This lesson begins with a study of story structure and the six traits of writing, using both traditional and fractured fairy tales. The six traits are ideas, organization, voice, word choice, fluency, and conventions. In a collaborative writing activity, students use the Fractured Fairy Tales tool to plan their own fractured tale with several alternate plotlines and endings. Students then add images, transitions, and motion to enhance the meaning of the text.
Become more familiar with the six traits of writing through a review of a variety of fairy tales and fractured fairy tales
Practice the six traits in original writing
Evaluate the work of their collaborative group and the work of their peers according to the six traits of writing
Apply their knowledge of story structure in the creation of coherent hyperlinked stories
Develop visual literacy skills in creating effective presentations using color, font, and images in addition to text. Final project will be created in Flash using the techniques learned at the beginning of the six weeks.
February 25 & 26
Introduce students to a variety of fairy tales and fractured fairy tales. Read several stories aloud or distribute copies of the titles you have chosen for students to read silently.
Ideas What is the theme? What are some details the author uses to develop and support the theme?
Organization How is the story structured (beginning, middle, end)? What patterns do you notice in the story?
Voice Is the voice of the author strictly narrative or does it show feeling, conviction, emotions, humor, etc.? How does the choice of words contribute to the voice? (Provide examples.)
Word Choice What words in the text do you find especially interesting, unexpected, or powerful? Are there any repeated phrases? What metaphors or similes does the author use?
Fluency Read some of your favorite sections out loud. How do the words flow together? What transitions and connector words contribute to the flow of the story?
Conventions Focus on one or more conventions such as capitalization, punctuation, grammar, spelling, and paragraphing. Discussion of conventions should be grade specific.
Comparing Different Versions of Fairy Tales and Planning a Fractured Fairy Tale
Choose a classic tale on which you would like to base an original fractured fairy tale. You will work in small groups (three or four students who have chosen the same story) to compare the classic version of the tale with two or more fractured versions.
Compare your two favorite versions of the fairy tale in terms of the six traits of writing.
Which aspects are the same? Which are changed?
What elements need to be present for the story to be recognizable as a variation on a certain classic tale (e.g., a Cinderella story or a Frog Prince story)?
Access the Fractured Fairy Tales tool and read the sample fractured fairy tale and the three traditional fairy tales.
You will be put in small groups to discuss ideas for fractured versions of one or more of the three fairy tales by brainstorming alternate plots and endings. Students can either write collaboratively, or work on individual fractured fairy tales and then combine their efforts, incorporating the plotlines and endings developed by each member of the group.
Using the projector and the Fractured Fairy Tales tool, we will create a fractured fairy tale. As we move through the questions on the Choose My Changes part of the tool, you will provide suggestions.
Work in your small groups to create your own plans for a fractured fairy tale. Print out the completed plan.
Review and discuss common elements of fairy tales:
• Do NOT need to include fairies.
• Set in the past—usually significantly long ago. May be presented as historical fact from the past.
• Include fantasy, supernatural or make-believe aspects.
• Include royalty or upper-class, wealthy characters
• Typically incorporate clearly defined good characters and evil characters.
• Involves magic elements, which may be magical people, animals, or objects. Magic may be postive or negative.
• May include objects, people, or events in threes.
• Focus the plot on a problem or conflict that needs to be solved.
• Often have happy endings, based on the resolution of the conflict or problem.
• Usually teach a lesson or demonstrate values important to the culture.
Have students organize their own fractured fairy tales, using their copies of the Organization Chart for Fractured Fairy Tales and their printouts from the Fractured Fairy Tales tool.
Choose one of the elements from the story map to demonstrate the process, using the class-selected fairy tale. For example, if the fairy tale is Goldilocks and the Three Bears, you can share the following examples:
Character: Change from Goldilocks and the Three Bears to Goldilocks and the Three Pigs.
Conflict: Instead of Goldilocks breaking into the bears’ house and eating porridge, she breaks in and borrows lawn tools and supplies.
Resolution: Goldilocks ran away. The new resolution could be that she writes a letter of apology and replaces the missing and broken items.
Setting: The tale could take place in the big city instead of in the forest.
Complete one Story Map together in class to see how to use this tool. Then, use the information from your Fractured Fairy Tale tool print-out and your organization chart to complete your own story map.
When finished, print out the graphic organizers. Staple these to your organization chart and fractured fairy tale print-out before turning in.
This should be completed before creating the storyboard for your fairy tale.
Each student will create his own Storyboard for Flash that has enough Scenes to accommodate the Fairy Tale each student created. Use the Story Map to create the storyboard -- blank storyboard forms are on the table.
The flash movie should be a MINIMUM of 30 seconds. You have the option to type text, or record someone narrating the story. This decision must be made NOW.
You should design ONEbackground (you can use more, but that is not necessary).
The MAINcharacter needs to be created, saved and turned in to the flash folder. This graphic can be created in Photoshop, Flash, Paint, or scanned. Although other characters are not absolutely mandatory, they could be included as well.
Finish and turn in the Storyboard in class. If you need to add directions, camera instructions, etc. to your storyboard, now is the time to do it! You can get the storyboard you turned in last week and add to it.
The art of limited animation! -- A MUST READ for all! This may help you develop the look of your character.
This tutorial assumes you are already familiar with the flash basics, otherwise, use the Flash Help (F1-Using Flash -Getting Started...) and read through the first few chapters up to Creating Animation. This should put you up to speed.
Limited animation, as opposed to full animation, is characterized by the use of cycles, still images and whatever it takes to necessitate as few drawings as possible. This type of animation pretty much saw the light of day with the UPA studio in the 50’s, then of course got it’s glory days with Hanna-Barbara and such cartoons as Scooby Doo, the Flintstones and so forth... (continue reading here....)
Create navigation buttons to move between scenes in Flash -- this is for a GRADE and MUST be completed by March 12.
NAME all layers. The buttons will be used to start the movie, go to different endings, start over, etc.
Design one style of button that can be used throughout the movie by simply changing the text.
You can create a button that is text -- just remember to put a shape in the HIT frame that is large enough to cover the text.
A scene is like a clip of a movie, which can be treated as an entire single unit all on its own and arranged around other clips. If you have multiple scenes in a Flash movie without any stops at the end of them, then all of your scenes will play consecutively in the order they were created. You can rearrange that order, or insert a stop at the end of any scene, which will cause the scene to hold until a trigger (like a button click) directs it to go to and play another scene or perform another action. You can also use ActionScripting to control the order that scenes are played in, and how often.