Grade: Third Grade

Unit of Study: Fairy Tales

Month: January
Number of Days: 20

Suggested Mentor Texts: Different variations of fairy tales; ie:

The Three Little Pigs, The Three Little Javelinas, The Three
Little Wolves and the Big Bad Pig. Many alternative versions
can be found online as well:
http://www.surlalunefairytales.com/

Purposes:
Explore the characteristics of fairy tales.
Develop characters by exploring characterization and character traits.
Use figurative language in writing.
Day 1
Day 2
Day 3
Day 4

Fairy tales have special characteristics.

Fairy tales have special characteristics.
Fairy tales have special characteristics.
Writers can change the characters or the setting to write
a new fairy tale.
Day 5 Writers develop a problem that is true to their
characters and setting.
Day 6 Writers can rehearse their stories and use a storyboard
to plan their writing.
Day 7 Writers get into their characters skin.
Day 8 Fairy tales start in different ways.
Day 9 Characters have traits that determine their actions.
Day 10 Writers can write a draft of their story.

Day 11
Day 12
Day 13
Day 14
Day 15

Writers use their tools to write different stories.

Fairy tales sometimes use the rule of three.
Personification can be used to bring objects to life.
Writers use the conflict of good vs. evil in their
writing.
Writers can use strong verbs to improve their writing.

Day 16

Partners can help us revise their writing.

Day 17
Day 18
Day 19
Day 20

Illustrations can show character traits.

Writers publish their writing.
Writers publish their writing.
Writers celebrate their writing.

Students should write a few different stories during days 10-14. The mini-lesson is taught and students can practice this skill
with their current story or start a new story if they are ready. The lesson on day 11 will discuss how to start a new story. On
day 15, students should pick a story to revise, edit and publish.

Unit
Materials
Teaching
Point

Fairy Tales
Fairy Tales
Fairy tales have specific characteristics.

Grade

Day

1-3

This lesson will take place over three days, but can be expanded or reduced as needed. The goal will be to
introduce a variety of fairy tales to students. Fairy tales can be told orally (the teacher retells, or reference a
movie), through picture books or from Internet sites. Some examples are included at the end of this unit.
TLWD knowledge of the characters of fairy tales by recalling fairytales and identifying them. RL.3.2, W.3.3

Connection
Teach

We are going to learn about fairy tales. Fairy tales have specific characteristics.
1. Tell, read or view a fairy tale. Share alternate versions.
2. Chart the title of the book, the characters, setting and plot.

Title

Characters

Setting

Plot

Active
Involvement

Begin an anchor chart of the characteristics of fairy tales (see next page for ideas to include in chart).

Link

Today, look through some books about fairy tales. Look for other ways things that are included in fairy tales. Add
them to your writers notebook. Also, write down the title of the book, the characters, setting and plot that we can
add to our class chart of fairy tales.

Share

Ask students to share the characteristics and setting/characters/plot that they found.

Characteristics of Fairy Tales

http://edsitement.neh.gov/view_lesson_plan.asp?id=387#LESSON2
http://www.wms.ocontofalls.k12.wi.us/7thgrade/reading/fairytales/characteristics.pdf

Title

Characters

Setting

Plot

Characteristics of Fairy Tales

Do NOT need to include fairies.

Set in the pastusually significantly long ago. May be presented as historical fact from the past.
Include fantasy, supernatural or make-believe aspects.
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.
Begins with Once Upon a Time, Once long ago, Long, long ago etc.
Story setting is usually in a castle, forest , or town.
Many of the characters are animals or members of royalty.
Story has magic.
Ending is "happily ever after."

