Fractured Fairy Tales & Fractured Fairy Tales & Folk LiteratureFolk Literature

Traits: VoiceTraits: Voice

What is voice?• Individual, distinctive

• A “read-aloud” piece

• Passionate, energetic

• Speaks to readers

• Confident, self-assured

• Writer is present in the page

Voice• It is the heart and soul of the writing, the

magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.

Learning TargetsStudents will identify the use of voice in a

piece of writing.

Students will use voice effectively in their recreation of a fairy or folk tale.

State StandardsEALR 3: The student writes clearly and

effectively. Component 3.2: Uses appropriate style.GLE 3.2.1: K-1: Understands concept of personal voice.2-4: Writes with voice. 5-10: Applies understanding that different

audiences and purposes affect writer’s voice.

Materials• The Three Little Pigs

• The True Story of the Three Little Pigs in The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka & Lane Smith

• Writing Materials

Lesson Plan Procedures• Brainstorm different fairy tales/stories

students knew when they were younger• Read the Three Little Pigs • Define voice for students (definition will vary

based on age)• Expand to perspective or point of view• Ask the students if they hear voice in this

story?

Lesson Plan Procedures• Read the True Story of the Three Little

Pigs• How does the voice in this story differ?• What conventions make it easier to

hear the voice in this version?• Generate a list of qualities & checklist

Production Procedures• Have students create their own

fractured fairy-tales

• Provide prompts for students who need it or writeable handout with formatting

Assessment• Checklist

• Rubric for more complex pieces (best if class developed)

• Creating Writer’s page 45

AdaptationsK-1: Use the books to identify qualities of voice

and return to these qualities each time you read through a story.

2-4: More supports for writing, brainstorm word choice to show emotion and interest

5-10: Give students specific audience (younger students) or look at cultural folk tales

Adaptations• Folk Literature - discussing the importance of

oral history and how it changes with each story teller

• Using Folk Literature in the class to develop a class book of stories based on students’ own cultures

• Connects to or part of SS curriculum, ancient civilizations/cultures

Adaptations• Elementary: Having students identify

stories they think represent their culture and telling them in their own words

• Secondary: Students write their own folk literature, meant for younger students (service-learning project)

Materials• Teacher Resource: Happily Ever After:

Sharing Folk Literature with Elementary and Middle School Students. Young, T.A.

• Lesson Resources: Aesop’s Fables or other short folk literature, preferably culturally relevant to your particular student group

• Writing Materials

A Note from OSPINote: Read-alouds should include a

multicultural perspective and be continued throughout all grade levels.