April

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Fractured Fairytale Unit

Katarina Baziw
A writing and reading unit for students in grade three to
discover how different point of views, settings and
characters can change a beloved fairytale into a new story
and a new lesson learned.

Redeemer University College

Table of Contents

Title Page.1
Table of Contents ............2
Thematic Statement..3
Ontario Ministry Expectations.4
Summary Lesson Chart.....5-6
Detailed Lesson Plans.7-15
Appendix...................16-22

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Thematic Statement:
The purpose of this unit is to provide opportunities for students to think outside of the box. These well-known
fairytales have a new twist to them that allows the student to think of other scenarios for the story and build on
their own creative writing and reading skills. This mini units goal is to allow students to fight the regular norms
of fairytales and decide on new endings, new perspectives, or different settings to change an original fairytale of
their liking and make it their own. The driving question for this unit as stated on the title page is to give students
to opportunity to discover how different point of views, settings, and characters change a beloved story and a
lesson learned. Throughout this unit students will dive into the definition of a fractured fairytale, and have
lessons on the elements of the fractured fairytale. This will give them ample preparation for guided reading
groups, and writing their own fractured fairytales.

List of Books:

Read Aloud:
The True Story of the Three Little Pigs by Jon Scieszka
Sleepless Beauty by Frances Minters. Illustrated by G. Brian Karas
CinderElly by Frances Minter
The Princess and the Packet of Frozen Peas by Tony Wilson and Sue deGennaro

Guided Reading:
Peeping Beauty by: Mary Jane Auch
Cabbage Princess by Joy Cowley, Illustrated by Trevor Pye
Where is the Big Bad Wolf? By Eileen Christelow
The Three Ninja Pigs by: Corey Rosen Schwartz

Books for Silent Reading that are apart of the Accelerated Reading Program:
The Frog Prince Continued by Jon Scieszka. Paintings by Steve Johnson
The Gingerbread Girl by Lisa Campbell Ernst
Kate and the Beanstalk by Mary Pope Osbourne. Illustrated by Giselle Potter
Bigfoot Cinderella by: Tony Johnston and James Warhola
The Wolf Who Cried Boy by Bob Hartman
Goldilocks Has Chicken Pox by Erin Dealy

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Ontario Ministry of Education Curriculum Expectations
Oral Communication:
Purpose:
1.1 identify purposes for listening in a variety of situations, formal and informal, and set personal goals related
to listening tasks
Clarity and Coherence:
2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a logical
sequence
Active Listening Strategies
1.2 demonstrate an understanding of appropriate listening behavior by using active listening strategies in order
to contribute meaningfully and work constructively in groups

Reading:
Variety of Texts
1.1 read a variety of literary texts
Demonstrating Understanding
1.4 demonstrate understanding of a variety of texts by identifying important ideas and some supporting details
Making Inferences/Interpreting Texts
1.5 make inferences about texts using stated and implied ideas from the texts as evidence
Extending Understanding
1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to
other familiar texts, and to the world around them
Analyzing Texts
1.7 identify specific elements of texts and explain how they contribute to the meaning of the texts
Point of View
1.9 identify the point of view presented in a text and suggest some possible alternative perspectives
Reading Fluently
3.3 read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text
readily to the reader and an audience

Writing:
Organizing Ideas
1.5 identify and order main ideas and supporting details into units that could be used to develop a short, simple
paragraph, using graphic organizers
Point of View
2.5 identify their point of view and other possible points of view on the topic, and determine if their information
supports their own view
Producing Drafts
2.8 produce revised, draft pieces of writing to meet identified criteria based on the expectations related to
content, organization, style, and use of conventions
Proofreading
3.6 proofread and correct their writing using guidelines developed with peers and the teacher
Publishing
3.7 use some appropriate elements of effective presentation in the finished product, including print, script,
different fonts, graphics, and layout
Producing Finished Works
3.8 produce pieces of published work to meet identified criteria based on the expectations related to content,
organization, style, use of conventions, and use of presentation strategies

