete a Fairy Tale WebQuest and fill out the Super Sleuth Fairy Tale Log.
• Students will write their own Fairy Tale.

Student Sample 1

Student Sample 2

Related Resource

• Fairy Tale WebQuest
• Collins Writing Program
• Student access to computers

Website(s)

United Streaming
Collins Writing Web Page

Related Academic Standards

New York State

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

RL.4.11 Recognize, interpret and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, personal events and situations.

W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

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