StoryStarter
Fairy
Tale
Curriculum Pack
StoryStarter Fairy Tale Curriculum Pack
2045101
Table of Contents
Table of Contents
1.Introduction .............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2.Curriculum Grid . . .................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.Activities
Building and Telling Stories
What’s in a Fairy Tale? . . ............................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Fairy Tale Genre
Traveling Tales .............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Two Sides to Every Story ........................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Research and Report
Amazing Authors ......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
A Better Ending ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Fairy Tales Around the World .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
4.Additional Ideas .. ................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
5.Constructopedia ................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
6.LEGO® Element Survey .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Tip: If you wish to integrate the StoryStarter Fairy Tale Expansion Set elements into
your StoryStarter Core Set, a StoryStarter Fairy Tale Expansion Set sticker is provided
to place on the storage box.
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
2
Introduction
Introduction
LEGO® Education is pleased to bring you the Curriculum Pack for the 45101 StoryStarter
Fairy Tale Expansion Set. The StoryStarter Fairy Tale Curriculum Pack offers activities
focused on the fairy tale genre. Software assets designed specifically for the StoryStarter
Fairy Tale Expansion Set have been added to the StoryVisualizer software, therefore,
please ensure the software has been downloaded after January 1, 2015.
It is recommended that you implement some or all the activities in the 2045100
StoryStarter Curriculum Pack before implementing the activities in this StoryStarter
Fairy Tale Curriculum Pack. Because teachers and students are familiar with
the StoryStarter Core Set and activities, the StoryStarter Fairy Tale Curriculum Pack
activities are more condensed to allow for easy implementation.
What is it for?
The StoryStarter Fairy Tale Expansion Set encompasses all the benefits of
the StoryStarter Core Set while broadening its use by allowing students to create
richer, more-detailed fairy tales. The unique elements enable students to learn about:
fairy tale characteristics, famous authors, character traits, and cultural influences on
fairy tales. The StoryStarter Fairy Tale Curriculum Pack highlights real-world relevance
by asking students to read informational texts on fairy tales and communicate their
learning to others, thereby endowing students with the powerful skills of conducting
research and interpreting findings. Below are the types and names of activities in
the StoryStarter Fairy Tale Curriculum Pack and a concise description of each:
•Building and Telling Stories:
•What’s in a Fairy Tale? Students explore characteristics of fairy tales, such as
setting, plot, and characters and how they influence the story.
•Fairy Tale Genre:
•Traveling Tales Students explore the importance of setting as they retell a classic
fairy tale in a unique setting.
•Two Sides to Every Story Students investigate character motives, good and evil,
as they tell a well-known story from a different perspective.
• Research and Report:
•Amazing Authors Students research famous fairy tale authors and incorporate
their story styles into their own fairy tales.
•A Better Ending Students research famous fairy tales and incorporate information
when retelling fairy tales with alternate endings.
•Fairy Tales Around the World Students research the impact of cultural
characteristics of fairy tales as they compare and contrast two versions of the same fairy tale.
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
BUILDING AND TELLING STORIES
What’s in a Fairy Tale?
Common Core Standards
Speaking and Listening:
...........
.................................................................
Learning objectives
• Use characters, action, and narratives to convey a story, a theme, and emotions
• Create dialogue around experiences, events, and characters’ responses to given
situations
• Sequence and retell story events while evaluating speech
• Distinguish between formal and informal language when speaking and writing
• Express and develop ideas through collaborative discussion
• Determine and utilize characteristics of the fairy tale genre
Reading for Literature:
...............
.................................................................
Language:
........................................
.................................................................
Writing:
...............................................
2-5.1
2-4.4
2-5.3
2-5.5
2-5.1
2-5.3
2.3
.................................................................
3-5.3a-b
.................................................................
2-5.6
Setting the scene
The stranger watches closely as he gives the chalice to the disguised princess.
