Fairy

Tales
from
Life
Grade 5 Writing Unit
Nicole Tesh

Student Objectives
Student will:
listen to and read fairy tales, focusing on comprehension and analytical
skills.
analyze the fairy tales for common elements and genre characteristics.
collaborate to gather information and complete other prewriting activities.
compose an original fairy tale, based on personal experiences.
present their fairy tales to class.

Overview
Students begin by making a list of fairy tales they know, and then brainstorming
characteristics that describe those fairy tales. They then use their knowledge of
fairy tales to make predictions during a read-aloud of a fairy tale picture book.
Next, students work together in small groups to read, discuss, and analyze fairy
tales. After compiling a list of common elements, students collaborate on their
own original fairy taleseach student decides what kind of experience to write
about, composes and revises a fairy tale, and finally presents their story to the
rest of the class. The lesson follows a process method that includes peer review
and encourages using picture books as models and concludes with individual
reflection on the group project and fairy tales.

Virginia Standards of Learning Met

5.7.b) Use a variety of prewriting strategies
5.1.e) Demonstrate the ability to collaborate with diverse teams
5.7.h) Revise for clarity of content using specific vocabulary and information.
5.7.i) Include supporting details that elaborate the main idea.

How the Student will be Assessed

Assess students at various stages during this lesson using kid watching and
anecdotal note taking. You might look for evidence of the following skills:
understanding of writing as a process, interpersonal skills demonstrated through
collaboration, comprehension of fairy tale elements by analysis of read tales and
application to original tale, oral/listening skills demonstrated during group
presentations.

Day 1
Activity

Description

Introduction

1. Since most students are familiar with fairy tales, begin by asking
them to share the names of various fairy tales that they know.
Remind them to think of books, television programs, and movies.
As they share titles, list them on the board or on chart paper.
Save the sheet for use later in the lesson.
2. Next, ask your students to brainstorm a list of characteristics that
describe these fairy tales. If desired, choose an item or two from
the attached list of Common Elements of Fairy Tales to get things
started. Again, list the details on the board or on chart paper.
3. As students make suggestions, encourage any additional
information that they volunteer that provides examples. For
instance, a student may offer both a characteristic and an
example: "There's usually a person like the stepmother in Snow
White." Note the examples on the board or chart paper as well.
1. Show the class the front cover and/or the title page of Strega
Nona by Tomie de Paola. Ask students to identify elements that
may indicate that the story is a fairy tale, referring to their
brainstormed lists for ideas.
2. Read the first page of the book to the class, and pause to ask
students to identify the fairy tale possibilities for the book.
Reinforce any ideas that students suggested from the pictures on
the cover and title page.
3. Read the second, third, and fourth pages of the book, stopping
after the exchange where Big Anthony agrees never to touch the
pasta pot.
4. Ask students to think about the plot of the fairy tales that they are
familiar with and predict what will happen in this story.
5. Continue reading the story, reading pages five through nine,
stopping after Big Anthony thinks "My chance has come!"
6. Again, ask students to think about the plot of fairy tales and to
predict what will happen in this story. Reinforce predictions that
students made earlier in the process.
7. Continue reading the book through page twenty-two, stopping
after the mayor urges the townspeople to create a barricade and
they learned "that didn't work. The pot kept bubbling and the
pasta kept coming!"
8. Ask students to predict what will happen next in the story,
referring to their understanding of fairy tales and predictions that
they have already made. Some students may see the connection
between this story and Disney's Sorcerer's Apprentice. Welcome

Modeling/ Independent
Learning

Closure

these connections as well.

9. Read the remainder of the book to the class.
10. Invite students to make observations about the story, their
predictions, and the story's fairy tale components.
11. Return to the list of elements that students brainstormed at the
beginning of the the session and check the items off on the list
(ideally using another color).
12. Ask students to share any additional characteristics that they
noticed, and add these items to the list. Be sure to check them off
as well.
13. If students have not identified the characteristic, explain that fairy
tales often teach readers or listeners a lesson. Identify the lesson
from Strega Nona.
14. If desired, share the definition and background information on
fairy tales from Discovering Fairy Tales (from Scholastic). Invite
students to comment on the information and make any revisions
to their brainstormed list of characteristics based on the
information on the Web page.
http://teacher.scholastic.com/writewit/mff/fairytales_discovering.ht
m
15. Based on the information in the story, ask students to identify the
geographical regions where Strega Nona likely originated.
Encourage students to make direct connections to details in the
story that support the regions that they identify (e.g., use of Italian
words like strega and nona).
1. Explain that during the next class period, the class will continue to
explore fairy tales, and that in later sessions, students will write
their own original fairy tales.

