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Students produce a multimedia fairy tale photo story here told from a different perspective


Computers & Internet, Language Arts, Music, Social Studies  


6, 7, 8, 9, 10, 11, 12  

Title – What Really Did Happen?
By – Oscar Castillo
Primary Subject – Language Arts
Secondary Subjects – Social Studies, Music, Computers / Internet
Grade Level – 6-12

Concept/Topic To Teach:

    Different outcomes in stories depending on perspectives.

Texas Essential Knowledge and Skills Standards:

      110.23. English Language Arts and Reading, Grade 7:
      (12)  Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to:

        (A)  identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8);

        (F)  analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);

        (H)  describe how the author’s perspective or point of view affects the text (4-8);

      (24)  Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to:

        (A)  select, organize, or produce visuals to complement and extend meanings (4-8);

      (B)  produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8)

General Goal(s):

    The student will be able to present and recognize a different perspective on a fairy tale or folk story through the eyes of a supporting character or antagonist, through the use of still images, audio, narration, music, and multimedia software (MS Photo Story 3 or its equivalent).

Specific Objectives:

  1. Students will choose a supporting character of a fairy tale or folk story that will have a different perception of the original story.
  2. Students will develop their character with elements of the original story, but with a different point of view, including a beginning, middle, and end.
  3. Students will select, organize, and produce meaningful visuals to complement the story using still, copyright safe images.
  4. Students will narrate their own story using their own voice.
  5. Students will choose appropriate music soundtracks that will complement and set the mood of the story.
  6. Student will incorporate all of the media using MS Photo Story 3 or its equivalent to produce a movie of the story.

  Required Materials:

  • Computer with MS Photo Story 3 or its equivalent
  • Copyright safe images and audio obtained through internet access
  • Worksheet on plot organization (attached)
  • Children’s texts like The True Story of the Three Little Pigs by Jon Scieszka

Anticipatory Set (Lead-In):

  • The teacher will introduce texts such as The True Story of the Three Little Pigs by Jon Scieszka. This text provides the wolf’s side of the story of “what really happened” in the children’s story of the three little pigs.
  • The teacher will ask questions pertaining to other children’s stories. The teacher will encourage the students to analyze plots from the antagonist or supporting characters’ point of view and discuss how it changes the point of view of the story.

Step-By-Step Procedures:  

  1. Teacher conducts lead-in lesson
    • Student will be asked guiding questions to focus attention on plot, outcome, and point of view
    • Students will be asked to brainstorm several popular stories
    • Students will then choose one story and focus on one character from that story
  2. Teacher will hand out plot organization worksheet
  3. Teacher will explain the handout and ask students to fill out handout
    • Students will start creating/writing their own different versions of the story that they chose
    • Students will be given access to computers and internet after they have successfully completed the handout and story
    • Students will then start choosing images to complement their story
    • Students will narrate their story and input a soundtrack to the images they have chosen 
  4. Teacher will review the students’ stories right before final media iteration and submission and ask if the story makes sense
    • Students will be allowed to show their classmates their story and make any last minute changes before  final submission

Plan For Independent Practice:

  • Allow students time to critique each other’s work and give each other ideas pertaining to the narration and images.
  • Do the narration and images fit the story?
  • Give students time to make any changes.  

Closure (Reflect Anticipatory Set):

  • The discussion of perspective is essential when closing the lesson.
  • The students will have the opportunity to discuss and ask questions with regards to the possible outcomes of different events and stories through the eyes of different characters.
  • This will solidify the concept of point of view as the teacher will explain that a person, much like a character in a story, is influenced by their past experiences, such that it would greatly depend on where you stand to know what “really did happen” in anything.
  • Another valid point is the media used is a great way to influence their point of view of the story. 

Assessment Based On Objectives:

Objective 15 pts 7 pts 0 pts
1 Student chose a supporting character or antagonist of a fairy tale or folk story Student chose a character, but was not a supporting character or antagonist Student did not choose a story character
2 Student developed their character with elements of the original story, but with a different perspective Student did develop their character, but some key elements of the story were not used Student did not develop their character; student did not use elements of the original story
3 Meaningful still images used to complement the story Some still images were used, but were irrelevant to story Images were used, but were not relevant to story
3 Copyright safe images were acknowledged Some images were acknowledged No images were acknowledged
4 Student narrated their own story using their own voice with great voice expressions used to enhance storytelling Student’s own voice was used, but without expression Story was not narrated
5 Appropriate music soundtrack complemented and set the mood of the story Music was used, but was not appropriate to mood of the story Music was not used
6 Student created a complete video presenting their point of view of the story with a beginning, middle, and end Student created a video from beginning to end, but there were some elements missing from the overall effect of the story plot Student did some work on story, but it did not have anything to do with original story

Adaptations (For Students With Learning Disabilities):

    Student will choose five images that describe the story and character they have chosen to give their perspective. Same objectives with beginning, middle, and end will apply, but the length of the story will vary. 

Extensions (For Gifted Students):

    The student will create a different ending to the story where the supporting character or antagonist will benefit and will have become the protagonist of the story.

Possible Connections To Other Subjects:

    Social Studies: different outcomes in history and perception where the facts may be misconstrued to benefit certain political leaders, political goals, or political gain.  Certain history books are written in the eyes of the benefactor whereas certain things may have been left out to hide events that were not for the public to hear about.

What Really Did Happen?
Plot organization

Name of story: __________________________________
Antagonist or supporting character chosen: ______________________________

Explain why you chose this character and expand on the interaction and relationship to the main character?

Introduce character. What qualities does the character possess that are relevant to the story?

Explain the character’s role in story:

What is the main problem in the story?

How does the character interact with the other characters?

What effect will the character have if he interferes with the main character? 

How was the character affected by the outcome of the story?


What would you change in the story to make it interesting and how would it play out if it did happen?

E-Mail Oscar Castillo !

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