She eyes it warily. “Should I drink it?” the princess asks herself. “Will it really make my
dreams come true? Or does disaster await at the bottom of this cup?” The contents
seem to bubble as a steady stream of smoke wafts toward her. A moment later
the empty chalice clatters to the floor.
1:1
Ask students to discuss the characteristics of the fairy tale genre: How do fairy
tales differ from other types of texts, such as non-fiction? What do most fairy tales
have in common? What is the purpose of fairy tales? Create a class list of fairy tale
characteristics.
Building the story
Use this template to create capes for
the minifigures.
Ask the students to work in teams. Have them brainstorm ideas and then create
a storyboard for a three or five scene drama depicting what happens to the disguised
princess. Remind students to use the list of characteristics of the fairy tale genre to
guide their stories. Encourage them to consider how these characteristics influence
the plot.
Reflecting, sharing, and documenting
Have the students use the StoryVisualizer software to document their dramas and
share with the class. Encourage students to focus on the correct sequence of events
and utilize transitional words. Compare and contrast stories:
• How do characteristics of the fairy tale genre affect your story?
• Though each group started with the same prompt, how do the endings vary?
• What is the purpose, lesson, or moral of your story?
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
Sample model:
See “Constructopedia” for larger image.
DID YOU NOTICE?
Ask students to communicate the fairy tale
characteristics they incorporate as well as
the sequencing and level of detail in their
stories. Document their responses.
6
3
Amazing Authors
Common Core Standards
...........
2-5.1
.................................................................
2-5.4
Learning objectives
Reading for Literature:
...............
2-5.1
• Engage with others in collaborative discussion while building on each other’s ideas
• Gather and interpret information from non-fictional texts
• Compare and contrast the themes, genres, topics, and pattern of events in stories,
myths, and traditional literature
• Identify the meaning of words and phrases used in a text, such as literal or
nonliteral and figurative language
• Produce a specific form of writing, a short biography, to demonstrate the importance
of authors and influences on their work
• Analyze characteristics and styles of various fairy tale authors
.................................................................
2-5.3
Speaking and Listening:
Assessment
Introduction
Reading for Informational Text: 2-5.2
.................................................................
2-5.3
.................................................................
2-5.6
Language:
........................................
2-5.1
.................................................................
2-5.3
.................................................................
Writing:
...............................................
2-5.5
2.2
.................................................................
3-5.2a-b
.................................................................
2-5.3
.................................................................
2-5.7
.................................................................
2-5.8
Setting the scene
Assessment can be conducted in a variety of ways using theDifferent
StoryStarter
Fairy Tale
fairy tale authors use different styles and characteristics in their writing.
Some are known for their descriptive use of language while others for their notExpansion Set:
so-happily-ever-after endings. Have students work in teams to research a famous
fairy tale author, such as Hans Christian Andersen, The Brothers Grimm, Aesop, or
a more modern fairy tale author. Encourage them to focus on the unique styles and
characteristics of the author’s writing.
•The sample rubric in the StoryStarter Curriculum Pack can be adapted and used
with the StoryStarter Fairy Tale Curriculum Pack.
Building the story
Ask the students
to work in teams.
•Each activity contains a “Did you notice?” section in the sidebar
withto continue
concrete
tipsHave them brainstorm ideas and then
create a storyboard for a three or five scene, original story in the style of the author
they researched. The stories should include clear characteristics and elements that
to supplement formative assessment.
define the style of the author.
•The StoryVisualizer software is an excellent tool for reviewing students’ stories in
Reflecting, sharing, and documenting
a portfolio.
Amazing Authors
RESEARCH AND REPORT
Common Core Standards
...........
2-5.1
.................................................................
