1. Fractured Fairy Tales & Folk Literature
Traits: Voice

2. What is voice? Individual, distinctive A “read-aloud” piece
Passionate, energetic
Speaks to readers
Confident, self-assured
Writer is present in the page

3. Voice
It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.

4. Learning Targets
Students will identify the use of voice in a piece of writing.
Students will use voice effectively in their recreation of a fairy or folk tale.

5. State Standards EALR 3: The student writes clearly and effectively.
Component 3.2: Uses appropriate style.
GLE 3.2.1:
K-1: Understands concept of personal voice.
2-4: Writes with voice.
5-10: Applies understanding that different audiences and purposes affect writer’s voice.

6. Materials The Three Little Pigs
The True Story of the Three Little Pigs in The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka & Lane Smith
Writing Materials

7. Lesson Plan Procedures
Brainstorm different fairy tales/stories students knew when they were younger
Read the Three Little Pigs
Define voice for students (definition will vary based on age)
Expand to perspective or point of view
Ask the students if they hear voice in this story?
Voice
Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.

8. Lesson Plan Procedures
Read the True Story of the Three Little Pigs
How does the voice in this story differ?
What conventions make it easier to hear the voice in this version?
Generate a list of qualities & checklist

9. Production Procedures
Have students create their own fractured fairy-tales
Provide prompts for students who need it or writeable handout with formatting

10. Assessment
Checklist
Rubric for more complex pieces (best if class developed)
Creating Writer’s page 45

11. Adaptations
K-1: Use the books to identify qualities of voice and return to these qualities each time you read through a story.
2-4: More supports for writing, brainstorm word choice to show emotion and interest
5-10: Give students specific audience (younger students) or look at cultural folk tales

12. Adaptations
Folk Literature - discussing the importance of oral history and how it changes with each story teller
Using Folk Literature in the class to develop a class book of stories based on students’ own cultures
Connects to or part of SS curriculum, ancient civilizations/cultures

13. Adaptations
Elementary: Having students identify stories they think represent their culture and telling them in their own words
Secondary: Students write their own folk literature, meant for younger students (service-learning project)

14. Materials
Teacher Resource: Happily Ever After: Sharing Folk Literature with Elementary and Middle School Students. Young, T.A.
Lesson Resources: Aesop’s Fables or other short folk literature, preferably culturally relevant to your particular student group
Writing Materials

15. A Note from OSPI
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.