Unit
Materials
Teaching
Point

Fairy Tales
Grade
3
Day
4
Fairy tale mentor text, chart paper, class chart, writers notebooks
Writers change characters and settings to make them different than the fairy tales we have been reading.
TLWD analysis of the impact of different character and settings on a fairy tale by changing setting and characters in
familiar fairy tales. RL.3.2, W.3.3a, W.3.5

Connection

We have been reading and learning about the characteristics of fairy tales. We created a chart to show the
characters, settings, and plots of the fairy tales we have read.
1. Today we are going to decide on some possible characters and settings we might like to use for our fairy
tale.
2. Teacher can begin making a chart that students can make in their notebooks. They can write My Ideas at
the top to differentiate it from the chart they worked during the past few days.
3. The teacher should select a fairy tale and change the characters or the setting and talk about how it would
change the story. For example: If I changed the characters in The Three Little Pigs to the Three Little Cats,
the story would be different. Maybe the three little cats wouldnt say, Im shaving the hair on my chinny
chin, chin. They might say, Im drinking some milk from my small blue bowl. Talk about some other
changes that having cats instead of pigs might make in the story (would they build houses? How would they
trick the wolf, etc.)
4. Model changing the setting as well. Discuss how the story would be different. For example, the pigs might
live on boats, or build with different materials.

Teach

Original Fairy Tale

Three Little Pigs
Three Little Pigs

Active
Involvement
Link
Share

Select at least one to change

Characters
Setting
Cats
Forest
Pigs
Tropical Island

Problem

5. Teacher fills in chart demonstrating possible characters and settings to use. (The problem will be addressed
tomorrow, so you might not want to add the problem to the chart today.)
Students turn and talk to a partner to discuss possible characters and settings they might want to use.
Today when you write, make a chart as I did and fill in types of characters and possible settings as I did.Make your
chart in your writers notebook.
The teacher brings students together at the carpet and chooses a few students to share their charts.

Unit
Materials
Teaching
Point

Fairy Tales
Grade
3
Day
5
Chart created yesterday, writers notebooks, mentor text
Writers stay true to their characters and setting when they create a problem in their fairy tale.
TLWD analysis of the impact of different problems on a fairy tale by changing the problem in familiar fairy tales.
RL.3.2, W.3.3, W.3.5

Connection
Teach

Yesterday we worked on creating characters and setting for our fairy tales.
1. Today we will work on finding a problem for the characters in our fairy tale. Remember, just as the
characters and setting need to be different than the one in the fairy tale, the problem does too.
2. Teacher will review chart from previous day. Review mentor texts and decide on the problem that each
character had and how it was appropriate for the situation.
3. Decide on problems that could be added to the chart that go with the characters and settings.
Students turn and talk to share some problems their characters could have.

Active
Involvement
Link
Share

Today when you return to your seats, add to the chart in your notebooks that you started yesterday. Be sure that
your problems are true to the characters and setting.
Have students share their charts.

Unit
Materials
Teaching
Point
Connection
Teach

Active
Involvement
Link
Share

Fairy Tales
Grade
3
Day
6
Copies of the storyboard for each student (or have students draw the storyboard in their writers workshop
notebook)
Writers can rehearse their stories and use a storyboard to plan their writing.
TLWD knowledge of planning a fairy tale by using a storyboard. W.3.5
We have been gathering a lot of ideas about different fairy tales we could write.
1. When we decide to write our stories, we can use a storyboard to help us plan our writing.
2. First we can story-tell our stories to our partner. That means we tell the story like we would write it. Then
we can use the storyboard to remember what we said. Let me show you.
3. First, I will tell my story. Possible story on the next page.
4. Then I will use my story board and draw quick sketches to show how my story will go.
5. In the first box, I can draw a picture of the mother fish and the three little fish.
6. Then I can draw the first fish in a shell, the second fish in seaweed and the third fish in coral. Sketch these
pictures in boxes 2-4
What should I draw in my next box? Have the students tell you what to sketch for the remainder of the story.
Students do not need to fill up all nine boxes.
Today, I want you to tell your story to your partner. Then listen to your partners story. When you are done,
complete your story board.
Have 1-2 students share their completed storyboard.