2-5.4
Speaking and Listening:
Learning objectives
Reading for Literature:
• Engage with others in collaborative discussion while building on each other’s ideas
• Gather and interpret information from non-fictional texts
• Compare and contrast the themes, genres, topics, and pattern of events in stories,
myths, and traditional literature
• Identify the meaning of words and phrases used in a text, such as literal or
nonliteral and figurative language
• Produce a specific form of writing, a short biography, to demonstrate the importance
of authors and influences on their work
• Analyze characteristics and styles of various fairy tale authors
.................................................................
...............
2-5.1
2-5.3
Reading for Informational Text: 2-5.2
.................................................................
.................................................................
Language:
........................................
.................................................................
.................................................................
Writing:
...............................................
.................................................................
.................................................................
2-5.3
2-5.6
2-5.1
2-5.3
2-5.5
2.2
3-5.2a-b
2-5.3
.................................................................
2-5.7
.................................................................
2-5.8
Setting the scene
Have the students use the StoryVisualizer software to document their stories.
Then ask students to write a short biography on the author:
Different fairy tale authors use different styles and characteristics in their writing.
Some are known for their descriptive use of language while others for their notso-happily-ever-after endings. Have students work in teams to research a famous
fairy tale author, such as Hans Christian Andersen, The Brothers Grimm, Aesop, or
a more modern fairy tale author. Encourage them to focus on the unique styles and
characteristics of the author’s writing.
Building the story
Ask the students to continue to work in teams. Have them brainstorm ideas and then
create a storyboard for a three or five scene, original story in the style of the author
they researched. The stories should include clear characteristics and elements that
define the style of the author.
• How did the author’s life impact the stories he/she wrote or his/her writing style?
• What fairy tale is the author known for? Did he/she write any less well-known stories?
• What are the characteristics and elements of the author’s stories? How do they
influence audiences?
Reflecting, sharing, and documenting
Have the students use the StoryVisualizer software to document their stories.
Then ask students to write a short biography on the author:
• How did the author’s life impact the stories he/she wrote or his/her writing style?
• What fairy tale is the author known for? Did he/she write any less well-known stories?
• What are the characteristics and elements of the author’s stories? How do they
influence audiences?
Sample model:
See “Constructopedia” for larger image.
Sample model:
See “Constructopedia” for larger image.
DID YOU NOTICE?
Ask students to describe which
characteristics or elements they choose
to use in their own stories and why.
Document their responses.
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
9
DID YOU NOTICE?
Ask students to describe which
characteristics or elements they choose
to use in their own stories and why.
Document their responses.
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
9
4
Curriculum
Curriculum Grid
The curriculum grid below shows how all the activities are linked to Common Core Standards in English Language Arts:
Activity Title
What’s in a Fairy Tale?
Type of Activity
Building and Telling Stories
Reading
for
Informational
Texts
Speaking
and
Listening
Reading
for
Literature
2-5.1
2-5.3
2-5.1
2.3
2-4.4
2-5.5
2-5.3
3-5.3a-b
2-5.1
2-5.5
2-5.1
2-5.3
2-4.4
2.7
2-5.3
2-5.8
2-5.1
2-5.3
2-5.1
2-5.3
2-5.4
2-5.5
2-5.3
2-5.8
2-5.1
2-5.1
2-5.2
2-5.1
2.2
2-5.4
2-5.3
2-5.3
2-5.3
3-5.2a-b
2-5.6
2-5.5
2-5.3
Language
Writing
2-5.6
Traveling Tales
Two Sides to Every Story
Amazing Authors
Fairy Tale Genre
Fairy Tale Genre
Research and Report
2-5.7
2-5.8
A Better Ending
Research and Report
2-5.1
2-5.1
2-5.2
2-5.3
2-5.3
2-5.4
2-5.3
2-5.3
2-5.6
2-5.7
2-5.6
Fairy Tales Around the World
Research and Report
2-5.8
2-5.1
2-5.1
2-5.2
2-5.1
2-5.7
2-5.5
2-5.3
2-5.6
2-5.3
2-5.8
2-5.9
2-5.6
Specific learning objectives for StoryStarter Fairy Tale Curriculum Pack
•Determine and utilize characteristics of the fairy tale genre
•Retell classic fairy tales with unique adaptations
•Compare and contrast versions of fairy tales
•Analyze characteristics and styles of various fairy tale authors
•Demonstrate an understanding of cultural influences on fairy tales
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
5
BUILDING AND TELLING STORIES
What’s in a Fairy Tale?
