Lesson 6: Creating a Fairy Tale Setting

 Lesson Plan

Tuning In

• Revisit the three fairy tales the students have examined in the unit so far (Little Red Riding Hood, Hansel and Gretel and Jack and the Beanstalk). Encourage the students to identify the setting/s of each fairy tale.

Teacher Instruction

• As a class, browse through the Fairy Tale Settings Posters. Encourage the students to suggest fairy tales that they know which might have taken place in each setting.
• Choose a setting to examine in more detail. Ask the students:
  • What types of characters might you find in this setting?
  • What kinds of events might happen in this setting?
  • What magical elements could you create for this setting?
• Attach the chosen setting poster to the board. Encourage the students to suggest descriptive words and phrases that could be used to describe the setting and record these around the poster.

Guided/Independent Learning

• Ask the students to think of a fairy tale setting in which they could place the character they developed in the previous lesson. Where possible, encourage the students to think of examples of settings not provided in the posters.
• Allow the students time to draw and colour a large picture of their chosen setting in their workbooks. Using the example on the board as a scaffold, encourage the students to list descriptive words and phrases that could be used the describe the setting and record these around their drawing.

Wrapping Up

• Once the students have finished, gather together as a class. Allow any students that feel comfortable to share their fairy tale setting with the rest of the class.

 Differentiation

Extending Students

• Encourage more capable students to create a setting that is not included in the poster pack of examples.

Supporting Students

• Allow less confident students to base their setting on one of the examples from the poster pack.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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