AFTER SCHOOL PROJECT PLANNING FORM
Name of Project:
My Fairy Tale
Location/site:
Grade/age Level: K-5
Duration of project:
Facilitator:
Project Idea
Summary of the issue,
challenge, investigation,
scenario, or problem:
Youth will read the fairy tales of various cultures (e.g., Cinderella story from multiple countries). They will identify
common elements, such as story structure and recurring themes or messages. Students will write their own fairy tales
showcasing important pieces of their identity, including personality traits and/or culture.
Driving Question
How can we create fairy tales that show who we are?
Academic Subject
Areas to be learned
Literacy, Social Studies, Geography
(e.g., science, history):
21st Century Skills
Collaboration
X
Career Skills:
Communication
X
Other:
Critical Thinking
X
to be taught.
(Career Skills applicable for
Middle and High School
Models)
Presentation Audience:
Group:
Culminating
Products and
Performances
Grades K-1: The class will write and illustrate an original fairy tale as a group. Each student
in the class, or a characteristic from each student in the class, will appear in the fairy tale.
Students will present a skit or puppet show of their fairy tale.
Parents:
School:
Community:
(Note: projects
must have at
least one
Culminating
Product/Event)
Individual:
Grades 2-5: Students create their own original fairy tales, with themselves as the protagonists
or another main character. Each student’s fairy tale will have a clear message or purpose.
Students may choose to write their fairy tale in a traditional storybook, or a screenplay or
other medium of their choice.
X
X
Experts:
Web:
Other:
© 2008 Buck Institute for Education
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AFTER SCHOOL PROJECT PLANNING FORM
Activities to
generate student
interest
Read a favorite fairy tale
(early in the project)
Rubric: Project
Content
Identify the content or
learning objectives for
the project
(For example, for a
gardening project, learning
objective: youth will be
able to explain the process
of photosynthesis)
In this row write what it
means to be emerging,
proficient, mastery, or
breakthrough with the
project content/ learning
objectives. Then
transfer this information
to the rubric.
State the Project Content/ Learning Objectives:
9.1c: Visual Arts
1.1: Learning to Read Independently
1.2: Reading, Analyzing, and Interpreting Text
1.4: Types of Writing
1.5: Quality of Writing
1.6: Speaking and Listening
20.1: Connections
25.1: Self-Concept (Identity)
25.4: Pro-Social Relationships with Peers
AL5: Imagination, Creativity, and Invention
Emerging
Student is not able to
describe the elements of a
fairy tale or apply them to
create an original fairy tale
(grades 2-5) or contribute to
the class fairy tale (grades k1). Student’s writing does
not meets the appropriate
grade-level standards (PA
Keys Early Learning or
Common Core)
Proficient
Student can describe some
of the elements of a fairy
tale, such as magic,
protagonist, and antagonist.
Student incorporates some
of these elements into an
original fairy tale (grades 25) or class fairy tale (grades
k-1). Student can describe
the influence culture has on
fairy tales. Student’s
writing approaches the
appropriate grade-level
standards (PA Keys Early
Mastery
Student can describe the
elements of a fairy tale,
including magic,
protagonist, and antagonist.
Student uses these elements
to create an original fairy
tale (grades 2-5) or
contribute to the class fairy
tale (grades k-1). Student
can describe the influence
culture has on fairy tales and
applies his/her own culture
to his/her fairy tale.
Student’s writing meets the
Breakthrough
Student exceeds the
standards of mastery and is
able to teach others the
elements of a fairy tale and
create original fairy tales,
unassisted. Student’s
writing exceeds the
appropriate grade-level
standards (PA Keys Early
Learning or Common Core)
© 2008 Buck Institute for Education
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Learning or Common Core)
appropriate grade-level
standards (PA Keys Early
Learning or Common Core)
.
