Lesson: Using Fractured Fairy Tales to study Archetypes

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Lesson Objective

Students will know and be able to identify and analyze archetypes found in traditional literature.

Lesson Plan

 

 

State Standard:

5.LT-TN.12. Identify common structures in traditional literature (e.g., characters or story elements often come in threes — such as three bears, three sisters, three wishes, or three tasks — or are magic helpers — such as talking animals, fairies, or elves).

 

5.IT-E.5. Identify common organizational structures such as chronological order and cause and effect.

 

Objective

 

Students will know and be able to identify and analyze archetypes found in traditional literature.

Do Now

In your journal write all the fairy tales you know.

 

Hook

Read some age appropriate aspects of the following article:  

 http://www.washingtontimes.com/news/2003/may/30/20030530-084038-7254r/?page=1

 

Direct Instruction

T: Students often  when we read certain types of literature we notice similar characters, themes and problems. Today, we are going to look at fairy tales. When studying these fairy tales we want to notice what is called Archetypes. Archetypes are the repeated patterns that we see across stories. In fairy tales, one archetype is a villain. No matter what fairly tale you read there will be villain. When we understand the repeated elements; archetypes, across literature we can read and understand the text even better. For example: When I read a book that is similar to Little Red Riding Hood. I can kinda figure out character motives, problems and solutions even before I read the text. There will be some differences, but the framework will pretty much be the same. That makes reading a text so much easier and fun!

 

Ok, lets name more archetypes we might see in fairy tales like Cinderella? (hero, innocent, mother figure (fairy godmother), magic, etc). I am going to put them in this table so we can compare them with other text (see sample able below. Make a blank table and label categories using student generated data, supplement when necessary). 

 

Give students a blank table so that they can label along with you. They will need this table during guided and independent practice.

 

We see these archetypes even in fractured fairy tales (stories changed from their original version). Using what we know about the archetypes found in a traditional Cinderella story  (3 wishes, mother figure, villains, hero), I am going to read Cinder Edna (a fractured Cinderella story). I want you to see if you can find common archetypes with the traditional Cinderella. 

 

 

Guided Practice

T: You and students will list and notice common archetypes as you read and ask questions about archetypes. Add them to the anchor chart. 

 

 

 

Independent Practice

Give small groups a variety of fractured Cinderella Stories (Egyptian Cinderella,  Korean Cinderella, Yen-Shen, Muffaro’s Beautiful Daughters). Have students find other archetypes in those text. Add them to the chart.

 

Give a small group fractured three little pig stories

(Three Snow Bears, True Story of Three Little Pigs, Three Javelinas) Have students find other archetypes in those text. Add them to the chart.

 

Closing

Discuss Independent Practice. Ask students: how does knowing the archetype of text help us read and understand the text better? 

 

 

Quiz/Assessment

Think of traditional fairy or folk tale. List common archetypes you would see in that story.

 

 

 

 

Text

Innocent

Villain

Hero

Magical Happenings

Things happen in 3/7

Motherly Figure

Happy

Ending

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Resources

Archetypes in Fairy Tales
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Archetypes in Fairy Tales   Activity
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