FAIRY TALES

10th grade unit plan

Abstract
How do different cultures represent common themes through archetypal stories?
This unit aims to help students work through different fairy tales and identify
archetypal themes throughout stories from different cultures. They will be able to
identify the commonalities between the cultures but also the differences. This will
lead them to appreciate the similarities and differences between all cultures. At the
end of this unit, there will be a large partner project to display the difference and
similarities of one fairy tale (of their choosing) from two different cultures. They
will also be required to tell of other common culture aspects that country/place
shares with them.
Rachael E. Molidor
Rachael.Molidor@loras.edu
Class Description:
My unit is for a 11th grade classroom; it is a class of 25 students: 9 are boys and 16 are

girls. The demographics of my classroom are three African American boys and one Latino, and

two African American girls and two Latinas, the rest are Caucasian. There is a mix of suburban

and rural backgrounds in the classroom. More than half the class is on at least one sports team.

The reading comprehension of this classroom is either average or slightly below, some fairy tales

may be more complex for the students, but because they are given the option on which fairy tales

to read, I can adjust the level of reading comprehension that they need.

There are a few students who have difficulty staying interested and on task and one who

is diagnosed ADHD – it helps if they are in a quiet space to read. One student has a behavioral

based problem, he needs to be directed very carefully and separated from the rest of the class in

order to remain focused. He will have trouble working with a partner in order to complete the

final project and do well. The class periods are 90 minutes each Monday – Wednesday – Friday.

Each student has a personal laptop that they can use.

 Introduction to Brothers Grimm

Class: Wahlert Catholic High School

Grade Level: 11

Unit: Fairy Tales

Teacher: Rachael Molidor

Iowa Core State Standards (ICSS)

 RI. 11-12.3: Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the course of the text.

21st Century Skill(s)

 21.9-12.ES.1: Communicate and work productively with others, incorporating different
perspectives and cross cultural understanding, to increase innovation and the quality of
work.
 21.9-12.ES.5: Demonstrate productivity and accountability by meeting high expectations.

National Standards
 Students use a variety of technological and information resources (e.g., libraries,
databases, computer networks, video) to gather and synthesize information and to create
and communicate knowledge.
 Students use spoke, written, and visual language to accomplish their own purpose

Essential Question
 Did the circumstances that the Brothers Grimm lived under influence what they became
known for?

Objective
 By the end of class today, students will know how to research biographies.
 By the end of class today, students will understand how to promote people in an
interesting and creative way.
Assessment
 Students will turn in a biography outline about the Brothers Grimm.
 Students will hand a Facebook page on the Brothers or a poster advertising the
book/movie.

Anticipatory Set
https://www.youtube.com/watch?v=LfXQpg5m0iI
 Show trailer for The Brothers Grimm 2005 movie.
 As a class, discuss what fairy tales they recognized from the trailer.
Teaching: Activities
 Ask the class if anyone knows who the Grimm Brothers are by a show of hands. (Pre-
assessment)
o If someone does know, have them tell the class all that they know about them.
o If no one has heard of the duo, tell them that their assignment is to find out as
much about the brothers as they can.
 PowerPoint on what a biography is and the requirements for their short biography
research.
 After 15 minutes of research (research must be written or typed out to be turned into the
teacher by the end of the class period), have students’ think-pair with another student and
share with me the information that they have found.
o I expect this to take at least 8 minutes.
 After they think-pair-share, have a quick stretch/move around as a class for 5 minutes.
 Class will be able to research the Grimm Brothers for 10 more minutes
 Students will then have a choice after they finish their biographies (25 minutes)
o Make a Facebook page online for either Jacob or Wilhelm (the brothers)
 Must email me the link by the end of the class period
o Create a poster to advertise the Grimm Brother’s book of fairy tales or the movie
based off of the trailer shown in class (this can be a partner project)

Conclusion

 Someone who created a Facebook will then partner up with someone who created a
poster (10 minutes)
 As students leave, they will turn in the posters, email the link to the Facebook page, and
turn in the form where they recorded the bibliography information.

Materials
 Laptops
 Posters
 Drawing utensils

Duration
 Anticipatory set: 5 minutes
 Teaching activities: 70 minutes
o Pre-assessment: 4 minutes
 o PowerPoint: 3 minutes
o Research: 15 minutes
o Think-pair-share: 8 minutes
o Stretch break: 5 minutes
o Research continued: 10 minutes
o Biography project: 25 minutes
 Conclusion: 15 minutes
“I Can” Statement
 I can research people and project them in a fun and interesting way.
Modified from Madeline Hunters Lesson Plan Design

Biographies
 Sleeping Beauty

Class: Wahlert Catholic High School

Grade Level: 11

Unit: Fairy Tales

Teacher: Rachael Molidor

Iowa Core State Standards (ICSS)

 RL. 11-12.2: Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide and objective summary of the text.

