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K–12 teaching and learning · from the UNC School of Education

Modern folk tales: Playwriting

Working in teams, students will rewrite short folk tale or fable plays, modernizing them. Then, they will present the old and new versions of the play.

A lesson plan for grades 3–4 English Language Arts and Theater Arts Education

By Dayle Payne

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Learning outcomes

In cooperative groups, students will:

  • read short play versions of classic folktales and fables.
  • analyze the structure of the story.
  • rewrite the folktale or fable using modern characters, settings, and language.

Teacher planning

Time required for lesson

2 hours

Materials/resources

Technology resources

You may wish to have your students use word processing software to write their plays.

Pre-activities

Read different, modernized versions of folktales and fairy tales, such as Prince Cinders or Jon Scieszka’s versions of the three little pigs and the gingerbread man.

Activities

Class One

Read play “The Boy Who Cried Wolf” with the class. Using the group plan sheet, model extracting the required information about the play. Then read the modern version (attached) and fill out the rest of the sheet. Compare the two versions.

Class Two

Choose another play from the book to read and fill out the group plan sheet. As a whole class activity, brainstorm ways that the play you read can be “modernized.” Model using the plan sheet to outline the “modern” version, and begin writing the new play together, discussing play writing conventions.

Class Three

Assign groups plays to read and dissect using the group plan sheet.

Class Four

Have groups plan and then write their own modern versions of their plays. (This may take more than one session.) Have them create props for both the old and new plays, and allow time to practice the plays.

Assessment

Have each group present first the old version of their play, then the new version. After the presentations, have audience members discuss the differences and similarities in the two versions.

Supplemental information

The play that is attached was created by a group of third graders and is based on “The Boy Who Cried Wolf” from Juanita Bryson’s Short Plays for the Classroom- Primary.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 3

  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
      • considering the differences among genres.
      • relating plot, setting, and characters to own experiences and ideas.
      • considering main character's point of view.
      • participating in creative interpretations.
      • making inferences and drawing conclusions about characters and events.
      • reflecting on learning, gaining new insights, and identifying areas for further study.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.09: Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions).

  • Common Core State Standards

    • English Language Arts (2010)

      • Reading: Literature

        • Grade 3
          • 3.RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
        • Grade 4
          • 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

      • Writing

        • Grade 3
          • 3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
        • Grade 4
          • 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • North Carolina Essential Standards

    • Theatre Arts Education (2010)

      • Grade 3

        • 3.C.2 Use performance to communicate ideas and feelings. 3.C.2.1 Use improvisation to present a variety of simple stories or situations. 3.C.2.2 Interpret stories from given texts by acting them out.

      • Grade 4

        • 4.C.2 Use performance to communicate ideas and feelings. 4.C.2.1 Use improvisation to tell stories and express ideas. 4.C.2.2 Interpret multiple characters from stories through use of the body and voice.