Debriefing
Methods
(All debriefing must be
documented)
(Individual,
Group, and/or
Whole Class)
Debriefing Form (required for second grade and up)
Focus Group
Whole-Class Discussion
Journal/Learning Log
Survey
Other:
© 2008 Buck Institute for Education
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P R O J E C T
C A L E N D A R
Project: My Fairy Tale
Start Date:
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PROJECT WEEK ONE: Introduction to Project
Introduction to Project/Mini-lesson: Introduce fairy tales to students by
explaining the differences between a fairy tale (written) and a folk tale
(shared orally).
 Connect this idea by asking, “When you were little,
did your parents or other family members ever tell you stories or read
stories to you? What fairy tales did you enjoy hearing or watching? What
story comes to mind?”
Reading: Continue reading Cendrillon. Summarize
the pages read thus far.
Brainstorming/Charting:
Put up a poster/chart paper “Our Favorite Fairy Tales” and encourage
students to discuss their favorite tales before they chart/you chart.
 2-5: On a separate chart paper, students could also
begin recording the characteristics that describe all the fairy tales that are
their favorites.
What plot elements (or parts in the story) from the
Cinderella tale can they recall? Which were not in
this version? If students haven’t heard the
traditional story, they can probably recall the
Disney animated feature.
Optional Matching Game: Read/share a few familiar character quotes
from fairy tales that the students might know.
 K-1: Students draw a picture showing who said the
quote (Optional: Label the picture.)
 2-5: Students can write who said the quote and the
fairy tale. If pictures are available, students can match the picture of the
character with the quote.
Reading: Read Cendrillon. Before reading, ask students to think about
which fairy tale this story reminds the students of. Show them the country
where the story takes place on an inflatable globe. Students should learn
that there are many different versions of Cinderella around the world.
During/After Reading: Ask the students to share their favorite character
in the story. Do they like Cendrillon? The prince? The wicked stepmother?
Who do you identify or relate with most with and why?
Also, have students discuss how the character is able to gain her wish.
Discussion/Charting: Using input from the class,
compare and contrast the familiar Cinderella story
with Cendrillon (Using a Venn Diagram).
Use this chart to feature another chart, “Main
Characters, Setting, Beginning, Middle, End in
Cinderella.” Ask students to look for the unique
aspects of this story that differs from the
“Cinderella and the glass slipper” version.
2-5: Older students could also identify other, more
specific elements such as Character’s Appearance
and Abilities; Location – Culture and Time Period;
Problem/Solution; Relationships with Others;
Architecture, etc. Having students identify these
more specific elements will support them in
writing their own tales.
© 2008 Buck Institute for Education
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 K-1: Show and emphasize illustrations to the
students. Slow down enough for the students to see the pictures. For all
grade levels, make sure the students can see the pictures easily (to support
comprehension).
 2-5: To support their critical analysis skills, older
students can discuss how the illustrations support the plot of the story or
the narrative? Ask questions such as, “How does the color/line/shape, etc.
influence the tone of the illustration? From what point of view was the
illustration drawn? Is the illustration framed [to create distance from the
viewer/audience] or does it take up the entire page (for example, to
minimize the distance and emphasize a climactic moment within the text)?]
PROJECT WEEK TWO: Brainstorming and Planning
Review/Planning: Review project topic and remind students of the
plot elements in Cendrillon/Cinderella. Ask students to predict how
plot or character elements in this tale might change if the story took
place in a country in Africa.
Reading/Mini-lesson: Continue reading Mufaro’s
Beautiful Daughters. Reinforce the idea that as
tales were told, some parts of fairy tales reflected
the culture and customs of the teller.
Reading/Charting: Present another Cinderella variation by reading
Mufaro’s Beautiful Daughters. Again, show them the country where
the story takes place on an inflatable globe. To help students see the
similarities and differences amongst the versions of the Cinderella
story, prepare a chart with three columns. On one side put
Cendrillon. In the middle write Cinderella. The last column should
read Mufaro’s Beautiful Daughters. During and after the reading,
students should be prepared to share (2-5: these students could take
notes on their own 3-column chart) some or all of the following:
Charting: Add to the chart, “Main Characters,
Setting, Beginning, Middle, End in Cinderella.”