Common Core Standards
Speaking and Listening: ............ 2-5.1
................................................................. 2-4.4
Learning objectives
•Use characters, action, and narratives to convey a story, a theme, and emotions
•Create dialogue around experiences, events, and characters’ responses to given
situations
•Sequence and retell story events while evaluating speech
•Distinguish between formal and informal language when speaking and writing
•Express and develop ideas through collaborative discussion
•Determine and utilize characteristics of the fairy tale genre
Reading for Literature: ................ 2-5.3
................................................................. 2-5.5
Language: ......................................... 2-5.1
................................................................. 2-5.3
Writing: ................................................ 2.3
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-5.3a-b
................................................................. 2-5.6
Setting the scene
The stranger watches closely as he gives the chalice to the disguised princess.
She eyes it warily. “Should I drink it?” the princess asks herself. “Will it really make my
dreams come true? Or does disaster await at the bottom of this cup?” The contents
seem to bubble as a steady stream of smoke wafts toward her. A moment later
the empty chalice clatters to the floor.
1:1
Ask students to discuss the characteristics of the fairy tale genre: How do fairy
tales differ from other types of texts, such as non-fiction? What do most fairy tales
have in common? What is the purpose of fairy tales? Create a class list of fairy tale
characteristics.
Building the story
Use this template to create capes for
the minifigures.
Ask the students to work in teams. Have them brainstorm ideas and then create
a storyboard for a three or five scene drama depicting what happens to the disguised
princess. Remind students to use the list of characteristics of the fairy tale genre to
guide their stories. Encourage them to consider how these characteristics influence
the plot.
Reflecting, sharing, and documenting
Have the students use the StoryVisualizer software to document their dramas and
share with the class. Encourage students to focus on the correct sequence of events
and utilize transitional words. Compare and contrast stories:
•How do characteristics of the fairy tale genre affect your story?
•Though each group started with the same prompt, how do the endings vary?
•What is the purpose, lesson, or moral of your story?
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
Sample model:
See “Constructopedia” for larger image.
DID YOU NOTICE?
Ask students to communicate the fairy tale
characteristics they incorporate as well as
the sequencing and level of detail in their
stories. Document their responses.
6
FAIRY TALE GENRE
Traveling Tales
Common Core Standards
Speaking and Listening: . . . . . . . . . . . . . . . . . . 2-5.1
.......................................................................
2-4.4
Learning objectives
Reading for Literature: . . . . . . . . . . . . . . . . . . . . . . 2-5.5
•Express and develop ideas through collaborative discussion
•Portray characters, settings, and events in detail based on inference and facts
drawn from the text
•Explain how scenes fit together to provide smooth transitions and how they form
the fundamental structure of a story, drama, or poem
•Construct a conclusion using transitional words and sensory detail to describe
the characters’ experiences and events
•Produce a specific form of writing, a travel article, to demonstrate the importance
of setting
•Retell classic fairy tales with unique adaptations
.......................................................................
2.7
Language: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.1
.......................................................................
2-5.3
Writing: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.3
.......................................................................
2-5.8
Setting the scene
Raquel Wrinkle is a famous travel writer. She has researched and written about some
of the most amazing places in the world, but her friend and publisher says she needs
to “stretch her wings” and enter the fairy tale genre! Raquel has a brilliant idea to
combine her knowledge of amazing places with the fantasy of fairy tales by taking
classic fairy tales and placing them in different settings. Help Raquel breach the gap
between her extensive, real-world knowledge and this imaginative genre.
