EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities: Narrative Text Fractured Fairy tales Unit
Week 2
Outcomes
1.

EN3-7C: Thinks
imaginatively,
creatively,
interpretively and
critically about
information and
ideas and
identifies
connections
between texts
when responding
to and
composing texts.

EN3-2A:
Composes edits
and presents
well-structured
and coherent
texts.
(Board of
Studies, 2012)

Designing, Selecting and Sequencing Activities

Lesson objective: To understand how to fracture a fairy tale by
changing one component of the story. To draft a role play script of a
fractured fairy tale.
Lesson Indicators:
Plan, draft and publish an imaginative and persuasive text,
choosing and experimenting with language features
appropriate to purpose and audience. (ACELY1704,
ACELY1714).
Experiment with others imaginative texts by changing aspects
such as time, place, characters, mood and dialogue.
Interpret a range of texts e.g. through role play or drama, for
pleasure and enjoyment, and express an analytical conclusion
about those texts. (Board of Studies, 2012)

Teacher facilitates whole class discussion to reinforce the content

and background knowledge from week 1 of the unit including:
-What is a fractured fairy tale? What are their purpose?
-What are the language, grammatical and structural features of a
fractured fairy tale? (Gibbons, 2002).
-How do we determine the point of view of a fairy tale?
-What are some examples of persuasive language?
Students work in small groups. Each group draws out of a box
the name of a fairy tale, then out of a second box, an element of
the fairy tale that they need to change i.e. characters names/
personalities, setting, outcome, problem, point of view etc.

Resources

Assessment

Interactive
whiteboard
(IWB)
Names of 5-6
fairy tales and
names of 5-6
fairy tale
elements on
paper.
2 x boxes / jars
Example script

Formative
Assessment:
Competence

demonstrated
through
participation in
discussion and
responses to
posed questions.
Observation of
task completion,
participation and
collaboration.
Observation of
ability to work
cooperatively
with group.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Groups must utilise the remainder of the lesson to devise a role

play of their chosen fairy tale, with the fractured element that
they have also selected.
Firstly, teacher jointly constructs an example with the students,
by completing the table below:
Name of Fairy
tale
Fractured
element
Ideas for
changes to the
story

Cinderella
Setting
Have the story set in the outback. Cinderella
lives in an outback shack and the prince
lives in an extravagant country lodge.

Following several examples, groups must complete the above

table for their chosen fairy tale and fractured element.
Teacher directs students to recognise and summarise the main
parts/ messages of their story in their role plays, and to try and
use some of the vocabulary on the word wall. Suggests that
students write a script to practice from. Teacher places an
example script on the IWB (Success for All Foundation, 2005).
Students spend the remainder of the lesson preparing and
rehearsing their story / script. Each role play should be 5-6
minutes long.
Students utilise classroom props / costumes or bring in from
home.
Lesson objective: To perform a fractured fairy tale.

2.

EN3-7C: Thinks
imaginatively,
creatively,
interpretively and
critically about

Lesson Indicators:
Plan, draft and publish an imaginative and persuasive text,
choosing and experimenting with language features

Any relevant
classroom
props /
costumes

Formative
Assessment:
Competence
demonstrated
through

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

information and
ideas and
identifies
connections
between texts
when responding
to and
composing texts.
EN3-1A:
Communicates
effectively for a
variety of
audiences and
purposes using
increasingly
challenging
topics, ideas,
issues and
language forms
and features.
EN3-9E:
Recognises,
reflects on and
assesses their
strengths as a
learner. (Board
of Studies, 2012)

appropriate to purpose and audience. (ACELY1704,

ACELY1714).
Experiment with others imaginative texts by changing aspects
such as time, place, characters, mood and dialogue.
Interpret a range of texts e.g. through role play or drama, for
pleasure and enjoyment, and express an analytical conclusion
about those texts.
Plan, rehearse and deliver presentations, selecting and
sequencing appropriate content for defined audiences and
purposes (ACELY1700, ACELY1710). (Board of Studies,
2012)

Student groups are provided with time at the beginning of the

lesson to rehearse their role play.

Prior to the performances, the teacher asks the students to make

note of the fairy tale each group is performing, and which aspects
are the same and different. Students are also asked to provide
feedback to each of the groups on their performances, using the
feedback model I really liked., You could improve on..
(NCTE, 2004).

Each group performs their chosen fairy tale with the fractured
element. Following each performance, the teacher selects some
students to provide feedback to the group, and to guess the fairy
tale and fractured component of each role play.

participation in
discussion and
responses to
posed questions.
Observation of
task completion,
participation and
collaboration.
Observation of
ability to work
cooperatively
with group.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

3.

EN3-7C: Thinks
imaginatively,
creatively,
interpretively and
critically about
information and
ideas and
identifies
connections
between texts
when responding
to and
composing texts.
EN3-2A:
Composes edits
and presents
well-structured
and coherent
texts.
EN3-6B:Uses
knowledge of
sentence
structure,
grammar,
punctuation and
vocabulary to
respond to and

Lesson objective: To jointly plan and construct a fractured fairy

tale.
Lesson Indicators:
Plan, draft and publish an imaginative and persuasive
text, choosing and experimenting with language features
appropriate to purpose and audience. (ACELY1704,
ACELY1714).
Experiment with others imaginative texts by changing
aspects such as time, place, characters, mood and
dialogue. (Board of Studies, 2012)

Teacher outlines to students they will jointly plan and construct

a fractured fairy tale as a class. This will assist them to
independently plan and write one themselves that will be
edited, and published in a class book (anthology) of original
fractured fairy tales (Gibbons, 2002).
Teacher places the following pro forma up on the IWB, and
completes it with the class for the story of Jack and the
Beanstalk.
Planning to write a fractured fairy tale

