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12 — Writing a modern folktale

In this sequence the experiences from the previous sequences are revisited to enable the students to write an engaging story using the folktale model. ACELY1682ACELT1601

Activity 1: Revisiting, planning and sharing

Revisit a selected folktale or folktales from one of the previous sequences. Discuss the structure of the tale and link it to the students’ ideas of narrative structure.

Tell the students they are going to write a folktale about night and day and give them the Assessment task 2 rubric to guide their writing. Remind them of the class word banks they have been adding to and encourage them to add additional vocabulary from their personal reading and the folktales they have been examining. This vocabulary can be used to support their writing.

A drawing of the sun and moon as faces, looking at each other

Above: Sun and Moon, illustrations from the Nuremberg Chronicle, by Hartmann Schedel (1440–1514),
public domain image, no copyright

Discuss the development of character within a story and highlight how important it is to express the qualities of a character in their writing. Discuss how the choice of adjectives can help show a character’s personality and qualities, and add to the reader’s enjoyment of the story. Revisit the vocabulary activities from Sequence 3 and the language features activity in Sequence 5 to support student vocabulary choices for this activity. Discuss the idea of giving objects such as the Sun and Moon their own personalities.

Using the model of the story map from Sequence 9, have the students plan the writing of their folktale. They will need to identify their characters and the way these characters will be portrayed. ACELT1791

Discuss the way the beginning of a story can hook in the reader and make them want to read on. Reflect on the beginnings of the folktales read in previous sequences and re-read some of these to demonstrate. Using the word banks, have the students write five different sentences that could be used to start their folktale. They can then share these with a partner or a small group and gain some feedback on the most effective starting sentence.

The students will need to plan the sequence of events, identifying the problem or challenge and how this comes to be resolved in their folktale. Monitor the students as they plan their folktale and identify those needing additional support or guidance. There may also be an opportunity for students to share their plans with small groups and to receive peer feedback before they start writing.

Activity 2: Writing a modern folktale (Assessment task 2)

Give the students sufficient time to write their folktale, using the plan they created in Activity 1 and referring to the Assessment task 2 rubric. They will need more than one lesson to complete this task and you will need to plan a set of lessons over a week to enable them to plan, draft, edit and publish their work.

On completion of the folktale, have the students use the editing techniques used as part of their regular writing activities. If they are not familiar with editing their own work, the following suggestions may be used to encourage reflection and improvement on their text. It might be necessary to model the process of editing and providing feedback. ACELY1683

Editing techniques include:

Once the students have completed the editing activities, have them publish their folktale. The final text may be in the form of a piece of digital media or as a hand-written text. ACELY1684ACELY1685