Building the story
Ask the students to work in teams. Have them brainstorm ideas and then create
a storyboard for a three or five scene drama retelling a classic fairy tale of their
choosing in a different setting. They may choose a setting on their own or use
the setting spinner.
Reflecting, sharing, and documenting
Have the students use the StoryVisualizer software to document their stories.
Encourage students to consider how the setting changes the plot, characters, and
descriptive language used. Ask students to write a travel article about the fairy tale
land they created in their stories:
•What is the setting, and how is it different from the original setting?
•What other changes need to be made to the story because the setting is different?
•What does the travel article focus on?
• What does a visitor need to know about this special fairy tale setting?
Sample model:
See “Constructopedia” for larger image.
DID YOU NOTICE?
Ask students to explain their adaptations
based on the setting. Do they understand
the importance of setting in fairy tales?
Document their responses.
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
7
FAIRY TALE GENRE
Two Sides to Every Story
Common Core Standards
Speaking and Listening: . . . . . . . . . . . . . . . . . . 2-5.1
.......................................................................
2-5.4
Learning objectives
Reading for Literature: . . . . . . . . . . . . . . . . . . . . . . 2-5.3
•Develop character analyzing skills
•Use specific character traits, good and evil, as influences in a story
•Express individual ideas while building on others through collaborative discussions
•Produce a specific form of writing, an interview, to demonstrate the importance
of character traits
•Distinguish between formal and informal language when speaking and writing
•Retell classic fairy tales with unique adaptations
•Compare and contrast versions of fairy tales
.......................................................................
2.5.5
Language: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.1
.......................................................................
2-5.3
Writing: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.3
.......................................................................
2-5.8
Setting the scene
Fairy tales often involve clearly good and evil characters. The evil characters are
called villains. But in real life people are complex, and perhaps the situation is not
always as clear as it seems. Are Cinderella’s stepsisters misunderstood? Hansel and
Gretel meet a witch; is she just having a bad morning? Does Little Red Riding Hood’s
grandma actually ask the wolf to step in for her while she goes on vacation?
Building the story
Ask the students to work in teams. Have them brainstorm ideas and then create
a storyboard for a three or five scene drama retelling the villain’s version of a fairy tale
of their choosing. Ask them to consider the villain’s character traits, if he/she has been
portrayed accurately in the classic version, and how he/she feels about it.
Reflecting, sharing, and documenting
Have the students use the StoryVisualizer software to document their stories.
Encourage students to write an interview with the villainous character telling his/her
version of the story to the press and public; it may be necessary to show or provide
the students with examples of interviews:
•What evidence does the villain give to support his/her story?
•Why should the public believe him/her?
•How are the other characters portrayed in the villain’s version?
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
Sample model:
See “Constructopedia” for larger image.
DID YOU NOTICE?
Ask students to explain how they incorporate
character traits into their stories. Do they
have an understanding of the importance
of character traits? Document their
responses.
8
RESEARCH AND REPORT
Amazing Authors
Common Core Standards
Speaking and Listening: ............ 2-5.1
................................................................. 2-5.4
Learning objectives
•Engage with others in collaborative discussion while building on each other’s ideas
•Gather and interpret information from non-fictional texts
•Compare and contrast the themes, genres, topics, and pattern of events in stories,
myths, and traditional literature
•Identify the meaning of words and phrases used in a text, such as literal or
nonliteral and figurative language
•Produce a specific form of writing, a short biography, to demonstrate the importance
of authors and influences on their work
•Analyze characteristics and styles of various fairy tale authors
Reading for Literature: ................ 2-5.1
................................................................. 2-5.3
Reading for Informational Text: 2-5.2
................................................................. 2-5.3
................................................................. 2-5.6
Language: ......................................... 2-5.1
................................................................. 2-5.3
................................................................. 2-5.5
Writing: ................................................ 2.2
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-5.2a-b
................................................................. 2-5.3
................................................................. 2-5.7
................................................................. 2-5.8
Setting the scene
Different fairy tale authors use different styles and characteristics in their writing.
