This document provides materials for an 8th grade drama unit on fairy tales. The unit runs for 5 lessons and aims to teach students skills in collaboration, improvisation, speech, movement and performance through examining familiar fairy tales and creating twisted versions. Lessons include warmups, improv games, acting out scenes and a final assessment where students perform an original twisted fairy tale in groups. Materials include fairy tale character lists, stories and rubrics to evaluate student performance.

1. 1
Fairy Tales
Grade 8
Miss Walsh
Ed 3601
47 min classes

2. 2
Table of Contents
Title Page
1
Rationale
3
Unit Objective and Skills
4
Unit Overview
5
Lesson Sample 1-Intro
6
Lesson Sample 2-Movement
9
Assessment
11
Materials
13
Bibliography
14

3. 3
Rationale
Seeing something from another perspective or point of view is something
that is very valuable in life. In this unit students will examine the Fairy Tales that we
are all used to hearing, through various drama techniques, but they will also get a
chance to dig into the other perspective of these stories, the Twisted Fairy Tales.
This unit will focus on skills gained from improvisation and acting, speech,
movement, as well as learning how to work together with others. With these skills
they will be able to put meaning to the Twisted Fairy Tales, imaginatively, physically
and socially.
Improvisation is another skill learned through acting that is a very important
skill that can be used in all aspects of life. Being able to act on your feet to come up
with an idea or a solution, interacting with others and being able to identify their
feelings and actions and knowing how to advance the communication are all part of
some of the pieces that they will learn in this unit. To fit into the theme there will be
a number of times where the students will have to use the skills acquired though
improvisation to work through the characters of Fairy Tale stories, as well as
improvise their own scenes, which will be applying their imaginative and creative,
thought.
The speech and movement elements of this unit will also help in the
imaginative and creative expression represented in each of the classes, but it will
also help to expand their capabilities physically as well as vocally.

4. 4
Unit Objective and Skills Required
At the end of this unit students will be assigned a familiar fairy tale. In groups
of 4-5 they must create and perform an alternative story, in the perspective of
another character, or twisted fairytale that is 4 minutes in length. In preparation for
this assignment students will work on warm-ups, collaboration, improvisation, both
spontaneous and planned, working in front of others, as well as learning specific
terminology.
Objective- the students will create and perform their own twisted fairy tale,
which will be 4 minutes in length
Skills:
Collaboration and Cooperation- Students will constantly be working with others
throughout this unit, so it is very important that they both cooperate and give input
of their ideas, as well as respecting the ideas of others.
Lessons: 1, 2, 3, 4, 5
Spontaneity- Improvisation and being able to create are a big part of this unit.
Lessons: 2, 3, 4, 5
Vocal- Students will be working with their voice to represent characters
Lessons: 2, 3, 5
Creative Movement- Students will be working with their bodies to represent
characters.
Lessons: 2, 5
Performance- Since they are required to perform their final performance, it is
important to work their way up to being comfortable in front of their peers.
Lessons: 1, 2, 3, 4, 5
Theme- Students will need to have a clear understanding of the theme itself for

5. 5
their final presentation.
Fairy Tale Unit Overview
Lesson 1TSW create and perform a 3 scene tableau
Tag, freeze tag, fairy tale tag, knights horses cavaliers, story
structure, tableau
(Junior High) Orientation-14, 19, 23 Movement- 14, 16 Improv-6, 9
Lesson 2TSW create and perform a 30 sec improvised scene
Walk around room, Sculpture, mirror images, bus stop, scenes
(Junior High) Movement-9, 11, 12, 14, 25 Orientation- 22 Speech- 14
Lesson 3TSW perform a shortened version of a fairy tale
Chewy toffee, pruii, Third person (FT characters), Jabberwocky
(FT Characters), Fairy Tale Group Drama
(Junior High) Speech-2, 7, 14 Improv- 5, 6
Lesson 4TSW perform a shortened version of a twisted fairy tale
Walk around room, tag, Disney/Fairytale tag, Character Hot seat
(groups), Pinocchio pantomime, Twisted Fairy Tale Group Drama
(Junior High) Improv-5, 6 Speech- 14
Lesson 5TSW create and perform their own twisted fairy tale, lasting
4 mins
One word story, One sentence story, Rehearse, Perform
(Junior High) Acting Improv-6, 8, 9, 21 Speech- 4, 14, 16