Sample Story
Once upon a time, there were three little fish who lived in the ocean. The three little fishs mother told
them that they needed to go out into the sea and make their own homes. So the first little fish decided to live in
a shell. It was easy to find a shell that she could live in. The second little fish decided to live in a forest of
seaweed. It was a little slimy, but there was lots of seaweed to surround him. The third little fish decided to live
in the coral. He searched for a perfect little hole that he could live in. He finally found a great spot, right in the
middle of some pink and blue coral.
One day, not long after the three little fish had settled in, a shark was swimming around the ocean. The
shark was hungry. He saw the first little fish dart into his shell home. The shark said, Little fish, little fish, let
me in! The little fish said, Not by the scales on my finny fin fins. The shark laughed and said, Well, Ill get
you anyway! He flipped up the shell with his nose and ate the fish.
Then he swam on and saw the second little fish nervously darting in and out of the forest of seaweed. The
shark said, Little fish, little fish, let me in! The little fish said, Not by the scales on my finny fin fins. The
shark laughed and said, Well, Ill get you anyway! He darted into the seaweed, snapped up the fish and
swallowed.
Finally, the shark saw the third fish in the coral. The shark said, Little fish, little fish, let me in! The
little fish said, Not by the scales on my finny fin fins. The shark laughed and said, Well, Ill get you anyway!
The shark tried to swim into the coral, but it jabbed him in the nose. Ouch! the shark cried, That hurt. The
shark tried again and again, but the coral kept cutting him in the nose. The third little fish stayed safe and sound
in the coral and the shark swam away, still hungry.

Story Board

Unit
Materials
Teaching
Point
Connection
Teach

Fairy Tales
Grade
3
Day
7
Mentor texts
Character profile sheet (at end of unit)
Writers get into their characters skin when writing.
TLWD analysis of their characters thoughts and feelings by imagining how their character might think and feel.
W.3.3b, W.3.5, RL.3.3

Active
Involvement
Link

We have been busy planning our fairy tales.

1. Today we will talk about how to become the main character when we write. Lets take a look at some of
the characters we have been reading about in our fairy tale books.
2. I would like to show you what I would look like if I were the Big Bad Wolf.
3. Teacher mimics actions and talk of the Big Bad Wolf and discusses what he/she did.
4. Now I will show you my character profile sheet and how I will begin to fill it out so that I can get a better
picture in my head of the character in my fairy tale.
Now I will mention other characters and ask you to act out what they do and what they might say. Teacher suggests
other characters from fairy tales read so far. Students mimic the character.
Today, when you return to your seats, I would like you to begin filling in your character profile sheet, just as I did.

Share

Select students share some of what they have recorded on their character profile sheet so far.

Unit
Materials

Teaching
Point
Connection
Teach

Fairy Tales
Grade
3
Day
8
Mentor texts
Character profile sheets
List of character traits (next page)
Chart paper
Characters have traits that determine their actions.
TLWD comprehension of character traits by explaining how characters with specific traits might act or speak.
W.3.3b, W.3.5, RL.3.3

Link

Yesterday we discussed the way authors get into their characters skin.
1. Today we will talk about traits that characters have that will determine their actions in the fairy tale they
are writing.
2. Lets talk about the Big Bad Wolf. I think he is sneaky (or crafty, smart, mean).
3. Help me to decide some things that sneaky (or crafty, smart, mean)
Students help add to the list of things that the character might do if they had that trait. Continue this activity with
other character traits found in some of the other mentor texts and have students help with actions for those traits.
Chart the results.
Today, please finish your character profile sheet. If you finish that, you may begin to work on your own fairy tale

Share

Students share profile sheets and/or beginning ideas they have for their stories.