Some are known for their descriptive use of language while others are known for their
not-so-happily-ever-after endings. Have students work in teams to research a famous
fairy tale author, such as Hans Christian Andersen, The Brothers Grimm, Aesop, or
a more modern fairy tale author. Encourage them to focus on the unique styles and
characteristics of the author’s writing.
Building the story
Ask the students to continue to work in teams. Have them brainstorm ideas and then
create a storyboard for a three or five scene, original story in the style of the author
they researched. The stories should include clear characteristics and elements that
define the style of the author.
Reflecting, sharing, and documenting
Have the students use the StoryVisualizer software to document their stories.
Then ask students to write a short biography on the author:
•How did the author’s life impact the stories he/she wrote or his/her writing style?
•What fairy tale is the author known for? Did he/she write any less-well-known stories?
•What are the characteristics and elements of the author’s stories? How do they
influence audiences?
Sample model:
See “Constructopedia” for larger image.
DID YOU NOTICE?
Ask students to describe which
characteristics or elements they choose
to use in their own stories and why.
Document their responses.
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
9
RESEARCH AND REPORT
A Better Ending
Common Core Standards
Speaking and Listening: . . . . . . . . . . . . . . . . . . 2-5.1
.......................................................................
2-5.4
Learning objectives
Reading for Literature: . . . . . . . . . . . . . . . . . . . . . . 2-5.1
•Identify and describe characters, settings, and major events in a story using
key details
•Construct a conclusion, making use of transitional words and phrases and
sensory detail to convey characters’ experiences and events
•Gather and interpret information from non-fictional texts
•Explain how specific aspects of a story contribute to the mood, character,
or setting
•Distinguish between formal and informal language when speaking and writing
•Retell a fairy tale with unique adaptations
.......................................................................
2-5.3
Reading for Informational Text: . . . . . 2-5.2
.......................................................................
2-5.3
.......................................................................
2-5.6
Language: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.3
.......................................................................
2-5.6
Writing: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.3
.......................................................................
2-5.7
.......................................................................
2-5.8
Setting the scene
Fairy tales can evolve over time and be adapted for different audiences. For instance,
“The Frog Prince” by The Brothers Grimm has been adapted into many different
versions, including some that are silly, have different characters, and even have
different endings.
Have students work in teams to research a fairy tale which has an ending they want
to change. Depending on the fairy tale, they may research answers to questions,
such as: Why did the author choose this ending? How did audiences respond to
the ending? Are there other versions of the fairy tale with different endings?
Building the story
Ask the students to continue to work in teams. Have them brainstorm ideas and then
create a storyboard for a three or five scene reworking of the original fairy tale but
with an alternate ending. Students may choose a mood or use the mood spinner to
help determine the kind of ending.
Reflecting, sharing, and documenting
Have the students use the StoryVisualizer software to document their stories and
share with the class:
•How does your ending differ from the original ending?
•Why did you change the ending?
•How is the mood of the story altered by the ending you chose?
Sample model:
See “Constructopedia” for larger image.
DID YOU NOTICE?
Ask students to describe how their version
is different from the original. Ask students
to explain the decisions they make and
their thought process and document their
responses.
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10
RESEARCH AND REPORT
Fairy Tales Around the World
Common Core Standards
Speaking and Listening: . . . . . . . . . . . . . . . . . . 2-5.1
.......................................................................
2-5.5
Learning objectives
Reading for Literature: . . . . . . . . . . . . . . . . . . . . . . 2-5.1
•Identify and describe characters, settings, and major events in a story using
key details
•Compare and contrast the themes, genres, topics, and patterns of events in
stories, myths, and traditional literature
•Express individual ideas while building on others through collaborative
discussions
•Develop character analysis skills by describing a character, setting, or event
in depth; draw on specific details in the text
• Demonstrate an understanding of cultural influences on fairy tales
.......................................................................