Day 2
Activity

Description

Introduction

1. Introduce (or review) the story elements of character, setting,

conflict, and resolution, and use the terms to review Strega Nona
by identifying the elements for the story.
2. Emphasize the relationship of the elements of conflict and
resolution to the overall plot of the story.
3. Review the list of characteristics from the previous session. Ask
students to share any additional characteristics that they
discovered as well as to share any fairy tales to be added to the
list of tales.
1. Show the class the front cover and opening pages of Sootface:
An Ojibwa Cinderella Story by Robert D. San Souci. Ask students
to identify elements that may indicate that the story is a fairy tale
(beyond the word Cinderella in the title), referring to their
brainstormed lists for ideas.
2. Read the first page of the book to the class and show the
accompanying illustration on page two. Ask students to identify
fairy tale possibilities for the book. Reinforce any ideas that
students suggested from the pictures on the cover and title page.
3. Read pages three through six, stopping after the description of
the young men laughing at Sootface.
4. Ask students to think again about fairy tale elements and use their
knowledge and the brainstormed lists to identify fairy tale
elements and predict what will happen in this story.
5. Continue reading the story, reading pages seven through ten,
stopping after the description of various women failing the test
and being sent home (before the details on Sootface's sisters).
6. Again, ask students to think about the plot of fairy tales and to
predict what will happen in this story. Reinforce predictions that
students made earlier in the process.
7. Continue reading the book through page fourteen, stopping after
the middle sister returns home and scolds Sootface.
8. Ask students to predict what will happen next in the story,
referring to their understanding of fairy tales and predictions that
they have already made.
9. Read the remainder of the book to the class.
10. Invite students to make observations about the story, their
predictions, and the story's fairy tale components.
11. Return to the list of elements that students brainstormed at the
beginning of the the session and check the items off on the list
(again, using another color if possible). Ask students to share any

Modeling/ Independent
Learning

Closure

additional characteristics that they noticed, and add these items

to the list. Be sure to check them off as well.
12. Based on the information in the story, identify the ethnic heritage
of the story, pointing back to the story's title. Ask students to
identify values that the Ojibwa people who told the tale seem to
value. Encourage direct connections to specific details in the
story.
13. Have students identify the lesson from Sootface based on their
observations.
14. Demonstrate the Story Map to students by collaborating to
complete the information for Sootface that you've read. You can
complete the Character Map in the tool for multiple characters
from the story (e.g., the heroine, the villain, the hero). Be sure to
print the findings so that students can refer to the information in
later sessions.
15. Again, emphasize the relationship of the elements of conflict and
resolution to the overall plot of the story.
1. Divide the students into small groups and give each group
another fairy tale picture book to read. Focus on providing tales
that come from a range of culture or ethnic backgrounds. An
example collection for this section would include the following
books, though you can substitute any books you have available:
a. The Dragon Takes a Wife by Walter Dean Myers (1995)
b. The Magic Nesting Doll by Jacqueline K. Ogburn (2000)
c. Spotted Eagle and Black Crow: A Lakota Legend by Emery
Bernhard (1993)
d. Thumbelina by Brian Pinkney (2003)
e. Wan Hu Is in the Stars by Jennifer Armstrong (1995)
2. Ask each group to read the fairy tale they have been given, and
explain that they will analyze the tale during the next class
session.

Day 3
Activity

Description

Introduction

1. Review fairy tale elements and answer any questions that students
have.
2. Briefly remind students how to use the Story Map, and then
working in their groups, have students complete the Story Map for
the fairy tale.
1. Remind students to print their analysis and that they can complete
the Character Map in the tool for multiple characters from the story
(e.g., the heroine, the villain, the hero).
2. Once every group has completed the Story Map and printed their
responses, gather students as a group and invite them to share
their findings.
http://www.readwritethink.org/files/resources/interactives/storymap/
3. Post the printed maps together, organized by story element. In
other words, collect all of the printouts on characters are together,
all of the printouts on conflict are together, and so forth. You may
create subcategories as desired (e.g., all the "Character Map"
printouts on heroes, all the printouts on villains).
http://www.readwritethink.org/files/resources/interactives/plotdiagram/
4. Reinforce the connections between the conflict and resolution in
the various stories and the plots of the books.
5. Ask students to identify the cultural and/or ethnic heritage of the
stories they have explored, based on the information in the books.
Encourage direct connections to specific details in the stories.
6. Having read tales from a range of cultures, ask students to discuss
the fairy tale elements that are common across cultures. Note their
observations on the board or chart paper.

Modeling/ Independent
Learning

Closure

1. Explain that during the next sessions, students will begin writing
their own fairy tales.
2. Optional Additional Sessions: Complete additional group reading
and analysis of fairy tales until you are satisfied that your students
understand the components of a fairy tale

Day 5
Activity

Description

Introduction

1. If you have not used it previously, demonstrate the Plot Diagram

Tool for the class, using your fairy tale that you created in your
think-aloud in the previous session. Use the tool to create a basic
outline of the events in your story.
2. Explain the activities that students will complete during this
session:
a. Review their drafts and notes from the previous session.
b. Using the basic events of the plot decided in the previous
session, create a basic outline for the story using the Plot
Diagram Tool.
c. Check your planned fairy tale against the list of common
fairy tale elements.
d. Revise plans if necessary to include any additional
elements.
e. Continue work on their fairy tales by writing and revising.