6. 6
Lesson 1
Intro to Fairy Tales
Date
Subject/Grade
Drama Grade 8
Level
Time
47 mins
Duration
Unit
Teacher
Improvisation
Miss Walsh
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcomes:
Specific
Learning
Outcomes:
To develop competency in communication skills through
participation in and exploration of various dramatic
disciplines.
16. Demonstrate freezing of movement. (Movement)
9. Communicate a clear beginning, middle and end in
spontaneous and planned scenes. (Improv)
LEARNING OBJECTIVES
Students will:
1. Create and preform a 3 scene tableau
ASSESSMENTS
Observations:
• Checklist
Key Questions:
• Did students create a tableau with a BME
Products/Perfor • 3 scene Tableau
mances:
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
• http://www.gameskidsplay.net/games/ •
xtra_games.htm#Knights,%20Horses
%20and%20Cavaliers
• Teacher Resource Manual
• Program of Studies
PROCEDURE
Introduction
Time
Attention
Teacher will be dressed up as a fairy Tale character
2 mins
Grabber
to briefly discuss the theme of the unit
Transition to
Ask Students to move into a circle
1 min
Body
Body
Time

7. 7
Learning
Activity #1
Walk around the
room
Teacher Notes:
Assessments/
Differentiation
Learning
Activity #2
Freeze Tag
Learning
Activity #3
Fairy Tale Tag
Teacher Notes:
Assessments/
Differentiation
Learning
Activity #4
Knights, Horses,
Cavaliers
Students will walk around the room. Next they will
follow someone, and then walk around alone. Next
they will walk around joined with a partner. After a
couple minutes choose a student that will be it for
walking tag
Move throughout the room to see how students are
doing
After walking tag has gone on for a couple minutes
freeze tag will be added in. Students will need to
stand with their legs apart and their arms out if they
are tagged (standing like a star), to become free
another student must crawl through their legs
This is a variation on TV tag. When a student is
about to get tagged they must squat down and name
a fairy tale before the person that is “it” touches
them. If the fairy tale has already been named by
another student then they are fair game to be tagged
(if students are having trouble coming up with
names of fairy tales, have the addition of Disney
movies, or children’s stories)
Listen to the discussions that the students are
having. As well make observations about the
answers they are giving, and whether they have
connected these activities with the skills required
for an actor.
This game is similar to musical chairs in that when
the rhythm stops an action must be performed. In
this game 2 equal circles are formed, with one inside
the other. The people of the inside circle will pair up
with someone on the outside circle and remain with
that partner for the rest of the game. The inside
circle will walk clockwise clapping their hands and
the outside circle, also clapping, will walk in the
opposite direction. When the leader calls out
Horses, the individuals stop clapping and run to find
their partner. Once together, one partner will go on
all fours, like a horse, and the other partner will
straddle their back. The last partner group to form
that position will be asked to act out a simple
situation of their choice that makes use of a rider
and a horse. Once this game continues in the same
fashion as before. If Knights is called, one partner
will sit on the other partner's knee. The partner
7 mins
(during
activity)
5 mins
5 mins
(during
activity)
5 mins

8. 8
Teacher Notes:
Assessments/
Differentiation
Learning
Activity #5
Tableau
Teacher Notes:
Assessments/
Differentiation
Transition To
Next Lesson
therefore has one knee up to be sat on and the other
on the ground for support. If Cavaliers is called, then
one of the partners will lift their partner up into
their arms. However, one leg lifted by their partner
is allowed.
If students are having trouble walking in a circle in
opposite directions, just have them walk around the
room, and as each action is called out first have them
create the movement with whoever is closest, then
you can add the element of having to find their
certain partner
(during
activity)
Class will have a quick discussion on story structure.
They must understand the elements of the
beginning, middle, and end of a story. Then the
students will be paired up in groups to 4 or 5
students. They will need to create a 3-scene tableau
featuring the BME of a story. They will present these
to the class
20 mins
(3 for
discussio
n, 10 for
planning
and
practicin
g, 7 for
presenti
ng)
Checklist will be used to see if students have create 3
tableaus representing a BME
(during
activity)
Closure
Ask students to look up, and create a list of different
fairy tales
Time
2 mins

9. 9
Lesson 2
Movement
Date
Subject/Grade
Drama Grade 9
Level
Time
47 mins
Duration
Unit
Teacher
Improvisation
Miss Walsh
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
To develop competency in communication skills through
Outcomes: participation in and exploration of various dramatic disciplines.
Specific
14. Create shapes with the body. (Movement)
Learning
25. Communicate environment, character, and situation
Outcomes:
non-verbally. (Movement)
LEARNING OBJECTIVES
Students will:
2. Create and perform a 30 sec improvised scene
ASSESSMENTS
Observations:
• Checklist
Key Questions:
• Were students
Products/Perfor • 30 sec improve scene
mances:
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
• Junior High Teacher Resource Manual
• List of characters for sculptor and
clay
• Activities from class, and handouts
PROCEDURE
Introduction
Time
Attention
“Good afternoon everyone!”
30 secs
Grabber
Body
Time
Learning
Students will walk around the room. Next they will
Activity #1
follow someone, and then walk around alone. Next
Walk around the they will walk around joined with a partner. After a
4 mins
room
couple minutes choose a student that will be it for
walking tag
Teacher Notes:
Move throughout the room to see how students are
(during

