storystarter fairy tale - le- · the storystarter fairy tale curriculum pack highlights real-world...

StoryStarter Fairy Tale Curriculum Pack2045101

StoryStarterFairy Tale

Curriculum Pack

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

Table of ConTenTs

Table of Contents

1.Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2.CurriculumGrid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

3.ActivitiesBuildingandTellingStories

What’s in a Fairy Tale? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

FairyTaleGenre

Traveling Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Two Sides to Every Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

ResearchandReport

Amazing Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

A Better Ending . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Fairy Tales Around the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

4.AdditionalIdeas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

5.Constructopedia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

6.LEGO®ElementSurvey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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.


3

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.


6

BUILDING AND TELLING STORIES

What’s in a Fairy Tale?

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

Setting the sceneThe 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.

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 storyAsk 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 documentingHave 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?

Use this template to create capes for the minifigures.

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.

Common Core Standards

Speaking and Listening: . . . . . . . . . . . 2-5.1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-4.4

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

1:1


4

InTroduCTIon

AssessmentAssessment can be conducted in a variety of ways using the StoryStarter Fairy Tale Expansion Set:

• The sample rubric in the StoryStarter Curriculum Pack can be adapted and used with the StoryStarter Fairy Tale Curriculum Pack.

• Each activity contains a “Did you notice?” section in the sidebar with concrete tips to supplement formative assessment.

• The StoryVisualizer software is an excellent tool for reviewing students’ stories in a portfolio.


9

RESEARCH AND REPORT

Amazing Authors

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

Setting the sceneDifferent fairy tale authors use different styles and characteristics in their writing. Some are known for their descriptive use of language while others 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 storyAsk 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 documentingHave 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?


DID YOU NOTICE?Ask students to describe which characteristics or elements they choose to use in their own stories and why. Document their responses.



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.4


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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


9

RESEARCH AND REPORT

Amazing Authors





Setting the sceneDifferent fairy tale authors use different styles and characteristics in their writing. Some are known for their descriptive use of language while others 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.



• 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






. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.4


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.3


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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


5

CurrICulum

Curriculum Grid

The curriculum grid below shows how all the activities are linked to Common Core Standards in English Language Arts:

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

Activity Title Type of ActivitySpeaking

and Listening

Reading for

Literature

Reading for

InformationalTexts

Language Writing

What’s in a Fairy Tale? Building and Telling Stories 2-5.1 2-5.3 2-5.1 2.3

2-4.4 2-5.5 2-5.3 3-5.3a-b

2-5.6

Traveling Tales Fairy Tale Genre 2-5.1 2-5.5 2-5.1 2-5.3

2-4.4 2.7 2-5.3 2-5.8

Two Sides to Every Story Fairy Tale Genre 2-5.1 2-5.3 2-5.1 2-5.3

2-5.4 2-5.5 2-5.3 2-5.8

Amazing Authors Research and Report 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

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 2-5.8

Fairy Tales Around the World Research and Report 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


6

BUILDING AND TELLING STORIES

What’s in a Fairy Tale?

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

Setting the sceneThe 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.

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 storyAsk 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 documentingHave 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?

Use this template to create capes for the minifigures.

1:1


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.



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-4.4


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.5

Language: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.3

Writing: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.3

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-5.3a-b

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.6


7

FAIRY TALE GENRE

Traveling Tales

Learning objectives• 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

Setting the sceneRaquel 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 storyAsk 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 documentingHave 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?


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.


Speaking and Listening: . . . . . . . . . . . . . . . . . 2-5.1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-4.4

Reading for Literature: . . . . . . . . . . . . . . . . . . . . . 2-5.5

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.7

Language: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.3

Writing: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.3

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.8


8

FAIRY TALE GENRE

Two Sides to Every Story

Learning objectives• 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

Setting the sceneFairy 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 storyAsk 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 documentingHave 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?


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.



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.4


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5.5

Language: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.3

Writing: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.3

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.8


9

RESEARCH AND REPORT

Amazing Authors





Setting the sceneDifferent 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.



• 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






. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.4


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.3


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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


10

RESEARCH AND REPORT

A Better Ending

Learning objectives• 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

Setting the sceneFairy 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 storyAsk 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 documentingHave 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?


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.



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.4


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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


11

RESEARCH AND REPORT

Fairy Tales Around the World

Learning objectives• 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

Setting the sceneWhere 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 storyAsk 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 documentingHave 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?


DID YOU NOTICE?Ask students to reflect how cultural influences affect the story they chose. Document their responses.



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5.5


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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

12

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.

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.



13

ConstruCtopedia


14

ConSTruCToPedIa


15

LEGO® ELEmEnt SurvEy


5x 4234525

5x 365901

5x 6058337

5x 6023594

5x 6106183

5x 4119482

5x 4617549

5x 374128

5x 4620380

5x 6081277

5x 4211465

5x 4540738

5x 6094069

10x 4523159

5x 4505990

5x 4651443

5x 4210886

5x 4578503

10x 4277967

5x 6065921

5x 4541496

5x 6054438

5x 6023605

10x 6084028

5x 4525078

5x 6043035

5x 6006221

5x 4499710

5x 4595947

5x 4211827

5x 4514698

5x 4527065

5x 4536675

5x 4504649

CHARACTERS

PROPS

SETTING

DETAILS

LEGOeducation.com


storystarter fairy tale - le- · the storystarter fairy tale curriculum pack highlights real-world...

Documents