Faith Lutheran College, Redlands

F
Faith in Christ...prepared for life

Subject: English
Unit: Context and audience – Tall Tales
Student Details

Student Name: PCG:

Other Group members (if applicable) n/a

A
Teacher Name: Term: 1 Class/Year:
Miss Turnbull, Miss Thompson, Mrs Spry

Task Description

Task: You are to choose a traditional fairytale and write a fractured fairy
tale.
Conditions

I
Date Task Given: Week 5 Draft Due: Week 7
Final Due Date: Week 8 Time Allowed for 3 weeks
Completion:
Conditions: 600-800 words
 Length of task Drafted at home/in-class (2 drafting; 1 to address feedback)
 Drafted (at home/in-
class)
 Access to resources Access to teachers, peers, resource centre and electronic media

T
allowed

Student Declaration

I,___________________________________ declare that:

 the submitted assignment is my own original work;
 the ideas are mine;
 I have not copied any material from other sources, including the internet, other students, tutors or
teachers;
 I have referenced any ideas or quotes that are not mine;

H
 The work has not been substantially edited by another person.

Signature: _______________________________________ Date ________________

Student Result: A B C D E
Teacher Feedback:

____________________________________________________________________________________
Context

In this unit, you have learned about the cultural importance of telling stories and the features of a
fairytale. You have been asked to contribute a story to celebrate this year’s Book Week. Your
audience is the general public and the story is to be suitable for both children and adults.

Task Description

You are to choose a traditional fairytale written by the Grimms’ brothers or Hans Christian
Andersen. You are to write a fractured fairy tale. Your story must either:
 Be written from the point of view of different character from the traditional tale; or
 Be written from the point of view of the same character as the traditional tale, but twist this
character, in the tradition of Roald Dahl’s Revolting Rhymes.

Your story will be presented in the form of a storybook. This will be created in the Book Creator app
(free). The illustrations for your book must suit the style of character that you have written.

Purpose: To entertain, to educate.

Roles and relationships: Story writer.

Audience: Adults and children.

Length: 600 - 800 words, presented as an illustrated storybook.

 1. Plan your fairy tale
Plan your fairy tale by using the following headings. Be sure to include good and evil characters and
examples of magic, fantasy or make believe.

Fairy tale being fractured:

My story name:

My story is told from the perspective of:

The main characters are (clearly define good characters and evil characters):

In my story the setting is:

The events in the story are:

The problem in my story is:

The solution to the problem is:

I would also like to change:

The lessons my characters learn:

 2. Write your fractured fairy tale
Write your fractured fairytale making sure that you have included the following. Rate your work,
and then have a friend rate your work before submitting your draft for your teacher’s feedback.

My fairy tale has: My rating Partner’s Teacher’s

rating rating

 story elements in the beginning, middle and end.

 fairy tale elements (hero/heroine, magic/fantasy,

villain, happy ending).
 changed story elements of fairy tale elements from a
known fairy tale.
 Unexpected or silly details and events to help readers
create vivid, funny mind movies.
RATING ? missing or needs to be here and complete + here, complete and
KEY: improved outstanding

3. Edit your work

Use the following checklist to edit your work and make sure that you’ve included as many of the
required features as possible.

Check your draft for the following:

1. Make sure it flows – use linking sentences and swap things around.
2. New idea? New paragraph!
3. Know the purpose, audience and genre of your written response.
4. Vary the first word of each sentence.
5. Vary the length of sentences.
6. Aim for one ‘impressive’ word every three lines.
7. Replace any ‘boring’ words.
8. Check your verbs – remember that a good verb is worth a dozen adjectives!
9. Make sure that your tense is correct and consistent.
10. Count your punctuation marks. Aim for 7 or more of the 11 common punctuation
marks:
.,;:?-‘()!”…
11. Describe the five senses: sight, sound, smell, taste and touch
12. Add plenty of imagery, such as similes, metaphors and personification.
 FAITH LUTHERAN COLLEGE, REDLANDS
Standards Matrix for Year 9 English Productive & Receptive Mode: Written: Fractured Fairy Tale 2016

STUDENT NAME: .......................................................................................................................................................... CLASS: .........................

A B C D E

Discerning selection, organisation Effective selection, organisation Selection, organisation and Selection and combination of ideas Statement of ideas and information.
information in

and synthesis of a variety of and synthesis of a variety of synthesis of a variety of relevant and information for a fractured
Ideas and

relevant ideas and information for relevant ideas and information for a ideas and information for a fairy tale.
texts

a fractured fairy tale. fractured fairy tale. fractured fairy tale.

Understanding and skills dimensions

Productive & Receptive modes

Evidence of writing and creating

Discerning use of textual features Effective use of textual features of Use of the textual features of a Use of aspects of text structures for Limited use of the textual features
structures
Text

of a fractured fairy tale to a fractured fairy tale to conform to fractured fairy tale to conform to a fractured fairy tale.1 of a fractured fairy tale.1
conform to genre. 1 genre.1 genre.1

Discerning use of a range of Effective use of a range of Use of a range of grammatical Use of grammatical structures and Use of a narrow range of
grammatical structures and grammatical structures and structures and figurative language vocabulary to achieve some grammatical structures and
Language features

figurative language to achieve figurative language to achieve to achieve purpose and effect.2 purpose and effect.2 vocabulary.2
purpose and effect.2 different purposes and effects.2

Discerning use of a variety of Effective use of a variety of textual Use of a variety of textual and Use of textual and language
textual and language features to and language features to achieve language features to achieve features that vary in suitability:3 Use of textual and language features
achieve different purposes and different purposes and effects:3 different purposes and effects:3  written features that impede meaning:3
effects:3  written features  written features  written features
 written features

1 For example: Title, orientation, complication, resolution, coda

2 For example: grammar, description, figurative language emotive language and the use of imagery
3For example: punctuation, spelling

Teacher comments/suggestions for improvement: .............................................................................................................................................................................................................................................................................................

......................................................................................................................................................................................................................................................................................................................................................................................

......................................................................................................................................................................................................................................................................................................................................................................................