- Setting
- Beginning, Middle, End
- Magic (e.g. how the character gained her wish)
- Good characters (Protagonist)
- Bad characters (Antagonist)
2-5: These students could be asked, “What elements of the Cinderella
plot do you see the author doing, but in a really different way?” Guide
older students to see that a plot element can appear different yet
accomplish the same purpose in the story.
Guided Discussion: As a group (K-1) or individually
(2-5), students will be making up their own Cinderella
story or their version of another tale. Students decide
what kind of experience to write about. The basics of
what happens in the chosen tale should be the same as
the original, but the characters, setting and “props”
used in the story should be their own creative choices.
Explain this to students. Give them time to discuss
what story they want to re-write and the medium of
presentation.
On a separate chart paper, model how you would use
the “Main Characters, Setting, Beginning, Middle,
End in Cinderella” chart to start organizing your
initial thoughts. 2-5 students should be provided
with paper to start recording and organizing their
initial thoughts.
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P R O J E C T
C A L E N D A R
PROJECT WEEK THREE: Use Organizers to Begin Writing
Reading(continue if left unfinished)/Mini-Lesson/Charting: Review the story
elements that could be found in the different versions of Cinderella(magic; good
characters; bad characters; there’s a problem and solution). They may also notice
a happy ending for the good characters and that many fairy tales begin with,
“Once upon a time…”
 Write these characteristics on a chart and check off whether
the element is true for other familiar fairy tales such as “The Ugly Duckling” or
“The Three Little Pigs.”
Discussion/Oral Language/Charting/Writing: Students should already be
thinking about the content of their “culturally specific” fairy tale(s) and which
character(s) they identify with the most. Using the 3-column chart that
compares/contrasts the 3 versions of Cinderella, have students brainstorm the 1.
Magical element in their story, 2. The good characters (including themselves as
a protagonist), 3. The bad characters (some students may choose to be an
antagonist)
 In small groups or pairs, have students write and share their
ideas
Modeled Writing: Model how you would brainstorm writing a culturally
specific tale by deciding on the 3 aforementioned elements and other elements,
including setting and an author’s message. Use the charts so that the students can
see how you use an organized to help you with incorporating key fairy tale
elements.
 2-5: When you are modeling writing, include these more
specific elements: protagonist, major or minor tormentor, rescuer, helper, other
Modeled (2-5) or Shared Writing (K-1): Continue
your modeled/shared writing piece with students.
Each person/group may select a tale or share a version
of a tale from their own ethnic background, their
neighborhood, from a group or country they know a
lot about.
Continue Creating Puppets/Story Writing
 2-5: If computers are available, during writing, older
students could research their country, city,
neighborhood, or ethnic group. They will look for
information that correlates with aspects in the tale
including: history, the physical characteristics of the
place, resources, cultural aspects such as food,
religion, jobs, names
 As they are working on their drafts, remind them
that the main character must reflect who they arethrough where they live, clothing style, moods,
actions, etc. For example, the American Cinderella
wore a glass slipper. Their Cinderella might wear
clogs, boots, etc.
Creating Puppets/Story Writing: Begins (K-1): Using the Magic/Good
characters/Bad Characters chart as a reference, start charting the basics of the
fairy tale that the students want to rewrite. Gather the appropriate materials. K-1
students should not begin creating puppets until there is a basic outline for the
story. Assign each student a character or group of students as a character.
Story Writing: Begins (2-5): Using the Magic/Good characters/Bad characters
chart as a reference, students can start creating a tale of their own. Their story
should include a clear “author’s message.”
* See Notes for Week 3 for a selection of writing medium or storytelling
options as a final product for K-1 and the options for 2-5.
© 2008 Buck Institute for Education
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Project:
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PROJECT WEEK FOUR: Write and Revise
Read Aloud: If there is interest, students can decide that they
may want to create a trickster tale over a fairy tale. Read Love
and Roast Chicken: A Trickster Tale from the Andes
Mountains. Explain that in folktales, a trickster is a character
with good and bad qualities who plays tricks or pranks on
others. Ask students who the trickster character is in the story.
