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In this lesson, students will use Minecraft tools to recreate a fairy tale.
Welcome to this Minecraft: Education Edition lesson! Before you begin, take a few moments to let us know your thoughts or feedback on how we can improve this lesson in order to better enhance the learning experience that is delivered in your classroom!
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Click and watch this teacher preparation video to help you understand how to teach this lesson. Here is a YouTube link of the teacher video for your reference: https://youtu.be/KWhri_BZm6M
Fairy Tale Reimagined (Teacher Video) Logics Academy (720p, h264, youtube
Students will recreate a fairy tale inside of Minecraft
Students will demonstrate an understanding of digital storytelling and guiding the viewer through a complete story experience
Students will demonstrate an understanding of the narrative tools in Minecraft: Education Edition (slate, poster, board, signs, NPCs)
Students will demonstrate an understanding of the world builder tools including the fill and clone tools
Students will publish their completed work to be shared with a global audience
Students will collaborate on the creation of their project and share responsibilities among a group
Students will utilize redstone and other elements in game to combine coding / engineering skills with storytelling (optional)
Creativity
Collaboration
Communication
How can we use a tool like Minecraft to create an immersive story experience for the reader?
Can coding skills / concepts be combined to create a more immersive interactive experience?
Teacher demo: Teacher will provide a short demonstration of the use of the world builder and narrative tools in Minecraft: Education Edition:
/op (op all partners in a group) - /op @
/ability (provide all players with world builder ability) - /ability @a worldbuilder true
narrative tools: find and place in inventory - slate, poster, board, sign, NPC
short demo of placing and using these tools to develop a story within Minecraft
Arrange students into groups (2 to 4). Students can self-assign or otherwise select to verbally tell the other students in the group one of the three focus stories: Hansel & Gretel, The Three Little Pigs, or Jack and the Beanstalk. Students should take turns recounting verbally. Students should be encouraged to support their group members by adding details to the story without taking over the recount. Bring students back together and discuss the terms character, setting, and plot. Using one of the three stories, model a chart that lists the character, setting, and basic plot of the story.
Ask students to suggest changing one of the story elements, either setting or plot. Then discuss how changing that story element will impact the plot.
Have students login to the Minecraft: Education Edition world. Show them how the world launches: facing the words Story Time, which are written in the sky. Have students turn their character around without moving their feet to show the three buttons that teleport the player to each part of the map containing the specific fairy tale experience. Students will need to know how to open a chest, move items to their inventories, and interact with objects.
Students can interact with the NPCs to get some starting directions on using the world.
Ask students to select one story to focus on for this activity. Have students complete their own version of the chart from day 1, including the thinking process for changing one character or setting to impact the plot. Ask students to write or tell aloud how their story would change and propose their changes to the world with a sketch. Once students have their sketches “approved,” they are ready to build their changes to the story in the M:EE world.
Students should use the camera and portfolio to take a picture of their build and write a few sentences about how they change the story.
Here is an example of at story: https://youtu.be/vCUenM1u9s8
All students will submit a completed story as a .mcworld file. Expectations include the following:
Story is complete and a player can travel through the entire story
Directions for the player are clear - it should be clear where to go, what to do, etc. so a player doesn't get lost in the world
A variety of narrative / story telling tools should be used throughout including:
slate
poster
board
sign
NPCs
Students should use the fill and/or clone tool to make building more efficient
Optional: add interactive elements with redstone
Extensive list of Grimm's Fairy Tales with links to the text for each.
List of folk tales provided by Aaron Shepp with links to text for each.
List of Aesop's Fables broken into different sections. Over 650 fables. Text for each and audio available for many.
Collection of fairy tales and fables including Aesop, The Brothers' Grimm, Hans Christian Anderson, etc.
Check out the Tips & Tricks video playlist that will help you and your students better use Minecraft: Education Edition in the classroom:
https://youtube.com/playlist?list=PLkh9rrdH-ARER03ojhFYtmoFDVuACYJLa
More videos added periodically so make sure you check often for more content!
Click and watch the student pause and play video with your class, pausing and playing as needed. This will help your students understand how to navigate through this lesson and Minecraft world and complete the activities located within them. Enjoy!
Check out the YouTube link of this video for your reference: https://youtu.be/Uj2t-JuWs3Y
Fairy Tale Reimagined (Student Video) Logics Academy (720p, h264, youtube)
General Outcome 2
Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.3 Understand forms, elements and techniques
2.4 Create original text
General Outcome 3
Students will listen, speak, read, write, view and represent to manage ideas and information.
