Title: Fairy Tale Challenge
Project Authors:
• Ken Conn, Data Projections, Inc., Lamar Consolidated I.S.D., Rosenberg, TX,
[email protected]
• Katherine Danielson, Campbell Elementary, Lamar Consolidated I.S.D., Sugar Land, TX,
[email protected]
• Stacy Farmer Bethel, Blossom Elementary, Prairiland I.S.D., South Pattonville, TX,
[email protected]
• Jana Simoneaux, Dickinson Elementary, Lamar Consolidated I.S.D., Sugar Land, TX,
[email protected]
The Story Elements Challenge videoconference is based on the MysteryQuest videoconference project,
http://www.remc11.k12.mi.us/dl/MysteryQuest/.
Subject Area: Reading
Intended Grade Level: 2nd grade
Description: This project focuses on developing students’ reading skills in the areas of reading
comprehension, character development, interpreting main ideas and setting, problem/solution, and
vocabulary development using the theme of fairy tales. It is intended for participation from three classes.
Learner Outcomes:
Based on the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading http://www.tea.state.tx.us/rules/tac/chapter110/ch110-128a.pdf
(2.1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral
language experiences. (A) (B) (C) (D) (E) (F)
(2.3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences
for different purposes and occasions. (C) (D)
(2.4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings
into spoken words. (B) (C)
(2.7) Reading/variety of texts. The student reads widely for different purposes in varied sources. (A) (B) (C)
(2.8) Reading/vocabulary development. The student develops an extensive vocabulary. (A) (B) (C) (D)
(2.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud
and selections read independently. (A) (C) (E) (F) (G) (I)
(2.10) Reading/literary response. The student responds to various texts. (A) (D).
(2.11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of
texts. (C) (D) (E) (F) (H) (I) (J)
(2.12) Reading inquiry/research. The student generates questions and conducts research using information
from various sources. (G) (H)
Fairy Tale Challenge, Sample Lesson Plan
(2.13) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of
others, and the common elements of culture. (A) (B)
(2.14) Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms. (B)
Time: This project involves three videoconferences – Story Elements Challenge, Story Retell, and Vocabulary
Jeopardy. This project can be spread out to occur over the course of a school year, or can fit into one
semester. Each videoconference requires one 45-60 minute time period and approximately three hours to
prepare before each videoconference.
Story Elements Challenge: Preparation
Each teacher e-mails three fairy tale choices to the main facilitator. The main facilitator e-mails each teacher
separately (with a copy to their IT person) with their fairy tale (one of the three that were sent previously),
and the other four that they will need to read and discuss prior to the videoconference. Each teacher will
read and study her class’s fairy tale and develop three clues from the story. She will have one clue focusing
on characters, one clue focusing on problem/solution, and one clue focusing on setting (any order). Her
classes’ fairy tale’s clues should start very broad and become more specific with each one. Since this is the
first videoconference, during the first 15 minutes of the videoconference, each class will take a few minutes
to share some details about their community with the other two classes. This can be done in any format that
the class chooses (props, pictures, posters, PowerPoint, school song, etc.).
Story Elements Challenge: Materials
Copy of the five fairy tales that will be used, any props or materials that may be used to communicate
information about community or story elements challenge clues, story elements challenge table (attached)
Story Elements Challenge – Videoconference Agenda (55 minutes)
15 minutes - Welcome and Introductions – Each class shares their location and some brief information about
their school/community.
15 minutes - Clues presentation - Each class shares one clue (verbal or picture) at a time about their story (in a
pre-determined order) while the other two classes record the clues in the Story Elements Challenge table
(recommend having one for each student). Classes mute their microphones and discuss clues after each
round is presented and decide if it is a character, problem/solution, or setting type of clue. Continue giving
clues and discussing until all three rounds of clues are finished.
10 minutes - Formulate Clarifying Questions - Each class develops and then records one yes or no question to
clarify whether they have the correct guess for the other two classes using the Story Elements Challenge
table.
5 minutes - Ask and Answer Clarifying Questions - Each class asks their clarifying yes or no question to the
other two classes and the other two classes respond with a yes or no answer. Responses and the other
classes’ clarifying questions can be recorded in the Story Elements Challenge table.
5 minutes - Formulate Final Guesses - Each class mutes their microphones and discusses the answers to the
clarifying questions and decides on their final guess.
5 minutes - Share Final Guesses - Each class shares their final guess for the other two classes and then each
class reveals the actual story for which the clues were given (goodbyes at this time).
Fairy Tale Challenge, Sample Lesson Plan
Retelling Videoconference: Preparation
Each teacher selects a different fairy tale from the first videoconference and e-mails it to the other
participating teachers. Each teacher reads each of the other class’ books. Each class prepares a skit or
dramatic retell of their story using props and costumes. Classes should practice the skits in order to feel
comfortable on the camera.
Retelling Videoconference: Materials
Copy of the three fairy tales that will be used, any props, costumes, or materials that will be used for the story
retell, story retell table (attached)
Retelling Videoconference: Videoconference Agenda – 30-45 minutes
5 minutes – Welcome and introductions. The main facilitator welcomes each class and reviews the agenda
and order of presentations (pre-determined)
5-7 minutes per class – Each class presents their skit or dramatic retelling using props or costumes.
3-5 minutes per class – Each class will mute their microphones and discuss story elements such as characters,
plot, and setting for each presentation. You may want to use the story retell table as a guide with your class.