21st Century Skill(s)

 21.9-12.ES.1: Communicate and work productively with others, incorporating different
perspectives and cross cultural understanding, to increase innovation and the quality of
work.
 21.9-12.ES.3: Demonstrate leadership skills, integrity, ethical behavior, and social
responsibility while collaborating to achieve common goals.

National Standards
 Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.
 Students use spoken, written, and visual language to accomplish their own purposes (e.g.,
for learning, enjoyment, persuasion, and the exchange of information).

Essential Question
 What elements of “Sleeping Beauty” have been consistent throughout the years? Is the
story still relevant today?
Objective
 By the end of today, students will be able to compare and contrast the two versions of
“Sleeping Beauty”.
 By the end of today, students will be able to find connections between the themes in both
versions of “Sleeping Beauty” and modern society.
Assessment
 Students will hand in a graphic organizer of their choice for the compare and contrast
portion of class.
 75% of students will participate in a large class discussion about the similarities between
the two versions of “Sleeping Beauty” and the relevancy of the story today.
Anticipatory Set
https://www.youtube.com/watch?v=TXbHShUnwxY
 Play scene “Once Upon a Dream” from the Disney production of “Sleeping Beauty” as
the kids filter into the classroom.
 Once everyone is present, ask if they recognize which movie the clip is from.
Teaching: Activities
 Introduce the two versions of “Sleeping Beauty” to the classes
o The class will be split into two groups: the stronger readers will be assigned “The
Sleeping Beauty in the Woods” by Charles Perrault while the weaker readers will
be assigned to read “Little Brier-Rose” by Brothers Grimm.
 The class will be given 30 minutes to read their assigned story.
 Once everyone has finished the story, the students who read “The Sleeping Beauty in the
Woods” will gather as a large group and discuss themes in the short story.
 Students who read “Little Brier-Rose” will go through the fairy tale with the teacher,
working through themes and discussing difficult parts of the story.
 After going through themes, the class will create six groups of 4, two who read “The
Sleeping Beauty in the Woods” and two who read “Little-Brier Rose”
 Together, the groups will fill out a Venn diagram comparing and contrasting the two
versions of the story.
 After 15 minutes, students will come together and discuss the similarities and differences
between the two stories.
o 75% of the class must participate in this class discussion.

Conclusion

 Students will turn in Venn diagram about the two stories.

Materials
 “The Sleeping Beauty in the Woods” by Charles Perrault
 “Little Brier-Rose” by the Brothers Grimm
 Venn Diagram worksheet

Duration
 Anticipatory Set: 3 minutes
 Teaching Activities: 85
o Introduction to stories and passing out materials: 10 minutes
o Read stories: 30 minutes
o First set of groups: 15 minutes
o Second set of groups: 15 minutes
 o Large class discussion: 15 minutes
 Conclusion: 2 minutes
“I Can” Statement
 I can distinguish similarities and differences between two versions of one story.
Modified from Madeline Hunters Lesson Plan Design

*Double click worksheets to access them on word.*

Little Brier-Rose
Jacob and Wilhelm Grimm
In past times there were a king and a queen, who said every day, "Oh, if only we had a
child!" but they never received one.

Then it happened one day while the queen was sitting in her bath, that a frog crept out
of the water onto the ground and said to her, "Your wish shall be fulfilled, and before
a year passes you will bring a daughter into the world."

What the frog said did happen, and the queen gave birth to a girl who was so beautiful
that the king could not contain himself for joy, and he ordered a great celebration. He
invited not only his relatives, friends, and acquaintances, but also the wise women so
that they would be kindly disposed toward the child. There were thirteen of them in
his kingdom, but because he had only twelve golden plates from which they were to
eat, one of them had to remain at home.

The feast was celebrated with great splendor, and at its conclusion the wise women
presented the child with their magic gifts. The one gave her virtue, the second one
beauty, the third one wealth, and so on with everything that one could wish for on
earth.

The eleventh one had just pronounced her blessing when the thirteenth one suddenly
walked in. She wanted to avenge herself for not having been invited, and without
greeting anyone or even looking at them she cried out with a loud voice, "In the
princess's fifteenth year she shall prick herself with a spindle and fall over dead." And
without saying another word she turned around and left the hall.

Everyone was horrified, and the twelfth wise woman, who had not yet offered her
wish, stepped foreward. Because she was unable to undo the wicked wish, but only to
soften it, she said, "It shall not be her death. The princess will only fall into a hundred-
year deep sleep."

The king, wanting to rescue his dear child, issued an order that all spindles in the
entire kingdom should be burned. The wise women's gifts were all fulfilled on the
girl, for she was so beautiful, well behaved, friendly, and intelligent that everyone
who saw her had to love her.
 The Sleeping Beauty in the Wood
Charles Perrault
Once upon a time there lived a king and queen who were grieved, more grieved than
words can tell, because they had no children. They tried the waters of every country,
made vows and pilgrimages, and did everything that could be done, but without result.
At last, however, the queen found that her wishes were fulfilled, and in due course she
gave birth to a daughter.