Active
Involvement

Character Traits
humble
brave
courageous
serious
funny
humorous
sad
resourceful
stubborn
loyal
gullible
handsome
caring
carefree
selfish
unselfish
generous
self-confident
respectful
considerate
imaginative
inventive
creative
independent

studious
intelligent
honest
mischievous
friendly
adventurous
hard-working
timid
shy
bold
daring
dainty
busy
lazy
patriotic
fun-loving
successful
responsible
helpful
dreamer
happy
disagreeable
conceited
leader

demanding
bossy
gentle
loving
proud
wild
messy
neat
joyful
cooperative
lovable
ambitious
quiet
curious
witty
fighter
determined
energetic
cheerful
thoughtful
calm
mannerly
rude
mean

Unit
Materials
Teaching
Point
Connection
Teach

Active
Involvement
Link
Share

Fairy Tales
Grade
3
Day
9
Mentor texts
Anchor chart of characteristics of fairy tales
Fairy tales start in different ways.
TLWD knowledge of ways that fairy tales start by examining different fairy tales and indentifying typical
beginnings. W.3.3a, W.3.5, RL.3.2
We have been learning so much about creating interesting characters in our fairy tales. Some of you have begun to
write yours. We have also learned about good beginnings in some of our other writing genres.
1. Today we will look at some beginnings of fairy tales to see how they begin.
2. Try to notice if the beginnings look and sound different than others we have learned.
3. Teacher reads openings of fairy tales that begin with Once upon a time, Long, long ago.Once in a
faraway land, etc.
4. Discuss the use of different openings that are appropriate for fairy tales. Chart them.
Ask students to add other ideas that would be appropriate for the fairy tale genre. Add to chart.
Today when you write, see if you can use any of these fairy tale beginnings, then you can continue writing more of
your fairy tale.
Students share the openings they plan to use.

Unit
Materials
Teaching
Point

Fairy Tales
Grade
3
Day
Materials from the start of the unit storyboard, character profile sheet, etc.
Writers can write a draft of their story.
TLWD application of strategies for writing a fairy tale by working on a draft of their story. W.3.3a

Connection
Teach

We have been gathering so much information about our story! Today, we are going to begin drafting our work.
1. When you are ready to begin your story, look over all of your notes so far. Then you can begin writing your
story.

Active
Involvement
Link
Share

This activity can serve as a continuation of day 9 with students working on their draft.

10

Unit
Materials
Teaching
Point

Fairy Tales
Grade
3
Day
Chart paper/markers
Writers use their tools to write different stories.
TLWD application of strategies for writing a fairy tale by working on a draft of their story. W.3.3

Connection
Teach

Link

Yesterday we worked on writing a draft of our story. Today, we will think about how to start a new story.
1. If you think you are finished with your draft, you might want to choose one of your other ideas for a fairy
tale and begin a new draft.
2. Go back to the chart in your writers notebook and think about a story you might want to write. Model
doing this with your notebook or another students notebook.
3. Remember, when we were planning our first story, we used a few tools to help us get started rehearsing,
the story board, the character profile sheet, etc.
4. If you want to start a new story, you dont need to use all of these tools, but you should use at least one of
these tools to help you organize your thoughts.
Have students think about a new story they might want to write. Have them turn and tell their partners their idea (12 sentences) and the tool that they would use to organize their ideas rehearsal, storyboard or character profile
sheet.
Today, you may finish working on your first draft, or start a new one.

Share

Allow 2-3 students to share their drafts.

Active
Involvement

11

Unit
Materials
Teaching
Point

Fairy Tales
Grade
3
Day
12
A sample story (suggested: Three Little Fish)
Fairy tales sometimes use the rule of three.
TLWD knowledge of techniques used in fairy tales by identifying and explaining the rule of three. W.3.3, W.3.5

Connection

We have been working on our stories. Today, and for the next few days we will talk about a few ways to improve
our stories.
1. The rule of three is often used in writing, especially in fairy tales. It is based on the idea that things that
come in threes are pleasing and help build suspense
(http://en.wikipedia.org/wiki/Rule_of_three_(writing))
2. Some examples of the rule of three are: Three Little Pigs, Goldilocks and the Three Bears, Three Bully
Goats Gruff, Aladdin (Three Wishes), Wizard of Oz (Tin Man, Lion, Scarecrow).
3. At times the rule of three is show by three tasks, or three adventures in order to get a certain reward.
4. Lets take a look at the story I shared a few days ago (The Three Little Fish). Show examples of where the
rule of three is used.
Did anyone use the rule of three in one of their stories? Allow students to share.