2-5.3
.......................................................................
2-5.9
Reading for Informational Text: . . . . . 2-5.2
.......................................................................
2-5.6
Language: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.1
.......................................................................
2-5.3
.......................................................................
2-5.6
Writing: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.7
.......................................................................
2-5.8
Setting the scene
Where people live in the world has a large impact on the kinds of stories they tell as
well as versions of classic fairy tales. Have students work in teams to reasearch one
or more versions of a fairy tale from another culture that is similar to one in their own
culture.
Building the story
Ask the students to continue to work in teams. Have them build two scenes, one
from each version of the fairy tale, depicting a part of the story that takes place in
both versions. Encourage students to focus on the main similarities and differences.
What is the main message of each version?
Reflecting, sharing, and documenting
Have the students use the StoryVisualizer software to document both scenes
and write a script for a director’s cut of the scenes explaining the differences and
similarities between the two versions:
•How are the settings, characters, and plots different or similar?
•What is the purpose of each version? Do they tell the same moral or lesson?
•Why do you think the author made those choices when adapting the story?
Sample model:
See “Constructopedia” for larger image.
DID YOU NOTICE?
Ask students to reflect how cultural
influences affect the story they chose.
Document their responses.
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11
Additional Ideas
Building the Story: Additional Ideas
Below are prompts to inspire even more activities:
1.Build a modern-day version of a classic fairy tale, and use the StoryVisualizer
software to document it.
2.Build a silly version of a famous fairy tale, and use the StoryVisualizer software to
document it.
3.A person is transported back to fairy tale land. Build a story depicting how he/she
copes in this strange land. Use the StoryVisualizer software to document it, and
create a first-person account of the adventure.
4.Create a circle story. Have one student build the start of a fairy tale stating setting,
characters, and time. Have another student build on and yet another student finish
the fairy tale. Share the finalized fairy tale and discuss initial intentions and how
the plot may have changed.
5.Build a fairy tale story to be read aloud to four- to five-year-olds. Using
the StoryVisualizer software, write a fairy tale book and read it aloud to the target
audience. Focus on all the characteristics of fairy tales and include great pictures.
Sample model:
See “Constructopedia” for larger image.
6.Choose an issue or problem from a fairy tale. Using the StoryVisualizer software,
write a letter of complaint to the proper organization regarding that issue, for
example, a letter to the building inspector about the materials used in the houses
of straw and twigs in “The Three Little Pigs” and their safety concerns. Have
students design and build new homes for the pigs.
7.Choose a character from a fairy tale. Build a replica of the character with visual
clues. Use the StoryVisualizer software to create a three to five panel set of clues
to identify the character.
8.Write a persuasive advertisement selling a new, improved product, such as
organic apples for potions, that a fairy tale character might use. Build the set for
the commercial, and use the StoryVisualizer software to write the advertisement or
design an ad for a magazine.
Sample model:
See “Constructopedia” for larger image.
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
12
Constructopedia
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
13
Constructopedia
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.
14
LEGO® Element Survey
5x
4540738
5x
4617549
5x
6043035
5x
6081277
5x
4505990
5x
4620380
5x
4499710
5x
4211465
5x
6023594
5x
4234525
5x
4527065
5x
4651443
5x
4119482
5x
6058337
5x
6054438
5x
4514698
5x
6023605
5x
4541496
5x
4211827
5x
4578503
5x
4525078
5x
4210886
5x
4504649
PROPS
5x
4595947
5x
6065921
10x
4277967
CHARACTERS
10x
4523159
5x
6094069
5x
374128
10x
6084028
5x
4536675
5x
365901
5x
6106183
5x
6006221
DETAILS
SETTING
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©2015 The LEGO Group. 093123.
15
LEGOeducation.com
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de commerce de/son marcas registradas de LEGO Group.
©2015 The LEGO Group. 093123.