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 [CG6]: 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 [CG7]: 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
How do settings Around the World:
Explore ‘Fairy Tales from Around the differ across South Africa: Commented [CG3]: TIP Phase 1: High relative advantage.
World’ on Google Earth in pairs. cultures? https://www.youtube.c Students construct their own knowledge of fairy tales from
different cultural perspectives by exploring and researching
Students identify common features of om/watch?v=MB29IG on the interactive website.
fairy tales. Are they the same across Probing questions: ckFs8&list=PL6MVH
Commented [CG4]: TIP phase 2: Design Integration
different cultures? What are some of the What features are 0yDKeWtrNccGvnW strategies. Whole class discussion featuring the interactive
differences? the same in both d6tmg9HLqV8nA&in whiteboard, followed by working in pairs using Google Earth
Students choose two to compare more videos? dex=10 in a constructivist learning environment.
deeply. Students will need to use the How do they differ? (1:30 min)
internet to research their chosen stories How does the story
further. start? (Once upon a
time)
How does it end?
Have a class discussion about the (happily ever after) Commented [CG5]: Formative assessment. Determine
features in both stories. Brain storm and How do the settings ‘Fairy Tales from what students have learnt and consider any misconceptions at
write key features that students come up differ? How do they Around the World’ this stage

with on the board. represent different (Google Earth)

Examples may include: cultures?
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) In groups of two, create a digital fairy cultural setting Computer/laptop with
Joint tale using Little Bird Tales. Ccome up influence your internet Commented [CG8]: TIP phase 2: Integration of technology
Construction with a new setting for the story (this can story? Students may ‘digital storytelling’ to enrich learning. Students have roles
(scribing, image searching, reading to partner typing,
be fictional, but within a real require guidance Class App: Little Bird alternating student doing the voice recording on each page
country/place (something within their with this through Tales etc).
story must make a cultural link to their researching their
 chosen country such as fairies & chosen Padlet on interactive
leprechauns in Irish folklore), and create place/culture. A whiteboard
a mini fairy tale with the key features of culture/place can be
a fairy tale and write down what features suggested if
of the story would be the same? What required.
would be different? Wikipedia search of
fairy tale in
Using PowerPoint, students create a mini “selected Country”
poster with an appropriate photo of the is a great start.
origin of their fairy tale and their short How does the story
story, like that on Google Earth. start? What does the
setting look like?
Have pairs present their ideas to the class Who are the
and add their posters to a class map on characters? Are the
Padlet. characters
significant to the Formatted: Left
cultural context?
Who is the good
character? What is
the moral of the
story? How does the
story end?

Task 4: Students produce a Venn diagram for the Computers/laptops

Share similarities and differences between Venn diagram Commented [CG9]: Peer review and feedback
Independent Cinderella and their own short story worksheet
Construction Individuals each review another pairs
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
freeze frames and discussions around why they showed student learning and outcomes
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.