“Fractured Fairytales” Writing Unit Plan Project
Lesson Plan #2
Title/Topic of Lesson:
Planning the Writing Process: “Fractured Fairytales”
Context of Lesson:
This is the second day of the new language arts/writing unit. The previous lesson
introduced the students to the “Fractured Fairytales” unit and they were shown an
example of a fractured fairytale. Through a whole class discussion, they generated a list
of possible fairytales that they could change. Also, the elements of a fairytale were
Grade Level and Length of Lesson:
4th grade classroom, approximately 1 hour
Lesson Objectives (Goals):
Students will choose the fairytale that they will change in their own writing.
Students will begin the planning of their Fractured Fairytale through the use of a
Students will review setting, voice/narration, and main character traits.
Students will review the elements of a fairytale.
Technology Foundation Standards
(ISTE National Educational Technology Standards for Students – NETS*S)
Basic operations and concepts
Students demonstrate a sound understanding of the nature and
operation of technology systems.
Students are proficient in the use of technology.
Social, ethical, and human issues
Students practice responsible use of technology systems,
information, and software.
Students develop positive attitudes toward technology uses that
support lifelong learning, collaboration, personal pursuits, and
Technology productivity tools
Students use technology tools to enhance learning, increase
productivity, and promote creativity.
Students use productivity tools to collaborate in constructing
technology-enhanced models, prepare publications, and produce
other creative works.
Technology communications tools
Students use telecommunications to collaborate, publish, and
interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate
information and ideas effectively to multiple audiences.
Chelsea School District Standards:
Identify and describe a variety of narrative genre (e.g., poetry,
myths/legends, fantasy, adventure).
Analyze characters’ thoughts and motivation through dialogue;
various character roles and functions (e.g., hero, villain, narrator);
know first person point of view and conflict/resolution.
Retell and summarize grade level appropriate narrative and
Explain oral and written relationships among themes, ideas, and
characters within and across texts to create a deeper understanding
(e.g., categorize and classify, compare and contrast, draw parallels
across time and culture).
Write a narrative piece (e.g., myth/legend, fantasy, adventure)
creating relationships among setting, characters, theme, and plot.
Engage in interactive, extended discourse to socially construct
meaning (e.g., book clubs, literature circles, partnerships, or other
Discuss narratives (e.g., mystery, myths and legends, tall tales,
poetry), conveying the story grammar (i.e., various character roles,
plot, story level theme) and emphasizing facial expressions, hand
gestures, and body language.
Listening and Viewing:
Respond to questions asked of them, providing appropriate
elaboration and details.
Listen and interact appropriately and view knowledgably in small
and large group settings.
Picture Book, The True Story of the Three Little Pigs, by Jon Scieszka
SmartBoard (with scanned copy of worksheet and the previous days lists)
Computer (to project onto SmartBoard and save discussion materials)
Worksheet, “Planning Worksheet”
Student generated list of fairytales
Pencils/pens for students
1. Begin by having the students revisit the list of fairytales that they created.
Add any new fairytales that the students may choose to rewrite.
2. Introduce the students to the “Planning Worksheet” that is shown on the
SmartBoard. Explain that this worksheet is a tool for them to organize
their thoughts and guide them in the writing process.
3. Briefly mention the parts of the worksheet and explain that we will be
doing an example together as whole class using the book The True Story
of the Three Little Pigs. When we complete the example together, we will
discuss each question in detail and discuss what they mean.
4. To the whole class, demonstrate how to complete the “Planning
Worksheet”. For each question, take questions from the students, review
the elements of a fairytale, and review the basic structure of a story.
What original fairytale are you changing?
Who is going to tell the new story?
Review narration and voice. In the book, the Fractured
Fairytale is told from the point of view from the wolf. His
side of the story is very different than the three pigs. Why is
this? How did the author make this change in his story?
Where will this new story take place?
When will this new story take place?
These two questions deal with the setting of the story, both
time and place. Review setting with students. Would this
story be the same if it was told today? How would it be
different? These are things you will consider when writing
your stories. Cinderella would be very different if it was set
in Chelsea in 2006 than in the original version.
What will be your title of your Fractured Fairytale?
Discuss with students the importance of a catchy title.
Remind them that 5th graders will be reading these stories,
so you want to grab their attention by the title. Use the
example of the book The TRUE Story of the Three Little
Pigs. Explain that readers are drawn to find out what
‘really’ happened in the words of the wolf.
What are at least 3 things you want to change in your story?
Discuss with students some of the most important changes
in the book versus the original story. Record these on the
worksheet that is scanned on the SmartBoard. Discuss
some possible changes in other fairytales. Tell them that
they must have at least 3 things changed in their Fractured
Fairytale but there is space if they want to change more.
5. After completing the worksheet together as a whole class and reviewing
the basic structure of a fictional story, review the elements of a fairytale.
6. Now that students should have decided which fairytale to rewrite, have
them refer to their list of elements and circle the ones that are relevant to
that original fairytale. Remind the students that if they were present in the
original then they need to remain in the Fractured Fairytale, however, they
can be changed.
7. Have students use the remaining time of Writer’s Workshop to complete
their “Planning Worksheet”, with the exception of the final question,
independently. Teacher will circulate around the room to check for
understanding and answer any questions.
8. After it is complete, have students turn this sheet in so that the teacher can
monitor progress and meet with individuals that are struggling.
Most assessment will be through the use of whole class discussion to check for
students’ understanding of the material. By having the students complete the planning
worksheet, the teacher can help by guiding their writing after initially reviewing their
progress. By having the students turn in their worksheet early on, the teacher will have an
opportunity to meet with individually with the struggling students and keep all students at
the same beginning, planning phase for one more day.