Fractured Fairy Tale Creating and Storytelling Assignment:
Choose a fairy tale to "fracture."
Using the common elements of fairy tales below and your chosen tale as guides, create a new fractured
version of your chosen fairy tale.
The finished version of your fairy tale should be illustrated and "published" (handed in).
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Must be typed
Must have a cover with name of author, title of fracture fairy tale, illustration
Must have bound edges
Illustrations should be in color unless the meaning of the story conveys the black/white element
Book can be completed in any media format as long as a hardcopy of the Fractured Fairy Tale is
turned in.
STORY STARTERS:
TO START YOUR OWN FAIRY TALE
…START WITH WHO…
• There once was a princess who...
• Once there was a prince who....
• When the dragon emerged from its long slumber...
...OR WHEN...
• Once upon a time...
• Long, long ago...
• Many long years ago...
...OR WHERE...
• In a distant land...
• In a faraway land...
• In a small village...
• In a distant kingdom...
Name of Presenter: _______________________________________
“Original” Title: _________________________________________
Fracture Title Presented:___________________________________
Total: _____/100
Fractured Fairy Tale Rubric
10-9
8-6
5-3
2-0
Ideas
Ideas add humor
to the original
story. Details are
very clear,
consistent, and
interesting.
Ideas add some
humor to the story.
They are fairly
consistent and
mostly clear and
interesting.
Ideas add little to
the original story,
or they aren’t
consistently carried
through. Places in
the story need more
explanation or
consistency.
Ideas don’t make
sense: either they
confuse the original
story too much or
they are very
inconsistent.
Organization
The story has a
very interesting
beginning and a
good conclusion.
The parts of the
story make sense
in the order they’re
presented, without
any gaps.
The beginning and
conclusion work
effectively, even if
they could be a
little more
interesting. Any
gaps or problems
with order are
small.
The beginning
and/or conclusion
are abrupt or
uninteresting. The
story has gaps that
make it seem
choppy or places
where a reader can
lose track of what’s
happening.
The beginning is
uninteresting or
confusing. The
conclusion is too
abrupt—the story
just ends. There are
huge gaps in the
story events that
make it hard to
follow.
Voice in Writing
The narrator’s
voice is fun and
engaging. It fits
the story and/or
characters. Point of
view is clear,
relevant and fits
the story.
The voice of the
narrator works. In
some places, it is
stronger than in
others. Point of
view is moderately
clear, relevant, and
fits the story.
The voice is hard to
hear. It is very
uneven or doesn’t
fit with the story or
characters. Point of
view is clear, but
does not fit the
story.
The voice is nonexistent or totally
inappropriate. Point
of view is not clear,
relevant, and does
not fit the story.
Word Choice
Word choice is
especially effective,
precise, and fitting
for the story and
characters.
Most of the word
choices are
effective. In a few
places, they are
vague or not a good
fit.
Most of the words
are common,
vague, or not a
good fit for the
story or characters.
Some of the word
choices are
distracting or unclear
so that they detract
from the story or
character.
Sentence Fluency
Sentences are
smooth, rhythmic,
and especially
suited to the
situation and voice.
The sentences work
for the most part.
They are effective
without always
being suited to the
situation.
Sentences
sometimes are
repetitive, choppy,
or unsuited to the
situation.
Sentences are so
choppy or lengthy
that they are hard to
read and don’t
reflect the story at
all.
10-9
8-6
5-3
2-0
Picture
Sequencing
The sequence of
pictures in the
story flows
smoothly without
gaps. Lots of
pictures included.
Sequence is
relatively smooth,
with few gaps.
Includes several
pictures.
Sequence has gaps,
but audience can
still attempt to
understand the
story. Some
pictures are
included.
The sequence is
completely out of
order with no rhyme
or reason to the
story flow. Minimal
to no pictures.
Fracture
The revised story
shows the writer’s
clear
understanding of
revision.
The revised story
shows that the
writer understands
the concept of
revision.
The revised story
shows inconsistent
understanding of
revision concepts.
The story shows little
or no understanding
of revision concepts.
Vocal Mechanics of
Presentation
Spoke clearly,
articulated well,
and was loud
enough. Included
uses of vocal
variety and
language use that
created an
engaging
performance.
Spoke clearly,
articulated well, and
was loud enough.
Included some uses
of vocal variety.
General articulation.
Few areas of
mispronunciation.
Use of filler words.
Volume issues.
Very hard to hear,
poor articulation,
took unnecessary
pauses. Read from
text with monotone
voice.
Facial Expression/
Body Language &
Gesture
Integrated posture,
gestures, and
other nonverbal
behaviors.
Expression
matched tone.
Maintained great
eye contact.
Integrated posture,
gestures, and other
nonverbal
behaviors.
Expression mostly
matched tone.
Maintained good
eye contact.
Posture was
slumped over book.
Much unnecessary
movement. Did not
use gestures. Eye
contact was
minimal; most
attention was spent
reading directly
from created book.
Lack of eye contact.
Did not model story.
Did not use gestures
to assist with the
tone or mood of the
story.
Timing, Pacing and
Picture
Demonstration
Story was
presented at a rate
that the meaning
of the story was
enhanced. Spoke
at just the right
pace and flipped
through the pages
of the story at an
appropriate rate.
Story was
presented at a rate
that the meaning of
the story was
understood. Spoke
and flipped through
the pages of the
story at an uneven
rate
Story was
presented at a rate
that the meaning of
the story was
confusing. Spoke
too quickly at times
and flipped through
the pages of the
story and an
appropriate rate
very little of the
time.
Story was presented
at a rate that the
meaning of the story
was lost. Spoke too
quickly and flipped
through pages too
fast.
Comments:
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