Best Practices of Technology Integration
Title: Multimedia Fairy Tales
Subject(s): English Language Arts
Intended Grade Level(s): 4-5
Students will create multimedia presentations based on original stories.
Concept Statement: Students will study the elements of the genre commonly
known as “fairy tales”. Using those elements, students will design and author
original stories in a multimedia format.
Framing questions: What are the elements of a fairy tale? How would a fairy tale
look on a computer? If you were to write your own fairy tale for a younger
student to view, what would it include?
Students will write text that demonstrates their understanding of a story genre and their
understanding of the element of voice as used to communicate with a specific audience
(in this case younger students). The task of writing a fairy tale as opposed to some other
genre creates a situation where the writing task is not particularly challenging, and may
be considered fun. This is a purposeful attempt to support the more challenging task of
creating the fairy tale in a multimedia format. This also structures the task so that
students with varying degrees of story writing ability and technology experience can
create an acceptable product.
Explain the importance of developing confidence and a unique presence or voice in their
own oral and written communication.
Identify the style and characteristics of individual authors, speakers, and illustrators and
how they shape text and influence their audiences’ expectations.
Identify and use elements of various narrative genre and story elements to convey ideas
and perspectives. Examples include theme, plot, conflict, and characterization in poetry,
drama, story telling, historical history, mystery, and fantasy.
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Identify and use characteristics of various informational genre(e.g., periodicals, public
television programs, text books, and encyclopedias) and elements of expository text
structure(e.g., organizational patterns, supporting details, and major ideas) to convey
q Microsoft PowerPoint or some other multimedia presentation software
q Computers-1 per student
q Copies of Several Widely Known Fairy Tales
q Chart Paper and Markers for Brainstorming
q Web Access or Captured Web Page (Print or Display in Browser)
q Overhead Projector or TV Display for Computer
Detailed Timeline & Activities/Procedures:
40 minute Activities and Procedures
Week 1 Students are asked to recall fairy tales that they remember. Fairy tale
books are displayed and discussed. Shift the topic of conversation to
commonalities between the stories. Begin to brainstorm what elements
are usually included in fairy tales onto chart paper. Encourage students
to discuss the type of characters that are included, the type of setting
involved, the language that is used, and the use of magical or non-
realistic elements. Introduce the concept that fairy tales, although often
thought of as old fashioned can be presented in a very up to date way
using technology. Show “The Littlest Knight” from the Internet web
page (see materials list). Ask students how the pictures and text in “The
Littlest Knight” might have been created (prompt for answers that
include technology). Tell the students that they will be making similar
fairy tales that should be designed for viewing by smaller children.
Assign the homework of coming up with a concept and bringing a picture
to scan that will embellish their fairy tale.
Week 2 Remind students of the project that was introduced the previous week.
Display the chart upon which the elements of fairy tales were drafted.
Ask students to give examples of each. Demonstrate to the students how
to start PowerPoint, how to create a new slide and how to enter text.
Encourage students to create complete sentences and to be descriptive in
their language. Demonstrate how to insert graphics (from clipart or from
a scanner) to go along with the words. If time allows demonstrate adding
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animation and sound to the graphic. Keep in mind that students will be at
various stages with the manipulation of graphics and text. Try to
demonstrate enough new material for students that are advanced, while
reassuring others that they only need to incorporate the elements that they
are capable of handling. Encourage students that are successfully using
graphics, sound and animation in well-developed stories to show small
groups of other students that are interested in doing the same. Leave
enough time at the end of the session to save presentations.
Week 3 Demonstrate how to open previously saved presentations. Students then
continue adding content and developing stories. Assist students with
scanning pictures and inserting them into their presentations. Begin
giving suggestions for editing. Discuss quality and length standards.
Week 4 Edit and polish presentations into final draft form. Peer editing is a good
way to catch glitches. Remind students to keep their audience (younger
students) in mind. Complete presentations. Assess using the rubric
The teacher should be familiar with the equipment involved. The ability to insert
scanned images into PowerPoint® and to manipulate them on the slides is critical to the
success of this project. It is helpful to have a volunteer help with the editing portion of
the lesson. The teacher should be prepared to coach the students when brainstorming
story elements for fairy tales to insure that the students clearly define the elements that
should be included in their own stories.
Prerequisite Student Skills:
This lesson is most successful with students that have had previous experience with
PowerPoint®. Prior to the lesson, the students involved in the project had participated in
at least one group PowerPoint® project. They were able to start a new presentation, add
slides, add graphics, save and retrieve their presentation. Students with more advanced
knowledge will be able to use scanned graphics in addition to clipart.
see Detailed Timeline
Use the following rubric to assess the completed student projects.
Assessed Elements Contains Contains Does Not
Element Partial Contain
Plot (Supported by Correctly Ordered Slides)
Characters With Special or Magical Traits
Setting Described in Pictures and Text
“Fairy Tale” Language (e.g. Once Upon a Time)
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5 or More Slides in Presentation
1 or More Grammatically Correct Sentences per
1 or More Graphics per Slide
1 or More Animation Effects per Presentation
1 or More Sounds per Presentation
Targets Younger Student Audience
Originality or Voice
Student Can Run Presentation Independently
Following thorough editing, students may present their fairy tales to younger students
from Kindergarten through 3rd grade classes. This may be done by inviting the younger
class to the computer lab or for multiple simultaneous presentations or by traveling to
different classroom with a presentation device and mobile computer. The author of this
lesson incorporated the sharing of stories into March is Reading Month activities.
Name: Sherry McVay
School District: Potterville Public Schools
School: Potterville Elementary
Address: 420 N. High St. Potterville, MI 48876
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