12 — Writing a modern folktale
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.
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:
- partner sharing: students pair up and read their folktale aloud to each other. Encourage them to listen for parts of the story that don’t make sense or that could be expanded. Have them make notes on their original piece of writing when they identify areas for improvement. Each student provides the other with ‘two stars and a wish’ feedback (two parts or pieces of the story that they liked and one element that they think could be improved). This can also be done as a small group activity.
- spelling: students read back over their writing and with a coloured pencil circle words that don’t look right. Using class dictionaries, word banks and other spelling resources, have the students check their spelling.
- partner checks: students exchange stories with another student and edit each other’s work. Encourage them to circle misspelt words and to underline sentences that do not make sense. The author then has the opportunity to make these corrections before the final drafting stage begins.
- best words: students underline all the adjectives they used to describe characters and, using the word banks, decide whether they have used the best words in their writing.
- asking ‘Have I stuck to the plan?’: students revisit their plans and to identify any variances. Have these differences made the story better or has the story become confused?
- perfect punctuation: identifying aspects of punctuation that have been taught to the group and have the students read back through their folktale, identifying any punctuation omissions or errors.
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. ACELY1684, ACELY1685