Understanding Fractured Fairytales

Overview

In this sixth lesson of the 20-lesson unit, students explore what makes a fairytale “fractured”. They compare familiar fairytale conventions with modern retellings and discuss how authors use changes in character, setting, plot, voice and values to create humour, challenge expectations or comment on society.

Learning intentions

Students will:

• define the term “fractured fairytale”
• identify common fairytale conventions
• explain how a retelling can alter or challenge those conventions
• discuss the purpose and appeal of fractured fairytales
• use evidence from short texts or extracts to support interpretations

Success criteria

• I can identify recognisable fairytale conventions.
• I can explain at least two ways a fractured fairytale changes an original story.
• I can describe why an author might fracture a familiar tale.
• I can contribute a relevant idea and respond respectfully to others.

Curriculum links

• Understanding and analysing imaginative texts, including how structure, characterisation, setting and language shape meaning.
• Comparing texts and explaining how perspectives, values and assumptions are represented.
• Creating and discussing interpretations using relevant textual evidence.
• Developing speaking and listening skills through collaborative discussion and presentation.

Lesson structure (60 minutes)

1. 0–5 minutes – Hook: Which story is this? Open with the introduction slides and display two contrasting images: a traditional fairytale scene and a modern, unexpected version. Ask students to predict the story and identify what seems familiar or unusual. Briefly explain that today they will investigate stories that deliberately change well-known fairytales.

2. 5–15 minutes – Activate prior knowledge In pairs, students list fairytales they know and the features they expect to find in them. Invite responses and record a class “fairytale conventions” list, such as a problem, a villain, a hero, magic, a quest, a transformation, repetition, a moral and a satisfying ending. Use the introduction slides to reveal and organise the conventions.

3. 15–25 minutes – Explicit teaching: what is fractured? Explain that a fractured fairytale keeps some recognisable elements of a traditional tale but changes others. The changes may involve the narrator, character roles, setting, ending, genre, point of view or values. Model a brief example: in a retelling of Cinderella, Cinderella may rescue herself, the stepsisters may tell the story, or the story may be set in a sports academy. Emphasise that “fractured” means creatively altered, not poorly written.

4. 25–40 minutes – Compare and notice Distribute the fractured fairytales comparison worksheet. Read a short traditional extract and a short fractured extract aloud, or use the extracts provided on the worksheet. In groups of three, students complete a comparison table: what stayed the same, what changed, how the change affects the reader, and what purpose it may serve. Suggested purposes include creating humour, giving a character a stronger voice, challenging stereotypes, making the story relevant or offering a surprising ending. Circulate and prompt students to refer to specific words, events or character actions.

5. 40–50 minutes – Group discussion and sharing Each group chooses one significant change and prepares a 30-second explanation. Groups share their ideas. Ask: “Which version gives a character more power?”, “Which change is funniest or most surprising?”, and “What expectations does the fractured version challenge?” Encourage students to agree, extend or respectfully question ideas using evidence from the extracts.

6. 50–57 minutes – Individual response Students independently complete the final section of the fractured fairytales comparison worksheet: “A fractured fairytale is appealing because…” They must include one convention, one alteration and one reason readers may enjoy or value the change. Students who finish early add a possible new alteration to a familiar fairytale and explain its purpose.

7. 57–60 minutes – Plenary and exit check Return to the introduction slides and display the three key questions: What is a fractured fairytale? What can an author change? Why do readers enjoy these stories? Students share one sentence or submit their written response as an exit check. Preview that the next lesson will examine how fractured fairytales create distinctive character voices.

Resources

• the introduction slides — hook, fairytale conventions, definition, discussion prompts and plenary
• the fractured fairytales comparison worksheet — paired extracts, comparison table and individual response
• Whiteboard or interactive display
• Student exercise books and pens
• A class set of familiar fairytale titles or images, if available

Assessment

• Listen to pair and group discussions for accurate use of fairytale terminology and evidence-based explanations.
• Check comparison tables for identification of similarities, differences and authorial purpose.
• Use the final written response or exit check to assess each student’s understanding of fractured fairytales.

Differentiation

• Provide a word bank with terms such as convention, retelling, narrator, stereotype, expectation, challenge and purpose.
• Read extracts aloud, chunk longer passages and provide a partially completed comparison table for students requiring literacy support.
• Allow EAL/D students to discuss ideas with a partner before writing and use sentence starters: “The original includes…”, “The fractured version changes…”, and “This appeals because…”.
• Extend confident students by asking them to explain how a change affects the reader’s values or assumptions, or to compare two possible purposes for the same alteration.