10. 10
Assessments/
Differentiation
Learning
Activity #2
Sculptor and
Clay
Learning
Activity #3
Mirror Images
Teacher Notes:
Assessments/
Differentiation
Learning
Activity #4
Bus Stop
Teacher Notes:
Assessments/
Differentiation
Learning
Activity #5
Improv scene
Teacher Notes:
Assessments/
Differentiation
Transition To
doing
Students will split into pairs, they will need to label
themselves either A or B. Student A will be the
sculptor first, and B will be the clay. The teacher will
call out characters from fairytales, and the sculptor
will have to make their clay represent that character
-old witch
-prince charming
-sleeping beauty
-mermaid etc
students will switch roles half way through
Students switch partners from the ones that they
were with in the previous activity. Students will
stand facing each other, taking turns one of the
partners will decide a costume that they are going to
put on. The costume that they choose must relate to
fairy tales in some way. The other partner will have
to guess what the costume is after their partner has
mimed putting it on. Students will switch roles
halfway through
Move throughout the room to see how students are
doing (provide examples of characters if students
are stuck)
Students will get into groups of 4. Three of the
students will choose a stock character from any fairy
tale, and they must act out these characters while
they are sitting at a bus stop. The fourth student will
try to see if they can guess who each of the students
in their group are trying to portray. Students will
switch roles so that each one has the opportunity to
guess the other students characters.
Move throughout the room to see how students are
doing (provide examples of characters if students
are stuck)
Using a character that the student chose to portray
in the previous activity, each group (same as last
activity) will have to improvise a 30 sec scene and
present it to the class. Each group will have 7 mins to
quickly discuss what they are going to do
activity)
8 mins
8 mins
(during
activity)
12 mins
(during
activity)
14 mins
Checklist will be used to see if students have
completed the 30 sec improvised scene
(during
activity)
Closure
“Great class today! Start thinking about the
Time
30 secs

11. 11
Next Lesson
vocalization that some fairy tale characters may
have in preparation for next class”
In-Class Unit Assessment
Checklist for Unit assignments and activities
For each of the learning objectives students will receive a checkmark if
they have completed the performance. This will be counted towards the
students in class assignments portion for their grade in the class.
Students
Sarah
Bob
Joe
Suzy
Jane
Mimi
Ollie
Sam
Jean
Julia
Aden
Amanda
Fiona
David
Mia
Rob
Katie
Debbie
Tableaus
30 sec
Improv
Fairy Tale
scene
Twisted Fairy
Tale

12. 12
Final Project Assessment
The final project for the class, creating and performing a twisted fairy
tale, will be given a grade that will be used for a good portion of their
final grade.
Twisted Fairy Tale Rubric
Group Member/Role: ________________________________
Title: ____________________________________
4
Group
Work
Story
Performan
ce
Group
members
worked
together
effectively
The story
successfully
combined
fairy tales in a
creative way
All group
members
participated in
the
performance
Individual You were fully
Evaluation committed to
3
Group
members
worked well
together
/16
1
Group members
did not work or
communicate at
any time
The story
combined
fairy tales in a
creative way
Group members
did not
communicate
well with one
another
The story
combined fairy
tales with some
success
Most group
members
participated in
the
performance
A few group
members
participated in
the
performance
Group members
did not
participated in the
performance
You were
rarely
committed to
the
performance,
your character
and your group
members.
You were not
committed to the
performance, your
character or your
group members.
You were
committed to
the
the
performance,
performance,
your character your character
and your group and your group
members.
members.
Notes on your performance:
2
The story did not
combine fairy
tales in any
creative way

13. 13
Materials
-List of Fairy Tale stock characters
-Original Fairy Tale stories (7-8)
-Twisted Fairy Tale stories (7-8)
-List of stories for final project (ones that can be turned into twisted Fairy Tales)
-Pieces of dialogue for Jabberwocky in lesson #3
-Pinocchio pantomime story
-Checklists
-Rubrics for each student
-Hard copies of Fairy Tales
-Lists of groups for final 3 performances
-Performance order for last three classes

14. 14
Bibliography
Alberta Education. (1989). Curriculum Support Junior High Teacher Resource:
Manual: Drama. Edmonton, AB: Learning Resources Distributing Centre.
Alberta Education. (1989). Junior High Program of Studies. Edmonton, AB: Learning
Resources Distributing Centre.
(2013). Improv Encyclopedia. < http://improvencyclopedia.org >
(n.d). Camping Games.
<http://www.gameskidsplay.net/games/xtra_games.htm#Knights,
%20Horses%20and%20Cavaliers>