Modeling/ Independent
Learning

1. Ask students to use the rest of the session to continue work on

their drafts.
2. As they work, encourage students to use the fairy tale books
available in the classroom as models for their work. As possible,
provide texts that will help students with any challenges that they
face as they work on their drafts.
3. Encourage students to check the brainstormed lists of fairy tale
elements as well as the printouts from the Story Map as they
work. These class resources can provide answers to questions
and inspiration for details in the fairy tales that students are
writing.

Closure

1. Ask students to have a complete draft ready to share at the

beginning of the next class session.

Day 6
Activity

Description

Introduction

1. Allow a few minutes for students to make any last minute

additions to their drafts. Answer any questions that students have
during this time.
2. Arrange students in pairs or small groups, and pass out copies of
the Fairy Tale Peer Review form.
3. Review the form with the class. Ensure that students can locate
the list of fairy tale characteristics in the classroom.

Modeling/ Independent
Learning

1. If desired, model how to complete the form with a picture book

that students are familiar with.
2. Depending upon class size and time, ask students to read and
review one another's fairy tales. If time is short, students might
exchange with only one person. If more time is available, students
might complete the Fairy Tale Peer Review form for two other
people.
3. As students work on their peer feedback, circulate among the
groups providing feedback and support. As in earlier sessions,
provide fairy tale texts that will help students with any challenges
that they face as they work on their drafts.
4. After students finish reading one another's fairy tales, use the
peer review feedback of one or more students as an example and
discuss how to use the feedback with the class. Alternately, you
might move among groups or pairs and provide these examples
in smaller groups.

Closure

1. Allow students the rest of the class period to make changes and
revisions to their fairy tales. Monitor student progress, and help
students move smoothly through the process.
2. Ask students to have a finished, revised copy of their fairy tales at
the beginning of Session Seven. Explain that students will read
their stories out loud and the class will discuss the stories
together.
3. Optional Additional Sessions:
If students need more time to work on drafts of their fairy tales, allow
additional work sessions. Encourage students to use the fairy tale
books in the classroom as models and inspiration for their own
stories. As time allows, students may read additional stories,
searching for help with their plots or later in the revision process,
paying attention to the ways that words are used and sentences are
constructed.

Day 6
Activity
Introduction

Modeling/ Independent
Learning

Closure

Description
1. Allow a few minutes for students to make any last minute
changes to their texts and to get ready to share their fairy tales
with the rest of the class.
1. Have students share their stories one-by-one, reading their texts
aloud.
2. After each story, take a minute to ask students to identify the fairy
tale elements included in the story. If desired, you might make
tally marks on your class brainstormed list as elements are
identified, so that you can discuss the elements that were most
popular.
*Allow as many class sessions for sharing fairy tales as necessary.
1. After all the groups have shared their fairy tales, distribute the
Reflective Journal Instructions handout, and discuss with
students.
2. Ask students to complete the Reflective Journal Instructions
handout and turn in their fairy tales with the handout for you to
review and grade.

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Common Elements of
Fairy Tales

Do NOT need to include fairies.

Set in the pastusually significantly long ago. May be presented as historical
fact from the past.
Include fantasy, supernatural or make-believe aspects.
Typically incorporate clearly defined good characters and evil characters.
Involves magic elements, which may be magical people, animals, or objects.
Magic may be positive or negative.
May include objects, people, or events in threes.
Focus the plot on a problem or conflict that needs to be solved.
Often have happy endings, based on the resolution of the conflict or problem.
Usually teach a lesson or demonstrate values important to the culture.

Situations for Fairy Tales

Here are some common situations that can be used for fairy tales:
Being the new kid in school
Having an adult family change/leave
A new baby in the family
Jealousy
Common Fears
Dealing with bullies
Problems to overcome
Loss of something special to you

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Fairy Tale Peer Review Form

Writer's Name:

Peer Reviewers Name:

Focus
What parts of the draft help you know that it's a fairy tale? List the characteristics in the
draft that are also in the class list.

What details does the writer include?

Praise
What is good about the writing? What should not be changed? Why is it good?

Question
As a reader, what do you not understand?

Polish
What specific suggestions for improvement can you make?

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Reflective Journal Instructions

Now you have finished your fairy tale project. Write a short journal to think
about your project. In your journal answer the following questions:
Writers Name: What I Did (explain what you did to finish your project.)

What I enjoyed (write about what you liked most about the project)

What I found difficult (write about any part of the project you found hard
to do.)

What really worked (write about any part that you thought worked well).

Next time (write what you would do differently next time}

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Fairy Tale Feedback

Writer's Name:

What parts of the draft help me know that it's a fairy tale?

What strong details does the writer include?

What is good about the writing? Why is it good?

What changes would I suggest? How could the author improve the fairy tale?

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