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Summary Lesson List: (12 language slots)
Lesson Title and Time Summary of Lesson Assessment for, as or of
learning
Mini Lesson: Introduction This lesson is to introduce them to the idea Assessment as Learning,
to Fairytales and Inferences that there are different versions of fairytales Observation
Reading of The True Story of being written, and to discuss firs the
the Three Little Pigs important of inferences. Worksheet: Appendix
One
Lesson One: Reading of Start: What is a fairytale? Assessment for Learning
Sleepless Beauty Tell me a fairytale and what happens in it?
Definition
Characters
Fractured: Written to be humorous by Worksheet: Appendix
changing the original in an unexpected way Two
Lesson Two: Reading of The important elements in a story will be Assessment as Learning
CinderElly discussed. This lesson includes an anchor
chart we will fill in together as a class. Writing Assignment:
Students will then be able to explain what a What is a fractured
fractured fairytale is fairytale?
Lesson Three: Reading of Point of view will be discussed in further Continuation of previous
The Princess and the Pea detail in this lesson. Students will listen to the lesson
read aloud Princess and the Package of Frozen
Peas and discuss if it fits into our definition of
a fractured fairytale
Lesson 6: Guided Reading Inferences was discussed earlier in the unit, Assessment as Learning:
of Fractured Fairytales but now students will build on the skills of
Teacher Read inferring using their guided reading fractured
fairytales. They will have read the book twice
over, and would have done some
visualization. They will be given a worksheet
during the time to work on inferencing. If the
students are having some difficulties, they
may work with their group and discuss how
to infer together on day two Worksheet: Appendix Six
Lesson 6: Guided Reading Visualization has been discussed in group Assessment of Learning
of Fractured Fairytales discussions but students have not had a
Activity One chance to build on these skills. Building on
visualization will allow the students to build
on their reading comprehension as they have
to really read the book in order to draw or
write what they picture is happening in their
imagination. All visualizations are subject to
interpretation, but must be within reason.
This means it must follow the world and
realm of imagination with the book itself. By
the end of this week students will be able to
define visualization, draw out their
visualizations of certain scenarios in the book, Worksheets: Appendix
and describe why they feel their drawings are Four and Five
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 accurate to what is happening.

Create your own fractured With a partner or on their own students will Assessment of Learning
fairytale! Written have an opportunity to write their own
Assignment fractured fairytales. Students will be given a
list of ten choices of fairytales to change,
however if they have one they really want to
change the teacher can allow it if it is
appropriate. The students must change one
detail of the original fairytale; either the point
of view, the setting or the main character.
They must create a graphic organizer to help
them guide through their ideas, a rough draft
that will be peer and teacher edited, and then
type and publish a final copy through Google
docs. In the final copy there will be room to do
illustrations. Appendix Six

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 Language Arts: Sleepless Beauty
Strand: Reading
Grade Level: Three

Curricular Expectations:
Demonstrating Understanding 1.4 demonstrate understanding of a variety of texts by identifying
important ideas and some supporting details (e.g., restate important ideas and some related
details from an informational text about early settlers; retell a story giving details about specific
elements of the text such as setting, characters, and theme)

Learning Expectations:
Learn the similarities and the differences among the two fairytales
Learn the true definition of a fractured fairytale and discuss possible purposes.

Estimated Time: One forty minute class period

Expected Prior Knowledge:

Know what a fairytale is, and the story of sleeping beauty
Understand what a genre of stories is
Know the story of sleeping beauty
Have beginning comparing and contrasting skills

Summary Lesson Chart:

Introduction Activity What is a fairytale? What is a fractured fairytale?

Write elements of the true story of sleeping beauty
Main Activity Reading: Sleepless Beauty
Discuss
What was different? What made this story
unique? What was the authors intention in making
this story?
Concluding Activity Worksheet

Objective: To learn of the definition of a structured fairytale and learn about how it contrasts to an
original

Method:
1. Definitions: What is a fairytale? What makes a story a fairy tale?
a. Discuss elements such as Once upon a time, They lived happily ever after,
Royalty, magic objects, magic helpers etc.
b. A fairy tale is a type of short story that typically features folkloric fantasy characters,
such as dwarves, dragons, elves, fairies, giants, gnomes, goblins, mermaids, talking
animals, trolls, unicorns, or witches, and usually magic or enchantments (Wikipedia)
2. Fractured fairytale: A fairy tale designed to be humorous by changing the story in an
unexpected way; altering characters, or adding a modern language and events.
3. Reading: Sleepless Beauty
a. What story does this originate from? Someone summarize the original for me
b. As we read describe how the authors intent, the setting, and point of view are
important
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 4. Discuss the story: What did you think?
5. Worksheet: Explain how to do the worksheet and why they are doing it
a. Writing component: They are to write a paragraph to someone who has never read a
fractured fairy tale before. They are to use the story we read today to help them
explain what it is

Materials:
Sleepless Beauty Book
Worksheets for compare and contrast
Whiteboard/white board markers

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 Language Arts: CinderElly
Strand: Reading and Writing
Grade Level: Three

Curricular Expectations:
Reading:
Extending Understanding 1.6 extend understanding of texts by connecting the ideas in them to
their own knowledge and experience, to other familiar texts, and to the world around them
Analyzing Texts 1.7 identify specific elements of texts and explain how they contribute to the
meaning of the texts
Point of View 1.9 identify the point of view presented in a text and suggest some possible
alternative perspectives

