Day Three: Fables & Fairy Tales

Lesson 1.3 Comparative Storytelling in Alternate Realities (Part 3): Fairy Tales
Created by John Kotnarowski (Spring 2014)

Objectives: Students will be able to…

• Identify the common features and/or identifying characteristics of fairy tales
• Place this tradition on a greater (historical) storytelling “spectrum” 
• Relate the cultural importance of this type of story telling to global culture and their own home culture
• Compare and contrast the common features of fairy tales with 1). those of fables and 2). those of other genres depicted in the unit. 
• Develop critical analysis and summary skills using fairy tale texts and “Common Elements” organizer worksheets
• Prepare and give a micro-presentation on one of Grimm’s fairy tales, explaining how it represents the features common to the genre. 

Materials
Link to “Grimm’s Fairy Tales” or “Death’s Messengers”
Copies of the G.K. Chesterton article on Fables vs. Fairy Tales
Copies of the venn diagram organizer
“Fairy Tales” Overview presentation
Common Elements Organizer
Comparative Genre Analysis Chart

Sources
Chesterton, G.K. (1912, November 7). Aesop’s fables: The difference between fables and fairy
    tales. The New York Times.
Grimm, Jacob and Wilhelm. Household Tales. Margaret Hunt, translator. London: George Bell,
    1884, 1892. 2 volumes.
Grimm, Jacob and Wilhelm. Death’s messengers. In Household Tales. Margaret Hunt,
    translator. London: George Bell, 1884, 1892. 2 volumes.
Young, J. (1997). Once upon a time: How fairy tales shape our daily lives. In Inside Journal. Retrieved
    from: http://www.folkstory.com/articles/onceupon.html

Preparation
Students will come to class having read their choice of a story from “Grimm's Fairy Tales” (or, if they are unable to access the collection, there is an available option from the collection titled, “Death's Messengers”). They should fill out the common elements organizer for the tale they choose to read. They will also have watched the video on summarizing stories and answered the comprehension questions.

Teaching Instructions [60 minutes]
I. Schema Activation -> Brainstorming [5-7 minutes]
Have your students line up from tallest to shortest. Then pair them off by choosing people from opposite ends of the spectrum. Once in pairs, students will use their story notes to discuss the following questions:

• Which fairy tale did you read? Give your partner a brief summary of the story.
• What was the message that the fairy tale was written to tell? How do you know? 
• Do you know any other fairy tale stories? Which ones? In which medium(s) were they told?
• What do you think are the common features of the fairy tale? Why? 

II. Schema Development: Fairy Tales Overview PPT [5-7 minutes]
After the schema activation discussion questions, the instructor should lead the class through the schema development presentation found here. It details the origins of the genre as well as many of the elements common to (most) fairy tales.

III. Critical Analysis: Fables vs. Fairy Tales
The instructor should relay this short activity overview to his/her students:
While often considered to be the same thing, there are (slight) differences between the ‘fable’ and ‘fairy tale’ genres’. These differences are covered in this short editorial piece by G.K. Chesterton. Read this page long article and as you do, fill out this Venn Diagram organizer on the similarities and differences between the two genres. 

Post-Reading: When the students have finished reading and critically reflecting, the instructor will lead them through a whole class discussion of the findings.

IV. Intensive Reading: Story from “Grimm’s Fairy Tales” [25 minutes]
Instructor begins by having students (in pairs) review the comprehension questions based on the information from the “Strategies for Summarizing Stories” vidcast. Then, the instructor will proceed to lead the class through the following steps:

1. Each student will read another (new) story from the Brother's Grimm. It has to be different than the one they read for homework, but they made read a story that they discussed with their partner(s) earlier. They should take notes using the common elements organizer.
2. After reading, students will have 5 minutes to prepare a short (no more than one minute) summary of the story that also explains why it is representative of the genre. 
3. Put students into groups of four. Within these groups, students will present their summary mini presentations 
4. If there is time, the instructor will ask for volunteers to deliver their summary mini presentations. 

V. Reflective Response Journaling/ Genre Analysis [Remaining time]
With the remaining time, have students post a question, reaction or response to today's class ,

After, students can start filling in their comparative genre analysis charts with the new information from class. They can use this time to ask the instructor questions or to discuss the chart with classmates.

VI. Homework
Students should do the reading for the third “theme” unit on “Fantasy Writing” as well as the required common elements organizer. The reading is, The White Ship by H.P. Lovecraft.

Students should also continue working on the final projects and filling out their comparative genre analysis charts.

Finally, students should fill out a reflective/reaction post and respond to a classmate here.

Extra Credit: Students can read and summarize this article on the influence of fairy tales in modern society.