My story is based on the fairy tale

________________________
The characters are ___________________________________

Interactive
whiteboard
IWB)
Planning to
write a
fractured fairy
tale pro
forma

Formative
Assessment:
Competence

demonstrated
through
participation in
discussion and
responses to
posed questions.
Observation of
task completion,
participation and
collaboration.
Observation of
ability to work
cooperatively
with group.
Students
compose a
sound and
creative
fractured fairy
tale.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

compose
cohesive texts.
(Board of
Studies, 2012)

The setting is _______________________________________

The story is told from the point of view of __________________

Complication The problem in my story is

___________________________________________________

Resolution My story ends when

___________________________________________________

(TES Australia, 2013)

The class then brainstorm components of the story that could
be changed to fracture the fairy tale e.g. change the setting to
the arctic. Teacher captures responses on whiteboard. Teacher
reminds students that when fracturing a fairy tale, only one or
two components of the story should be changed, as the original
fairy tale still needs to be recognisable.
The class then decide which component of the story they will
change, and complete the above pro forma with the fractured
version of Jack and the Beanstalk.
Teacher then has students work in groups to use the completed
pro forma to draft the fractured fairy tale version of Jack and the
Beanstalk.
Teacher reinforces to students when drafting their story to
consider the following:

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

-What is the purpose of the story? Who is the intended audience?

E.g. is the author trying to persuade someone?
-Think about the structure of a narrative / fairy tale (orientation,
complication and resolution), the word choices, the language
features and the grammar (as discussed in previous lessons).
-Use lots of description for the characters, setting etc.
-Use the word wall to help with vocabulary (Tompkins et al.,
2011).
Time permitting, some groups share their stories with the class.
4.

EN3-7C: Thinks
imaginatively,
creatively,
interpretively and
critically about
information and
ideas and
identifies
connections
between texts
when responding
to and
composing texts.

EN3-2A:
Composes edits
and presents
well-structured

Lesson objective: To independently plan and construct a

fractured fairy tale.
Lesson Indicators:
Plan, draft and publish an imaginative and persuasive
text, choosing and experimenting with language features
appropriate to purpose and audience. (ACELY1704,
ACELY1714).
Experiment with others imaginative texts by changing
aspects such as time, place, characters, mood and
dialogue. (Board of Studies, 2012)

Teacher outlines to students that they are to pick their own fairy
tale and use the Planning to write a fractured fairy tale pro forma
to plan and draft a fractured version of this fairy tale.

Teacher outlines that this lesson will be used to plan and draft the
story, with the following lesson to be editing and publishing the

Interactive
whiteboard
IWB)
Planning to
write a
fractured fairy
tale pro forma
Summary
structural,
language and
grammatical
features as
outlined
throughout the
unit

Formative
Assessment:
Observation of

task completion,
and ability to
work effectively
independently.
Students
compose a
sound and
creative
fractured fairy
tale draft.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

and coherent
texts.
EN3-6B: Uses
knowledge of
sentence
structure,
grammar,
punctuation and
vocabulary to
respond to and
compose
cohesive texts.

final version that will be made in to a class book (anthology) of

original fractured fairy tales.

Each student works independently to plan and draft their

fractured fairy tale. To assist students teachers places summary
up on IWB, of structure, language and grammatical features
discussed throughout the unit.

Teacher offers additional assistance to those students with

specific learning needs (ACARA, 2010).

(Board of
Studies, 2012)
5.

EN3-2A:
Composes edits
and presents
well-structured
and coherent
texts.

EN3-6B:
Uses knowledge
of sentence
structure,
grammar,

Lesson objective: To independently edit and publish a fractured

fairy tale.
Lesson Indicators:
Plan, draft and publish an imaginative and persuasive
text, choosing and experimenting with language features
appropriate to purpose and audience. (ACELY1704,
ACELY1714).
Experiment with others imaginative texts by changing
aspects such as time, place, characters, mood and
dialogue.
Critically reflect on the effectiveness of their own and
others writing, seeking and responding to feedback.
Integrate a range of spelling strategies to accurately
spell most words, including words of many syllables,

Fractured
Fairy tales
Scoring
Guide 1 copy
per student.
A3 paper

Formative
Assessment:
Observation of

task completion,
and ability to
work effectively
independently.
Summative
Assessment:
Students
compose a
sound and

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

punctuation and
vocabulary to
respond to and
compose
cohesive texts.
EN3-4A: Draws
on appropriate
strategies to
accurately spell
familiar and
unfamiliar words
when composing
texts.
EN3-9E:
Recognises,
reflects on and
assesses their
strengths as a
learner.
(Board of
Studies, 2012)

when composing imaginative and other texts. (Board of

Studies, 2012)

Students must review and self-edit their fractured fairy tale, as

well as peer edit one other fractured fairy tale using the
Fractured Fairy tales Scoring Guide (see appendix C). When
editing, teacher urges students to be mindful of spelling,
vocabulary and using appropriate structure and language,
suitable for fractured fairy tales (Success for All Foundation,
2005).

Once edited, students publish their fractured fairy tales, including

illustrations. Teacher asks students to think about how the
illustrations can help to tell the story.

All final published versions are collated and bound into a class
anthology of fractured fairy tales.

creative
fractured fairy
tale,
demonstrating
appropriate
knowledge of the
structural,
language and
grammatical
features, as well
as ability to
effectively edit
and publish a
piece of writing.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Appendix C

(Success for All Foundation, 2005)