Twisted Fairy Tales Planning Document:

Maleficent film study and Creative Writing Unit

Week

Focus

Teaching/Learning Activities

Resources

Preparation

Hand out M permission note in

preparation for film viewing.

Permission Notes

What do you know about

the fairy tale Sleeping
Beauty?

Quick write, discussion and share.

What is the history of oral

storytelling in Europe?

Presentation

How is our perception

different to the historical
accuracy?

Outcomes

2.2 Orientates the students to

the learning, then logically
progresses through learning
tasks that will enable them to
achieve success in their final
assessment.

Allison Edmonds, Nicole Zimmer,

(guest lecture)

Using the three versions (the

Sleeping Beauty
Italian, French and German) form
3 groups to annotate one story
3.3 Critical thinking demonstrated
each. Share doc with one member regularly through annotation of
of each and ask them to share with documents so that they can show
their group. Use questioning the
evidence of close analysis.
author techniques to ask
questions, explain meaning and
analyse language features. Once
Venn Diagram
complete mix groups so that each
member has read a different text.
Explain, share and venn diagram.

What does a narrative

look like if we were to
draw it?

Get students to draw the above

Narrative Graph (seen larger

1.2 Uses a variety of visual

tools like diagrams to structure
texts and organise information.
This shows flexibility in
classroom practice, and
reflects the approach that
students do not all learn in one
particular way.

What is theme, and how

do we identify it in a text?

2.2 Looking at the structure

of the text type, then asking
them to relate to their
favourite story to see if this
structure applies to their own
understanding of how a story
is built.

below in Figure 1). Use it to take

notes on their favourite story
(identifying character and setting in
the orientation, and
complications/crisis in plot).
Revise how we identify theme,
using presentation.

1.2 Again using research on the

impact of choice when designing
learning activities.

Theme Prezi

Put statements on the Smartboard

regarding the themes of Sleeping
Beauty.
6.4. Used learning strategy from
ALEA conference to build an
activity that would encourage
discussion in a class that was
very quiet due to a high EALD
population (over 50%).

How do authors and

directors use traditional
stories to re-invent new
stories that alter themes?

Stay or Stray activity. Students

get in groups of three. Teacher
allocates a letter to each member
(ABC), and then once students
have discussed one, letter A
moves on, etc.

Theme Statements

Handout assignment sheet and

explain criteria.

Assignment Sheet

View Maleficent, taking notes on

a Narrative Graph.

1.1 Viewing, as well as reading and

writing, gives the unit extra appeal,
especially as a relatively new
interpretation of Sleeping Beauty.

Discuss symbolism in the film, and

ask students to write down theme
in a Schoology discussion board.

How is speech in written

texts punctuated?

2.3 Identified areas that may

aect student success in
meeting curriculum outcomes,
and conducting explicit teaching Look at how Neil Gaiman uses
speech in this text. Identify the
on these areas.
punctuation conventions being
used by annotating/modifying a

Sleeper and Spindle Extract for

Punctuation study

Google Docs/Word version on

Pages. Look for conventions such
as:
new line for new speaker
consistency of use of
double or single quotation
marks
placing punctuation within
dialogue where appropriate
How do authors use their
choice of verbs to add
nuance/meaning?

How do we plan a
narrative?

How do we use feedback

to improve our writing?

Use the extract for punctuation

study (or another extract) to do a
close study on verbs. Look at the 4
different types of verbs (saying,
relating, action and sensing)

3.3 Assessment encourages

creative thinking, however,
provides a scaold and model for
actually achieving creative
thinking
2.6 Uses links to a range of
documents like the planning
template, prezis that contain
explicit teaching content, and
google docs that allow for
collaboration between students
demonstrating that technology is
regularly used in the classroom.

Look at spiral planning tool from

the Conference, filling it one as the
example, then using the other as a
brainstorming tool for their own
short story.

Narrative Planning Tool

Read through modelled story on

Google Docs/Word and as a class
annotate, using the rubric as a
guide.

The Towers - Example Story

The Towers - PDF Version

Students draft story in class,

submit to a friend for feedback
against the rubric.

Copy of assignment sheet as a

feedback tool.
Assignment Sheet

Submission - Stories to be read during book week to appropriate audience. Illustrations optional.

2.6 Content goes onto 'Schoology' which students can access at any time from any computer or tablet with an Internet connection. They
submit their file to Schoology and then feedback is returned to the student to this learning platform, but also is submitted into their Google
Drive for creation of digital portfolio.

5.1 Besides checking on their planning of their

story by checking through narrative planning
tools (informal formative) students also had to
submit and draft (formal formative) before the
final assessment (formal summative). Students
were then given feedback to improve their work,
and the growth from first draft was, in general,
significant. Some students also attended study
centre, where they had conversations with me
one-on-one.

Figure 1 - Narrative Line Graph

7.2. Here I have complied with the schools'

administrative policy with regards to ensuring that
parental permission is sought before viewing an 'My '
rated film. I explain the possible risks the students are
being exposed to, and justifying the use of, this film as
part of the learning for this unit.
7.3. It also shows evidence of a respectful relationship
with parents with regards to their children's well-being.

Maleficent Film Study and Creative Writing Assessment

1.4 Makes sure that Indigenous storytelling
traditions are catered for in the options when
giving student choice:

Task:

Write a narrative (story) that retells a traditional folk story or fairy tale from a culture of your choice
(e.g. Rapunzel, Aladdin, Rainbow Serpent, etc.).
1.2 Giving choice enables students to write a text that
responds to ideas and issues that are familiar to them.

The story needs to connect to a Human Rights Movement (e.g. Feminism, Environment Movement, Gay
Rights Movement, Civil Rights Movement, etc.), by using a satirical device
to make social comment about the character (protagonist,
antagonist), setting, themes, and plot of the original story.
Criteria
2.3 Breaks assessment into relevant
sections to closer look at student
strengths, helping to identify future
areas for growth and allow for goal
setting tasks after the unit is
concluded.

Yes! You are

doing this!

Nearly there,
but needs to
be more
consistent.

Sometimes.
You are on
the right
track.

You need to
ask for some
clarification
on how to do
this.

Creativity
Creates imaginative texts that make
relevant thematic and intertextual
connections with other texts.

Text Structure
Uses connectives, format and
punctuation to develop a cohesive
and logical plot.

Sentence Structure and Grammar

Uses a wide range of sentence and
clause structures for stylistic effect
when crafting a creative text.

Vocabulary
Refines vocabulary choices to
discriminate between shades of
meaning, with deliberate attention
to the effect on audiences. Uses
adverbs and adjectives creatively.
Spelling
Spells complex words accurately using
a range of strategies.

Punctuation
Uses a range of complex punctuation
that reflects an emerging sense of
personal style and a sustained voice.

Student Reflection:

Teacher Comments:
2.3 Outcomes are specific, and connected closely to the achievement standards for year 10, some of the
language used being close to the Australian Curriculum outcomes. Learning for this unit is formulated around
these criteria.