Optional Writing: Encourage the students to alter this trickster
tale, mad-libs style. They can invent their own trickster tale and
make their story as wacky as they would like! Give each child a
“Trickster Mad-Libs” handout (from South America: Folk &
Fairy Tales). Allow them to work individually or in pairs to
create their own version of the trickster tale. It may be helpful
for them to cut the handout along the dotted line. That way,
they can write their own words before looking at the story. If
the students need help understanding the grammar, explain
what a noun, adjective and/or verb is, and give them an
example from the story. Example nouns (person, place, or
thing): Wall, den, clay. Example adjectives (descriptive word):
sticky, little. Example verbs (something you do): eat, steal,
look, etc. Once the students have completed their mad-lib,
encourage them to “publish” their trickster tale by making an
individual book they can take home or a group book. See the
lesson plan from South America: Folk & Fairy Tales for further
details in creating the book. They may want to modify the
trickster mad-libs tale or re-create their own as the final project.
 K-1: Encourage these students to make a picture book of their
own trickster tale without completing the mad-lib. Once they
have illustrated and written their tale, ask them to describe the
story.
Continue creating Puppets/Story Writing: Help students
replace the words in their tale with more complex synonyms.
Modeled Writing/Writing: To reinforce the idea that all stories
have a beginning, middle, and an end- and to help students
structure their writing-students can use the following template or
format:
Beginning: Once upon a time…
Middle: first, then, next, after that, finally
Ending: They lived happily ever after
Continue Creating Puppets/Story Writing: K-1(Optional 2-5):
As students are creating their puppets, encourage them to design
a character that symbolizes one of their own special traits.
Students should think of their own special traits and talents, such
as knowing how to ride a bike or being able to say the letters of
the alphabet backwards! Let each child choose the design of their
character and encourage them to draw a symbol that expresses
their special trait and to draw or attach the symbol on their
puppet. The symbols can be anything, such as an arrangement of
lines and shapes or even and illustration of their special trait. The
colors may also reflect who they are. Both an aspect of the
puppet and story should represent a side of each student’s
personality or experience.
Optional Story Scramble: Encourage the students to think of
the fairy tale characters from 2 or more stories. Ask the students
to decide what the characters would be looking or if they were to
go on a scavenger hunt. Where will they have to go? What will
their clues be? Invite the students to draw a map of the scavenger
hunt. Encourage them to create the items they will find on their
scavenger hunt and set one up! They could also work in small
groups and set one up for each other! They should select key
items and clue words from different fairy tales and hide these
clues behind boards, chairs, etc. to lead hunters to the next
location. They can also connect a series of pictures in the clues
© 2008 Buck Institute for Education
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that make hunters thing before heading out to the next location.
Using The Three Little Pigs and The Little Red Riding Hood as
examples, photos or props of a red hood, hay bale, pot, etc. could
be collected on this hunt. For older students, the hunt could be
accompanied by a numerical code or riddle that participants
would have to solve.
PROJECT WEEK FIVE: Edit Writing; Prepare Props and Scenery for
Final Presentation
Finish Creating Puppets/Edit Story: Peer edits (2-5): Have
students read their tale to a friend. Ask a friend, “is there
anything I could do to make my story better?” Post this
question as a reminder to students. Students should keep
working on their rough drafts and/or the medium through which
they will present their work.
 Prepare props and scenery for final presentation
Optional Fairy Tale Guessing Game: Write the names of
familiar fairy tales on a piece of tag board or sticker and place it
on the students’ back (so the students cannot read their tag).
The students will each get a tag. Tell volunteer that s/he can ask
questions of the class to discover the name of the fairy tale, but
the questions have to be worded so that the class answers with a
yes or no. Demonstrate first before playing as a whole class.
Optional Read Aloud: Reread parts of Cendrillon. Ask
students whose side of the story they heard. They should
conclude that is was the “fairy godmother” side. Explain that in
any event, story, or argument, there is never a single version of
it.
Prepare props and scenery for final presentation.
Matching Game: Play matching characters with adjectives.