A grand christening was held, and all the fairies that could be found in the realm (they
numbered seven in all) were invited to be godmothers to the little princess. This was
done so that by means of the gifts which each in turn would bestow upon her (in
accordance with the fairy custom of those days) the princess might be endowed with
every imaginable perfection.

When the christening ceremony was over, all the company returned to the king's
palace, where a great banquet was held in honor of the fairies. Places were laid for
them in magnificent style, and before each was placed a solid gold casket containing a
spoon, fork, and knife of fine gold, set with diamonds and rubies. But just as all were
sitting down to table an aged fairy was seen to enter, whom no one had thought to
invite -- the reason being that for more than fifty years she had never quitted the tower
in which she lived, and people had supposed her to be dead or bewitched.

By the king's orders a place was laid for her, but it was impossible to give her a
golden casket like the others, for only seven had been made for the seven fairies. The
old creature believed that she was intentionally slighted, and muttered threats between
her teeth.

She was overheard by one of the young fairies, who was seated nearby. The latter,
guessing that some mischievous gift might be bestowed upon the little princess, hid
behind the tapestry as soon as the company left the table. Her intention was to be the
last to speak, and so to have the power of counteracting, as far as possible, any evil
which the old fairy might do.

Presently the fairies began to bestow their gifts upon the princess. The youngest
ordained that she should be the most beautiful person in the world; the next, that she
should have the temper of an angel; the third, that she should do everything with
wonderful grace; the fourth, that she should dance to perfection; the fifth, that she
should sing like a nightingale; and the sixth, that she should play every kind of music
with the utmost skill.
 “Sleeping” Beauty Venn Diagram

“Little Brier Rose” “The Sleeping B

the Wood
 Morality
Class: Wahlert Catholic High School

Grade Level: 11

Unit: Fairy Tales

Teacher: Rachael Molidor

Iowa Core State Standards (ICSS)

 RL.11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama

21st Century Skill(s)

 21.9-12.TL.4: Demonstrate critical thinking skills using appropriate tools and resources
to plan and conduct research, manage project, solve problems, and make informed
decisions.
 21.9-12.ES.2: Adapt to various roles and responsibilities and work flexibly in climates of
ambiguity and changing priorities.

National Standards
 Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.
 Students use spoken, written, and visual language to accomplish their own purpose.

Essential Question
 How is reality reflected through the issues of morality represented in fairy tales?
Objective
 By the end of class today, students will be able to identify issues of morality within fairy
tales.
 By the end of class today, students will be able to make connections between issues of
morality in fairy tales and in their lives.
Assessment
 Students will research fairy tales and identify the moral issues within, 100% of the
students will identify the moral issues to the rest of the class.
 Students will write down on an exit slip another students example of how the lesson in
their fairy tale is applicable to their own lives.

Anticipatory Set
 Students will think about what good and evil mean and do a 10 minute free write.
Teaching: Activities
 PowerPoint on morality (10 minutes)
o On the last slide, students are asked to determine lessons of morality that they
learned from the lesson on “Sleeping Beauty”
 The importance of persistence.
 To not give up hope that things will change.
 To step in and help people when you have the ability to influence their
lives in a positive way.
 Students will choose a fairy tale to read over and determine the lesson that the fable is
trying to portray
o Each student should have their own fairy tale, but tales may repeat themselves.
No student may choose “Sleeping Beauty” or any rendition of it.
o Students will have 35 minutes to research a fairy tale of their choice and find a
lesson that they recognize within the story.
 When students return, we will go around the room at random (by pulling names out of a
hat) and each person will give a brief synopsis of their fairy tale and the central lesson in
it and how it is applicable to their own live.

Conclusion

 Hand in exit slip on what another student’s fairy tale and lesson was. (5 minutes)

Materials
 Laptops for research

Duration
 Anticipatory set: 10 minutes
 Teaching activities: 75 minutes
o PowerPoint: 10 minutes
o Research: 25 minutes
o Large class discussion: 40 minutes
 Conclusion: 5 minutes

“I Can” Statement
I can recognize the lessons that stories have and connect them to my own life.

Modified from Madeline Hunters Lesson Plan Design

 Morality

Same Fairy Tales, Different Cultures

Class: Wahlert Catholic High School

Grade Level: 11

Unit: Fairy Tales

Teacher: Rachael Molidor

Iowa Core State Standards (ICSS)

21st Century Skill(s)

National Standards

Essential Question

Objective

Assessment

Anticipatory Set
Teaching: Activities

Conclusion

Materials

Duration

“I Can” Statement

Modified from Madeline Hunters Lesson Plan Design

Cumulative Assessment Introduction

Class: Wahlert Catholic High School

Grade Level: 11

Unit: Fairy Tales

Teacher: Rachael Molidor

Iowa Core State Standards (ICSS)

21st Century Skill(s)

National Standards

Essential Question

Objective

Assessment

Anticipatory Set
Teaching: Activities

Conclusion

Materials

Duration

“I Can” Statement

Modified from Madeline Hunters Lesson Plan Design