Learning Expectations:
Strengthen their knowledge on the definitions of a fractured fairytale and a fairytale
Discover more of what makes each fairytale different
Discover the elements of what makes a fairytale and a fractured fairytale

Estimated Time: One forty minute period

Expected Prior Knowledge:

Expected that they have read the original story of Cinderella
Know some of the elements of what makes a fairytale

Summary Lesson Chart:

Introduction Activity
Main Activity
Concluding Activity
Anchor chart: What is a fairytale?
What is a fractured fairytale?
What is our definition of it?
Reading: CinderElly
What element has changed in this book?
What is the moral of the story? Is it the same?
Can you relate more to this?
Writing Assignment: Explaining a fractured
fairytale

Objective: To learn more of what a fractured fairytale is and how they can be important

Method:
1. Begin the lesson with the anchor chart. Go over what a fairytale is in depth. Discuss how a
fractured fairytale changes this, and how it can be humorous
2. Come up with our own class definition of a fractured fairytale
3. Read CinderElly:
a. Can you relate more to this?
b. What element of the story was changed?
c. What is the moral of the story? Is it the same?
d. Can you relate to this book?
4. Writing Assignment: Explain that they are to use our definition we came up with to help our
writing

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 a. Tell the students they will have to write to someone who has never read a fractured
fairytale. They dont know what it is. They have to clearly explain what it is and use text
evidence to help explain their answer
b. Give them an example by writing a sentence or two. A B, MMM, E is important!

Materials:
CinderElly
Anchor Chart
Worksheets (Appendix One)

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 Language Arts: The Princess and the Packet of Frozen Peas
Strand: Reading and Writing
Grade Level: Three

Curricular Expectations:
Reading:
1.9 identify the point of view presented in a text and suggest some possible alternative perspectives
Reading Fluently

Learning Expectations:
To strengthen the definition of a fractured

Estimated Time: One forty minute lesson

Expected Prior Knowledge:

Summary Lesson Chart:

Introduction Activity Reading of The Princess and the Packed of

Frozen Peas
Main Activity Continue writing the definition of a fractured
fairytale
Concluding Activity Reading Silently for AR

Objective: To finish their definition of a fractured fairytale using evidence from the texts they
have read.

Method:
1. Discuss the definition of a fractured fairytale again before the reading. Discuss the previous
texts and why they are fractured fairytales.
2. Discuss the original princess and the pea. What happens? Discuss predictions about this text.
Why do you think it may be different than the original by looking at the title?
3. Read the text. Ask questions throughout
4. Does this follow the definition of a fractured fairytale? Why?
5. Continue and finish their definitions. Write on the board that they must include evidence from
the texts we have read.

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 Language Arts: Guided Reading
Strand: Reading
Grade Level: Three

Curricular Expectations:
Oral Communication:
Purpose:
1.2 identify purposes for listening in a variety of situations, formal and informal, and set personal goals
related to listening tasks
Clarity and Coherence:
2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a
logical sequence
Active Listening Strategies
1.3 demonstrate an understanding of appropriate listening behavior by using active listening
strategies in order to contribute meaningfully and work constructively in groups
Reading
Analyzing Texts
1.7 identify specific elements of texts and explain how they contribute to the meaning of the texts
Point of View
1.9 identify the point of view presented in a text and suggest some possible alternative perspectives
Reading Fluently
3.3 read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the
text readily to the reader and an audience

Learning Expectations:
To read a fractured fairytale in detail and be able to cite what makes this text a fractured
fairytale
To be able to accurately visualize what is happening in the story and display their knowledge
through words and pictures

Estimated Time: One week of 20 minute class periods.

Expected Prior Knowledge:

To be able to work appropriately in a guided reading group
To be able to make predictions about the books based off of their reading

Summary Lesson Chart:

Introduction Activity Reading books independently
Main Activity Reading books with teacher, group discussion
Concluding Activity Worksheets

Objective: To read a fractured fairytale in detail in order to understand the importance of setting and
point of view in these texts.

Method:
1. Introduce guided reading theme of the week: Fractured fairytales. Review the definition and
discuss the expectation for today that they must complete their book twice. IF they are reading
with the teacher, then once.
a. Monday: Peeping Beauty

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 b. Tuesday: Cabbage Princess
c. Wednesday: Wheres the Big Bad Wolf?
d. Thursday: Various texts
2. Tuesday: Introduce Visualization Worksheet to all groups. Talk about what visualization is and
use ways we visualize Jesus and God as examples with the class
a. Talk with various text group. Their assignment for teacher read is to summarize the
story and do a story map. They must discuss a lesson learned from their story and how
it is different than the original. Todays goal is to write their paragraph describing their
story.
3. Wednesday: Continue with Visualization. Various text groups begin story map and lesson
learned.
4. Thursday. Take an AR test on your book and continue visualization. Various text group meet to
present their books to their group and the teacher
5. Friday: Catch up on all remaining assignments if not complete.