Teach

Active
Involvement
Link
Share

Today, when you are writing your story, you might want to try using the rule of three to create drama or make your
story more interesting.
Ask if anyone used the rule of three. Have a few students share.

Unit
Materials
Teaching
Point

Fairy Tales
Grade
3
Day
13
Possible a clip from Beauty and the Beast
Personification can be used to bring objects to life.
TLWD knowledge of techniques used in fairy tales by identifying and explaining personification. W.3.3, W.3.5

Connection

Yesterday we discuss the rule of three as a way to improve our fairy tales. Today, we will discuss another way to
improve our fairy tales.
1. How many of you have seen the movie Beauty and the Beast? Can you picture the
song Be Our Guest where the teacups and dressers and other furniture are dancing
around and singing? It would be great to show the clip of the movie here, if you have
access to it.
2. This is called personification. Personification is when a non-living thing is given
human like qualities can walk, talk, dance, etc. So in the movie, the teacup, Chip, is
a non-living thing that can walk and talk.
3. In the story of the Gingerbread Boy, the gingerbread man because a living cookie that
can run, run, run.
Can you think of any other fairy tales that use personification? List examples.

Teach

Active
Involvement
Link
Share

Today, when you are working on your writing, you might want to use personification in your story.
Ask if anyone used personification and allow 2-3 students to share.

Unit
Materials
Teaching
Point

Fairy Tales

Connection
Teach

We are still writing our fairy tales. We know that every fairy tale has a problem or conflict.
1. All stories and fairy tales have a conflict. In fairy tales, the conflict of good vs. evil is
often used. Basically, a good person is in conflict with someone or something that is
bad.
2. An example of good vs. evil is in Cinderella. In Cinderella, Cinderella is the good girl
who works hard. She has a conflict with her stepmother and stepsisters, who are
evil or the bad guys.
3. In my story, The Three Little Fishes there is a conflict between the little fish and the
sharks. The little fish are good and the shark is bad.
Did anyone use a good vs. evil conflict in one of your stories? Allow students to share.

Active
Involvement
Link
Share

Grade

Day

14

Writers use the conflict of good vs. evil in their writing.

TLWD knowledge of techniques used in fairy tales by identifying and explaining the conflict of good vs. evil.
W.3.3, W.3.5

Today when you are working on your stories, think about your conflict. You might want to
use a good vs. evil conflict in your fairy tale.
Ask if anyone used this type of conflict today. Allow students to share.

Unit
Materials
Teaching
Point

Fairy Tales
Grade
3
Day
Chart with The Three Little Fish or another story displayed
Writers can use strong verbs to improve our writing.
TLWD knowledge of verbs by indentifying and improving them in their writing. L.3.1b

Connection
Teach

We have been working on our stories. Today we are going to choose a story and begin to improve it.
1. Today, you are going to pick your best story to revise.
2. One way to revise our writing is to use strong verbs. Strong verbs help make out writing more precise. It
helps us see the story better.
3. Here is an example. A shark was swimming in the ocean.
4. What is the verb in this sentence (swimming).
5. If I close my eyes and picture a shark swimming, I see the shark gliding through the water. I could rewrite
this sentence to say: A shark was gliding through the water. I can picture that in my head.
6. I am going to go through and underline the verbs in my story. Remember, verbs are words that show action.
Have students help you underline the verbs in the story. Ask the students if there are any verbs in the story that you
might change to make them stronger.
Today, choose the story that you want to take to publication. Then, underline the verbs and decide if there are any
that you should change to make your story more interesting.

Active
Involvement
Link
Share

Have students go around and share one verb that they changed to make stronger.