3-5 minutes per class – The main facilitator leads a sharing between the classes and their comments on
identifying characters, setting, and plot for each presentation.
5 minutes – Wrap up. The main facilitator leads as each class shares what they learned from the activity or
what they liked best.
Vocabulary Jeopardy: Preparation
Two fairy tales are chosen that are different from the other two videoconferences. Each class reads the two
stories from which a vocabulary list (ten words each) has been taken and shared. All three classes study the
words and definitions in their classroom before the competition. A Jeopardy PowerPoint game based on the
definitions and the vocabulary words is created for the videoconference. There are two columns of five for
each book ($100-$500) with a total of four columns for the students to choose. The students will be given the
definition and have to decide what the vocabulary word is for that definition.
Vocabulary Jeopardy: Materials
Copy of the two fairy tales that will be used, vocabulary list for each story (ten words each), Vocabulary
Jeopardy PowerPoint (example attached), small dry erase boards for each student or small group
recommended
Vocabulary Jeopardy – Videoconference Agenda (45 minutes)
5 minutes - Welcome and introductions. The main facilitator will have each class share their favorite part of
the Fairy Tale Challenge in order to check everyone’s audio and video connection.
5 minutes – The main facilitator will explain the game and rules to the students.
A. Each class will take a turn picking a category and point value from the Jeopardy board (in a predetermined order).
B. The main facilitator will read the definition to the classes, and remind all 3 classes to mute their
microphones to discuss.
Fairy Tale Challenge, Sample Lesson Plan
C. Students will work in small groups of 3-4 students, write their answer on a small dry erase board, and
come to a consensus as a class. Halfway through the videoconference each class will also need to
develop a “meaningful” sentence with the vocabulary word they believe is the answer.
D. After about 2-3 minutes, the main facilitator will check in with the classes and have each class share
their answer. Once all three classes have shared their answer, she will reveal the answer from the
Jeopardy board.
E. Each class can keep score on their chalkboard if they would like, but the focus will be on the activity,
and not the score.
F. This continues until the game is finished, or there are 5 minutes left.
30 minutes - As a class, students will compete with other classes in a Jeopardy style format reviewing
vocabulary words from the list.
5 minutes – The main facilitator leads as each class shares what they learned from the activity or what they
liked best.
Post Activities: A writing activity could be incorporated where the students from each class develop a pen
pals type of project together in between the videoconference connections. It would also be helpful to have
the students reflect on the activities through a journal writing following each activity in order to provide
feedback to the teachers and facilitators so the project could continually be improved.
Assessment & Evaluation: The students’ learning will be accessed through participation grades, as well as
individually made teacher rubrics to assess the quality of the projects. The assessment of the use of
videoconferencing will come from student feedback as well as teacher/facilitator meetings prior to each
videoconference.
Implementation Plans: This project is designed for three reading classes to participate. It can be spread out
to occur over a semester or entire school year. The lead facilitator will be one of the Campus Instructional
Technology Specialists at one of the participating schools.
Below is an example of a project time line.
First week in October: Planning Meeting Videoconference with all interested schools to review the details of
the project, create groups of three classes, and set specific tentative dates/times for each of the three
videoconferences.
Story Elements Challenge – second week in November
Retelling Videoconference – first week in February
Vocabulary Jeopardy – last week in April
Fairy Tale Challenge, Sample Lesson Plan
for the challenge
Aladdin
Ali Babba and the 40 Thieves
Baba Yaga and Vasilisa the Brave
Beauty and the Beast
Brer Rabbit
Cinderella
Hansel and Gretel
Jack and the Beanstalk
James and the Giant Peach
Little Red Riding Hood
Mufaro’s Beautiful Daughters
Pinocchio
Puss In Boots
Rapunzel
Rumpelstiltskin
Sleeping Beauty
Snow White and the Seven Dwarves
Swan Lake
The Boy Who Cried Wolf
The Bremen Town Musicians
The Elves and the Shoemaker
The Emperor’s New Clothes
The Fisherman and his Wife
The Fool of the World and the Flying Ship
The Frog Prince
The Gingerbread Man
The Golden Touch
The Little Match Girl
The Little Mermaid
The Nutcracker
The Princess and the Pea
The Rainbabies
The Snow Queen
The Three Billy Goats Gruff
The Three Little Pigs
The Three Wishes
The Ugly Duckling
Thumbelina
Two of Everything-Chinese Folktale
The Three Bears
Composed by Stacy Bethel Farmer 2005
Clue #1
Clue #2
Clue #3
Your Class's Clarifying
Question
Other Class's Clarifying
Question
CHARACTERS
CHARACTERS
CHARACTERS
YES
YES
PROBLEM/SOLUTION
PROBLEM/SOLUTION
PROBLEM/SOLUTION
NO
NO
SETTING
SETTING
SETTING
CHARACTERS
CHARACTERS
CHARACTERS
YES
YES
PROBLEM/SOLUTION
PROBLEM/SOLUTION
PROBLEM/SOLUTION
NO
NO
SETTING
SETTING
SETTING
CIRCLE ONE FOR
EACH CLUE OR
CLARIFYING
QUESTION
Teacher #1 class
CIRCLE ONE FOR
EACH CLUE OR
CLARIFYING
QUESTION
Teacher #2 class
Guess
CHARACTERS
PLOT
SETTING
CHARACTERS
PLOT
SETTING
Teacher #1's
Class - "Fairy
Tale title"
Teacher #2's
Class - "Fairy
Tale title"