Groups:
Peeping Beauty
Gillian
Corbin
Brianna
Andrew

Wheres the Big Bad Wolf?

Olivia
Amelia
Zarya
Jareen

Cabbage Princess
Nicky
Pelina
Percy
Harout

Various Texts: The Three Ninja Pigs, Big Bad Wolf is Good
Katie
Keira
Nate
Gordon
Eden

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 Language Arts: Writing a Fractured Fairytale
Strand: Writing
Grade Level: Three

Curricular Expectations:
Writing:
Organizing Ideas 1.5 identify and order main ideas and supporting details into units that could be used to
develop a short, simple paragraph, using graphic organizers
Point of View 2.5 identify their point of view and other possible points of view on the topic, and
determine if their information supports their own view
Producing Drafts 2.8 produce revised, draft pieces of writing to meet identified criteria based on the
expectations related to content, organization, style, and use of conventions
Proofreading 3.6 proofread and correct their writing using guidelines developed with peers and the
teacher
Publishing 3.7 use some appropriate elements of effective presentation in the finished product, including
print, script, different fonts, graphics, and layout
Producing Finished Works 3.8 produce pieces of published work to meet identified criteria based on the
expectations related to content, organization, style, use of conventions, and use of presentation strategies

Learning Expectations: To create a fractured fairytale using our class definition

Estimated Time One Week and Two days: 40 minute class periods

Expected Prior Knowledge: To understand what a fractured fairytale is, and some examples of
them.

Summary Lesson Chart:

Introduction Activity Discuss fairytales that they can fracture, and
begin organizer one
Main Activity Create rough draft of fairytale
Concluding Activity Create final copy on Google docs

Objective: To create and type their own fractured fairytale.

Method:

Special Concerns:

Assessment Strategies:
Assessment of learning.

Materials:
Chrome books for typing
Graphic organizers and rough draft outline
Fairytales for students to use as resources for their fairytales



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Appendix

Making Inferences
Fairytales: What are they? (Lesson Four, CinderElly)
Fairytales Anchor Chart
Visualization Sheet #1
Visualization Sheet #2
Story Map
Graphic Organizers (3)
Rubric for Fractured Fairytale







































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Name: _________________________

Making Inferences!
Today we are going to make inferences. An inference is a conclusion made based
on evidence from the text. With the story you are reading this week, make some
inferences on the story. Use your own life experiences to help you answer the
questions.

1.




2.

Clues in Story What I Know Inference

What is the lesson learned from the story? How do you know?

Inference One: I can infer that

Inference Two: I can infer that

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Name: ___________________

Fractured Fairytales: What Are They?

We have been learning about fractured fairytales and have
discussed how they are humorous, but change a fairytale. In a
fractured fairytale an author changes the setting or point of view
to change the meaning of the story.

Using the fractured fairytales we have read: CinerElly, Sleepless

Beauty, and The True Story of the Three Little Pigs explain below
what a fractured fairytale is to someone who has never read a
fractured fairytale before. Use examples from the texts to help
explain your answer.

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Checklist:

Spelling and Capitals at the beginning of each sentence

Grammar
Periods at the end of each sentence
Question Marks at the end of questions
Exclamation marks to show expression
Beginning Introduces the characters and changes
their names from the original story
Tells the reader where the story takes
place
Changes the setting of the story
Middle Tells the reader about a problem or
adventure
Tells the reader interesting facts and
details about the story
End Solves the new problem
Has a lesson learned at the end of the
story
The events are In order
Clear
Interesting

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 Level One Level Two Level Three Level Four

Story Has no clear Has some Has good Has detailed

Sequence information information information information
showing a showing a showing a showing a
beginning, middle beginning, beginning, beginning,
and end middle and end middle and end middle and
end.
Spelling and Has many Has some Has little Has no spelling
Grammar spelling and spelling and spelling and or grammar
grammar errors grammar grammar errors
errors errors.
Fractured Story is not Story is Story is Story is
Fairytale fractured or somewhat fractured and fractured and
changed from fractured and different from different from
the original different from the original. the original
story. the original, Has some new story. Has
with few new ideas that are many new
ideas that are expressed ideas that are
expressed interestingly. expressed
interestingly. interestingly.
Lesson Has no lesson Has a lesson Has a good Has a great
Learned learned or the learned but lesson learned lesson learned
lesson learned is still resembles with a new with more than
the same as the that of the meaning to the one new
original story. original story story. meaning for
the end of the
story.

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