15

Unit
Materials
Teaching
Point

Fairy Tales
Grade
3
Day
16
A piece of writing (could be a student volunteer or a student from another class) with some mistakes in it.
Partners can help us revise our work.
TLWD evaluation of their work and other by using a partner to help revise their work. W.3.5

Connection

Writers you have been working hard on your fairy tale stories and we are getting very close to publishing. We have
made revisions to our openings and closings for example. At this point you may be feeling as though your stories
have a good flow to them. One thing we can do as writers to be sure there arent any mistakes before publishing is
to read our stories out loud. But sometimes when we read out own stories out loud we only catch some of our
mistakes because we know the way we wanted our story to sound. Today in addition to reading your own story out
loud to yourselves, you will have your partner read your story to you.
1. Teacher will read her own writing out loud to the class only catching a couple of her own mistakes but self
correcting the other mistakes.
2. Next someone will volunteer to read the story exactly as is out loud to the teacher and the class. Teacher will act
surprised when she hears the mistakes still in there (wait, thats not what I wroteI thought I wrote)
3. Finally, the teacher will make the corrections to her story.
With their partners, they will take turns reading the hand out and highlighting the mistakes together. There can be a
quick share.
Writers, today you will first read your stories to yourselves and next give your story to your partner to read aloud to
you. Finally, you will fix any mistakes. Today and every day, writers, you can use this technique to check your
pieces before publishing.

Teach

Active
Involvement
Link

Share

At share time, choose 2-3 partners who made corrections to tell the mistakes they found and how they were found.

Unit
Materials
Teaching
Point

Fairy Tales
Grade
3
Day
17
A few fairy tale picture books
Illustrations can show character traits.
TLWD knowledge of illustrative techniques by examining how character traits can be shown in illustrations.
RL.3.7

Connection
Teach

We are getting ready to publish one of our stories. Many times, fairy tales have illustrations that go with them.
1. For our fairy tale, we are going to create one illustration that shows our main character.
2. When we draw our pictures, we can show some of the traits of the main character.
3. Show a picture from a fairy tale to the students (use any mentor text, or image on next page).
4. Look at the picture. What can you tell about the characters from the pictures?
Give out some fairy tales to the students. Ask them to look through to find examples of how illustrators show
various character traits like good, evil, sneaky, etc.
Today you can begin to draw an illustration for your fairy tale. Be sure that you show some of your characters
traits in the picture.

Active
Involvement
Link

*Begin final edit conferences today.

Share

Allow students to share their picture with a partner or small group.

Unit
Materials
Teaching
Point

Fairy Tales
Grade
3
Day
18-19
Paper for publishing
Writers publish their work.
TLWD application of strategies for writing a fairy tale by working on a final draft of their story. W.3.3, W.3.6 (only
if using digital tools to publish).

Connection
Teach

Today we will be working on finishing up our fairy tales. You have worked very hard on your fairy tales.
1. Remember that a published copy is neat and error free.
2. For this writing piece, you need to have illustrations that match your words and a
fairy tale.
3. Do your best work so we can share our books during our celebration!

Active
Involvement
Link
Share

Unit
Materials
Teaching
Point

Fairy Tales

Writers celebrate their work.

Grade

Day

20

Plan a way to celebrate student work. One suggestion is to have students go to Kindergarten or first grade and share
their stories. Another suggestion would be to do a reading cafe. Have students put their books out on tables.
Students in the class will select a book to read and on a sticky note write what they liked about the story. Students
will be able to read several of their classmates books during this time
TLWD evaluation of their work and others by participating in an authors celebration. SL.3.1a-c

Connection
Teach
Active
Involvement
Link
Share

My name:

Date:
Character Profile Sheet

Characters Name:
Physical description:
Voice (how they sound):
Clothing Style:
Movements (how does he/she move their body):
Personality:
Feelings:
Thoughts:
What do they want?
Special Qualities:
Traits that describe this character:

Age: