Fairy Tales and Tall Tales: Supplemental Guide PP | Pausing Point 101I asked for too many wishes, and the flounder did not grant my last wish
and left me with an old, run-down hut. Who am I? (the fisherman’s wife)
I found great pleasure from wearing brand new clothes specially made
for me. Who am I? (the emperor)
I took my father’s place and went to live with the beast instead. Who am
I? (Beauty)
I caught a fish that said it was actually an enchanted prince. Who am I?
(the fisherman)
I am really a prince, but a fairy turned me into a fearsome-looking animal.
Who am I? (the beast)
We told the emperor we could make magic clothes that only intelligent
people could see. Who are we? (the swindlers)
I told the emperor he wasn’t wearing any clothes at all. Who am I? (the
child)
Student-Created Books
Materials: Booklet
Have each student make his/her own book that is a retelling of one of the
three fairy tales from this domain. Have students brainstorm the sequence
of events—a beginning, a middle, and an end—either as a class or with a
partner. Also, talk about the various fairy tale elements. Students will draw
a picture on each page to show the beginning, important middle events,
and ending of the fairy tale. Students should also write a sentence to go
with each picture. Have students share their retellings with a partner or
with the class.
Retelling a Story with Puppets
Have students make simple puppets of the characters from a particular
fairy tale and then use them to retell the story. You may wish to have
students do this with a group or as a class.
On Stage
Have a group of students plan and then act out any one of the fairy tales
covered in the domain. They may choose “The Fisherman and his Wife,”
“The Emperor’s New Clothes,” or “Beauty and the Beast.” Encourage
students to use domain-related vocabulary in their dialogue.