Multi-book Project! Traditional Tales with a twist!

  The great benefit of working with traditional tales and fairy stories is that the children are usually already experts in the field. This provides a wealth of opportunities to explore narrative story-telling, art and drama. For this multi-book project, I would use ‘The Lost Happy Endings’ by Carol Ann Duffy as the central text; following this, there are many opportunities to branch out to explore other related texts:


– The Tear Thief by Carol Ann Duffy

  

– The True Story of the 3 Little Pigs by Jon Scieszka and Lane Smith

  

– The Three Little Wolves and the Big Bad Pig by Eugene Trivizas and Helen Oxenbury

  

– Princess Smartypants by Babette Cole

  

 

– The Paperbag Princess by Robert Munsch

  

Central text – The Lost Happy Endings

This is a captivating tale about Jub, keeper of the stories, and her quest to retrieve the lost happy endings to all the stories after they have been stolen by a wicked witch. The children of the world are crying as their are no more happy endings, so Jub must act! The reason for choosing this as a central text is that, during the quest, Jub encounters many of the most familiar fairy tale characters. This offers the opportunity to branch out from the central text, at a later date, whilst maintaining a meaningful, contextualised link for the children’s’ learning.

Setting the scene

To really engage the children with this project, I would employ some good old fashioned awe and wonder! Easily recognisable sections from fairy stories could be copied and cut up. These could be crumpled and then left all around the room for the children to discover, possibly with clues mixed in to lead them to a copy of The Lost Happy Endings. Alternatively, familiar objects from fairy stories could be found around the school; little red riding hood’s cape, goldilock’s porridge, Jack’s magic beans etc.

Possible skills

When studying The Lost Happy Endings, the fact that stories have been broken up into extracts could support focused work on extracts of stories and sentence level skills. For example, the story writing process could be developed gradually by focusing on extract openings, build-ups and resolutions. There is great scope for short burst writing and slow writing, as the children could be asked to write their own narrative for specific sections/pages of Jub’s quest, as she reassembles the lost endings.

The book also lends itself to some excellent character work. The description of the bird-like witch sitting high in a tree, with Jub looking into her nest is spine-tingling. The description of the witch is both breath-taking and grosteque….from experience, children love it, especially the fact that she is smoking a pipe! To extend this, children could be asked to do some character writing focused around other well known traditional tale characters…the witch, Malefiecent, from Sleeping Beauty is a particularly potent character (you could even link in the original and modern Disney film versions as inspiration).

An additional fun task would be for the children to provide each other with their own ‘lost happy endings’ as inspiration for story writing. Each child would write a traditional (or non traditional!) ending to a story on a piece of paper. These would then be mixed up and redistributed to different children, with the challenge of writing the story that came before each particular ‘lost happy ending’.

Related texts

The Tear Thief If you wished to create a short author study through this unit, the use of Carol Ann Duffy’s ‘ The Tear Thief’ would be perfect. This beautifully illustrated, heart-breaking story tells the reader about the Tear Thief; a fairy who collects the tears of children. She prizes tears of true sadness – I want reveal the ending here as its is one of those special literary moments that you need to experience for yourself.

Other related texts

All the other texts, identified above, are incredibly fun, alternative takes on the traditional fairy story format. Within the books you will find Tom-Boy princesses, Princes in distress, frightened little wolves and terrifying pigs!

A study of these short, engaging stories would be a great starting point for children to write their own alternative fairy stories…perhaps Little Red could become a wolf-hunter or Granny could become a global manufacturing magnate, as shown in the excellent animated film Hoodwinked!

As an additional branch to this fairy story literary tree, the Story Spinner DVDs and App contain a brilliantly atmospheric oral story which paints a very different, much darker version of Little Red Riding Hood in 3 parts. Each part of told from a different point of view and provides an excellent model for both oral storytelling and powerful narrative for older KS2 children!

I would love to hear what you all make of these traditional tales with a twist and I am sure you will have fun making your own!

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The World of Food by Carl Warner

  Regardless of your pupils’ interest in books and reading, they are all universally engaged by food and that what this book has in bucket loads. The amazing aspect of the book is that the author, Carl Warner, has actually constructed every scene in reality, with genuine food items. The sets have then been photographed and compiled in a book, with each page having a color theme and a matching piece of poetry to explain how the image has been constructed.
Quick Activities

At the simplest level, the images provide enthralling stimulus for narrative writing. The children could be asked to step into the picture, with their descriptive writing focused on the sights, smells, sound and obviously tastes that are found in that culinary country.

In addition, the children could use the images as starters for a new batch of fairy stories, starting with the traditional link of Hansel and Gretel through the image of the land of sweets, as shown in the image above. Children could select their favored image and develop a fairy story about the events that could take place there. This would work equally well myths and legends.

Extended Activities

This book could form the basis for an extended Art, DT, Maths and English project.The children could be challenged to make a number of different lands, through a number of different means to create a new class book ‘ Our World of Food’. The worlds could be made through Art;

  • Mixed media sketching
  • Watercolor painting
  • Collage with papers or even food items (non perishable!!)
  • Clay sculpture
  • Plaster or Mod-roc relief
  • Photography project using more of the author work, which can be found online.

In addition, the worlds could be made through DT;

  • Using structures skills to build a new shelter using unusual objects or food
  • Textiles project focus on making a world of fabric…possibly even incorporating a felt making project
  • Creating the national dishes of each world of food shared in the book

Finally, it would be an excellent Maths project to evaluate the cost of the items bought to build each of the worlds in the book, with the children using current online prices from supermarkets to find the worth of each world. Which one will be most expensive and why? Can they create their own budget/luxury versions?

Failing all of this, just enjoy the incredible skill required to create this masterpiece of text!!