Twist the Tale

Overview

Students explore the predictable structure of a familiar fairy tale, The Three Little Pigs, then change one important event and consider how that change affects the rest of the story. They plan and begin writing an entertaining alternative version using character, setting, problem, plan, action, and resolution.

Learning intentions

• We are learning to identify the structure of a fairy tale.
• We are learning to explain how one changed event can affect later events.
• We are learning to plan and write an alternative narrative to entertain a reader.
• We are learning to use precise vocabulary and details to make a story interesting.

Success criteria

• I can identify the setting, characters, problem, plan, actions, and resolution.
• I can change one event and explain at least two consequences.
• I can plan an alternative version that still has a clear beginning, middle, and ending.
• I can write an engaging opening and use details to entertain my reader.

Vocabulary

Fairy tale, narrative, character, setting, problem, goal, plan, action, consequence, resolution, alternative, entertain, tension, descriptive detail.

Curriculum links

• English — Writing to entertain: narratives introduce characters and setting, develop a problem or goal and actions, and end with a resolution.
• English — Comprehension: identifying the structure of narrative texts and how it communicates ideas clearly.
• English — Comprehension: recognising that narratives may be organised into chapters or sections.
• Key Competencies: thinking; using language, symbols, and texts; managing self.

Lesson structure (60 minutes)

1. 0–7 min · Hook and recall. Teacher opens the hook and story structure slides with the question, “What if the first pig had built the strongest house?” and briefly retells the familiar tale in original classroom language, without reading a published version. Students turn and talk about what they remember, naming the characters, setting, problem, and resolution.

2. 7–17 min · Identify the structure. Teacher displays the narrative structure diagram and models placing the tale’s main events into six parts: character, setting, problem or goal, plan, action, and resolution. Students help suggest an event for each part and record key words on the board. Clarify that fairy tales can vary, but a predictable structure helps readers follow the story.

3. 17–27 min · Change one event. Teacher models changing one event: “The wolf does not blow down the first house; instead, he tricks the pig into leaving.” Think aloud: “This changes the action, so the pig may need a new plan, and the ending may change too.” Students use the cause-and-consequence organiser in pairs to record the original event, the changed event, and two likely consequences. Invite pairs to share how one consequence could create another problem.

4. 27–35 min · Teacher modelling. Teacher uses the modelling slides to model a short alternative opening and plan. For example: “At sunset, Pip heard scratching beneath the stone floor…” Demonstrate selecting a setting detail, showing a character’s feeling, introducing a problem, and using a consequence to move the story forward. Students identify effective details and help improve one plain sentence, such as “The wolf came,” into a more precise sentence.

5. 35–50 min · Independent planning and writing. Teacher distributes the alternative fairy-tale planning and writing sheet and conferences with selected students. Students choose one event to change, complete the character, setting, problem, plan, action, and resolution sections, then write an alternative opening and at least one developed event. Encourage students to keep the original characters or create sensible variations, while ensuring the changed event affects what happens next.

6. 50–56 min · Partner response. Teacher displays the partner-review prompts and reminds students to give kind, specific feedback. Partners read or explain their plan and answer: “What changed?”, “What happened because of it?”, and “What are you curious to know next?” Students make one improvement to their plan or writing.

7. 56–60 min · Exit ticket and share. Teacher shows the plenary and exit-ticket slide and asks students to complete the final box on the worksheet: “I changed ___; therefore ___ happened next because ___.” Students share one imaginative change with a partner before handing in their work.

Resources

• the fairy-tale structure and modelling slide deck
• the alternative fairy-tale planning and writing sheet
• the cause-and-consequence organiser
• Whiteboard and markers
• Pencils and writing books
• A timer
• A familiar oral summary of The Three Little Pigs

Assessment

• During recall and modelling, listen for students correctly identifying character, setting, problem, action, and resolution. Ask, “Which event causes the next problem?”
• Check pair organisers and planning sheets for one clearly identified change and at least two connected consequences.
• Use the exit ticket to assess whether students understand that changing one event affects later events. Collect writing to check narrative structure, entertaining detail, and clarity of ideas.

Differentiation

• Support students with a partially completed worksheet, a choice of three possible events to change, oral rehearsal with a partner, and sentence starters such as “At first…”, “However…”, and “Because of this…”.
• Provide a small teacher-led group with picture prompts and jointly construct one alternative sequence before students write independently.
• EAL learners may discuss ideas, sketch events, or use labelled keywords before writing. Pair them with a supportive peer and explicitly model consequence language.
• Extend confident writers by requiring a second consequence, a believable character reaction, dialogue, or a resolution that teaches the reader something while remaining entertaining.