Prepare the names of characters in advance and have students
match that character to a list of adjectives (prepared on a
different-colored index card). For example: Rescuer- handsome,
foolish, kind, obedient, independent, dependent, conceited.
 This game should encourage K-5 students to find or think of
other interesting synonyms for the words in their current
writing. They can use a thesaurus or dictionary to make their
stories more complex.
Optional Read Aloud: You can read Anansi the Spider: A Tale
from Ashanti, where Anansi is depicted as a trickster character.
Emphasize the special traits of Anansi’s sons and ask: How do
their names and the symbols on their bodies relate to their
special traits?
Optional Writing Invitations: Depending on the fairy tale and
version the students will be writing, encourage them to create
invitations that align with the story/theme. Have the students
include the time and location of the presentation, as well as any
other information the guests might need. Let the participants
design an envelope for the invitation and hand out invitations to
family and friends. They could also create decorations for the
presentation. Encourage the students to come up with ideas for
entertainment as well. This can include music, dancing, jugglers,
magicians, and anything else they can think of! Ask the students
to write down “playlists” of songs for their party.
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PROJECT WEEK SIX: Final Presentation
Students should be finishing up their final products for the
Fairy Tale Book Party. If students are presenting a skit or
puppet show, props and scenery should be prepared in advance.
Throw a Fairy Tale Book Party. Invite parents
to the room for a special reading and
presentation.
Notes for
Week 1:
-
The read aloud book could be a different version(s) of Cinderella featured here. This unit could also be used with an entirely different fairy
tale, such as The Little Red Riding Hood and the many versions that have been written. See LEAP’s Folk & Fairy Tales for additional stories
and activities.
There are 12 lessons total in this unit. The lessons have been broken up into two 1.5 hour-long lessons per week. These lessons could also be
provided in one-hour sessions 3 days per week.
Notes for Week 2:
-
Throughout the 6 weeks, older students could work together in smaller groups to read, discuss, and analyze variations of Cinderella or other fairy tales. See
supplementary resources or the “Recommended Additional Books” in the back of the LEAP lesson plans for variants of other familiar fairy tales.
Notes for Week 3:
-
-
Actual writing may not begin until Day 2 of this week. It is critical to give students time to organize their information and plan their story.
STORYTELLING OPTIONS
Creating Puppets (K-1): After the fairy tale and characters have been decided – as a group – have students decide on a form of puppet. Review the
various forms of puppets described in the “Bag of Tricks” manual.
Story Writing Options (2-5): Students may choose to write their fairy tale in a traditional storybook, a screenplay (with puppets) or another medium
including,
Book option: Students can fold sheets of construction paper for the cover and white paper for the inside of the journal. Hole punch the sheets and tie yarn
through the holes to make a book.
Comic strip or comic book option: Let the students select materials to create their comic strip. Encourage them to create shapes, such as boxes, for each
“scene” in their comic strip. Invite them to illustrate their story in chronological order within each shape. Students should also create speech bubbles to
write the dialogue in their story. They can also write a narration of the events as well.
Digital Storytelling option: Students will need to select software to develop a digital story (e.g. PPT). Or, the story could include some audio or visual
media to enhance certain parts of the tale.
Pop Up Books: see separate “Pop Up Books” document
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Cinderella Bibliography and Other Resources:
Ashpet: An Appalachian Tale retold by Joanne Compton
Bubba the Cowboy Prince by Helen Kettemen
Tattercoats by Josheph Jacobs
The Egyptian Cinderella by Shirley Climo
The Korean Cinderella by Shirley Climo
The Persian Cinderella by Shirley Climo
The Rough-Face Girl by Rafe Martin
Yeh-Shen: A Cinderella Story from China retold by Ai-Ling
See http://www.pitt.edu/~dash/type0510a.html for variations of Cinderella on the web.
Please check out www.leap.freelibrary.wikispaces.net/ for a list of theme kits and detailed activities available to accompany this
unit, including Folk & Fairy Tales; Folk & Fairy Tales (Forensic); Europe; Africa; South Africa; and North America. Each
theme kit contains featured books and supplies that could be used in this unit.
© 2008 Buck Institute for Education
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