COOLUM BEACH CHRISTIAN COLLEGE
MIDDLE SCHOOL ENGLISH
FRACTURED FAIRYTALES...
Student Name _______________________
Teacher: Mrs. Briggs
Subject: Year 9 English
NARRATIVE WRITING TASK:
CHECK DATE: Wednesday 8th June
DUE DATE:
Tuesday 14th June
Parent Signature: _________
Issued: 1st June, Term 2 2011
Teacher Signature: ______________
Teacher Signature: _______________
TASK:
We know that there are always two sides to every story and that perspective plays an enormous role in our perception of
events. We decide who the villain and the hero are, depending on which side of the story we have heard and whose version
of events we listen to and accept as truth. Therefore, stories always position us to accept a particular point of view. For
example: is the Wolf in the Three Little Pigs really a bad guy, or a guy having a bad day? Is the Wicked Witch od the
West in the Wizard of Oz truly wicked, or have events been told to us in such a way that we characterise her as evil
and wicked?
TASK:
You are to create a Narrative of a fractured tale (tell a story from a new perspective). This can be done in any form
you choose (a children’s storybook, a multimedia presentation a script for a play). You will be marked on both your
written task and your oral presentation of your story.
CONTEXT OF TASK:
Format:
Length:
Time:
Group:
Written and Oral Task combined
- Storybook format with images
- Typed Script (including stage directions)
350 – 450 words (per person)
You will be given most lessons in week 7 to work on this task
This task can be completed individually or as a group.
CHECKLIST
Tick the box when you have completed each task:
 I have handed in a draft copy to Mrs Briggs by the Check Date
 I have handed in a copy of my task sheet, story mapping table and a printed copy of my assignment
 I have completed this task to the best of my ability
 This task is my own work (I have contributed effectively to my group)
Student Signature: _____________________
Date: ______________
COOLUM BEACH CHRISTIAN COLLEGE
Middle School English 2011
Student’s Name: _________________________________________________________
Understanding and controlling textual
features
Knowledge and Understanding
CRITERIA
A
B
 Uses the genre with
superb skill to connect
and position audience
 Incorporates highly
skilled patterns and
conventions of a short
story
 Clearly demonstrates
story structure (Plot,
Setting, Characters,
Climax, Resolution)
and an excellent
understanding of the
task
 Uses the genre with skill to
connect and position
audience
 Incorporates skilled
patterns and conventions
of a short story

Clearly
demonstrates story
structure (Plot, Setting,
Characters, Climax,
Resolution) and a good
understanding of task
 discerning use of
 apt use of:
VERBAL - spoken /
signed (pronunciation,
phrasing & pausing,
audibility & clarity,
volume, pace); and
NON-VERBAL - (facial
expression, gesture,
proximity, stance,
movement) features
that enhance meaning
C

Uses the genre
correctly to connect
and position
audience
 Incorporates
appropriate patterns
and conventions of a
short story
 Demonstrates
awareness of story
structure (Plot,
Setting, Characters,
Climax, Resolution)
and a solid
understanding of task
 suitable use of a range of:
D



Uses the genre to
connect and position
audience
Incorporates some
patterns and
conventions of a
short story
Demonstrates some
awareness story
structure (Plot,
Setting, Characters,
Climax, Resolution)
and some
understanding of task
 use of basic
E



Uses some aspects of
the genre to connect
and position
audience
Shows some
conventions of a
short story
Demonstrates limited
understanding of
story structure (Plot,
Setting, Characters,
Climax, Resolution)
and of task
 use of basic
VERBAL - spoken / signed
(pronunciation, phrasing &
pausing, audibility & clarity,
volume, pace); and
VERBAL - spoken / signed
(pronunciation, phrasing &
pausing, audibility &
clarity, volume, pace); and
VERBAL - spoken / signed
(volume, pronunciation,
pace, phrasing & pausing,
audibility & clarity); and
VERBAL - spoken / signed
(pronunciation, phrasing &
pausing, audibility &
clarity, volume, pace); and
NON-VERBAL - (facial
expression, gesture,
proximity, stance,
movement) features that
support meaning
NON-VERBAL (facial
expression, gesture,
proximity, stance,
movement) features that
convey meaning
NON-VERBAL - (facial
expression, gesture,
proximity, stance,
movement) features that
convey meaning
NON - VERBAL (facial
expression, gesture,
proximity, stance,
movement) features
Constructing
Texts
 Demonstrates

Demonst
extensive
rates a good
understanding of the
understanding of the task,
task, purpose and
purpose and structure.
structure

Demonst
 Demonstrates
rates adequate use of
excellent use of
spelling, punctuation, and
spelling, punctuation,
and sentence
sentence structure
structure.

Shows a
 Shows an in depth
good understanding and
awareness of audience
awareness of audience
and text positioning
and text positioning
 Demonstrates a sound
awareness off the task,
purpose and structure
 Demonstrates a sound use
of spelling, punctuation
and sentence structure
 Shows a sound awareness
of audience and text
positioning
 Demonstrates some
awareness off the task,
purpose and structure
 Demonstrates some use of
spelling, punctuation and
sentence structure

Shows
some awareness of
audience and text
positioning
 Demonstrates a limited
awareness off the task,
purpose and structure
 Demonstrates limited use
of spelling, punctuation
and sentence structure
 Shows limited awareness
of audience and text
positioning
OVERALL GRADE
Teacher Comments: __________________________________________________________________________________________
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Teacher Signature: _______________________
Mapping My Fractured Tale
Original Story
What is the title of
the story?
Where does the
story take place?
Who are the main
characters?
What are they key
events of the story?
What is the Climax
of the story?
Who’s perspective
or point-of-view
does the story
favour? Why? (How
is your version
different?)
Is the conflict
resolved? How does
the tale end?
My Story