3.1 Plan and focus
3.2 Select and process
3.3 Organize, record and evaluate
3.4 Share and review
Identify needs and opportunities for designing, through exploration
Generate ideas from their experiences and interests
Add to others’ ideas
Choose an idea to pursue.
Making
Choose tools and materials
Make a product using known procedures or through modelling of others
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Sharing
Decide on how and with whom to share their product
Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment
Use personal preferences to evaluate the success of their design solutions
Reflect on their ability to work effectively both as individuals and collaboratively in a group
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Curricular Competencies
Develop mental math strategies and abilities to make sense of quantities
Use technology to explore mathematics
Understanding and solving
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Comprehend and connect (reading, listening, viewing)
Exchange ideas and perspectives to build shared understanding
Use oral storytelling processes
Transform ideas and information to create original texts
Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
Identify needs and opportunities for designing, through exploration
Generate ideas from their experiences and interests
Add to others’ ideas
Choose an idea to pursue.
Making
Choose tools and materials
Make a product using known procedures or through modelling of others
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Sharing
Decide on how and with whom to share their product
Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment
Use personal preferences to evaluate the success of their design solutions
Reflect on their ability to work effectively both as individuals and collaboratively in a group
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Curricular Competencies
Develop mental math strategies and abilities to make sense of quantities
Use technology to explore mathematics
Understanding and solving
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Comprehend and connect (reading, listening, viewing)
Exchange ideas and perspectives to build shared understanding
Use oral storytelling processes
Transform ideas and information to create original texts
Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
OVERALL EXPECTATIONS
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
Purpose and Audience 1.1 identify the topic, purpose, and audience for a variety of writing forms
Developing Ideas 1.2 generate ideas about a potential topic using a variety of strategies and resources
Organizing Ideas 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a summary, using a variety of graphic organizers
Form 2.1 write more complex texts using a variety of form
Compose and Create
Students will develop their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g., giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for particular audiences and purposes.
CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters) compositions that clearly develop topic and provide transitions for the reader.
CC6.4 Create and present a variety of representations that communicate ideas and information to inform or persuade and to entertain an audience, including illustrations, diagrams, posters, displays, and cartoons.
CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others' ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).
CC6.7 Write to describe a place; to narrate an incident from own experience in a multi-paragraph composition and in a friendly letter; to explain and inform in multi-step directions and a short report explaining a problem and providing a solution; and, to persuade to support a viewpoint or stand.
CC7.5 Create and present a variety of representations including visual and multimedia presentations such as displays, illustrations, and videos, and enhance communication with appropriate graphic organizers, charts, circle graphs, timelines, maps, and sound effects.
CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).
CC7.8 Write to describe a person; to narrate an imaginary incident or story; to explain and inform in a news story, a factual account, and a business letter; to persuade in a letter and in interpretation of a text.
CC8.6 Use oral language to interact purposefully, confidently, and respectfully in a variety of situations including one-to-one, small group, and large group discussions (expressing feelings and viewpoints and contributing to group harmony).
CC8.8 Write to describe a landscape scene; to narrate a personal story or anecdote and a historical narrative; to explain and inform in a presentation of findings, a biography, a documented research report, and a résumé and covering letter; and to persuade in a mini-debate and a review.
CC8.9 Experiment with a variety of text forms (e.g., Reader's Theatre, role play, humorous instructions, an electronic presentation, a dramatization, a mini-debate) and techniques (e.g., imagery, music, graphics and statistics in a multimedia presentation).
General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.
1.1 Discover and Explore
1.1.1 Express Ideas
Use personal experiences as a basis for exploring, predicting, and expressing opinions and understanding.
1.1.2 Consider Others’ Ideas: Seek others’ viewpoints to build on personal responses and understanding.
1.1.4 Express Preferences: Review personal collection of favourite oral, literary, and media texts and share responses to preferred forms.
General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.
2.2 Respond to Texts
2.2.1 Experience Various Texts
Experience texts from a variety of forms and genres [such as historical fiction, myths, biographies...] and cultural traditions; explain preferences for particular types of oral, literary, and media texts.
2.3 Understand Forms and Techniques
2.3.5 Create Original Texts
Create original texts [such as journals, posters combining print and art, dioramas, travelogues...] to communicate and demonstrate understanding of forms and techniques.
3.3 Organize, Record, and Assess
3.3.1 Organize Information
Organize information and ideas into categories [such as who, what where, when, why, how...] using a variety of strategies such as webbing, using graphic organizers, sequencing, charting...].
3.3.2 Record Information
Record information in own words; cite authors and titles alphabetically and provide publication dates of sources.
5.2 Encourage, Support, and Work with Others
5.2.1 Cooperate with Others
Distinguish between on-task and off-task ideas and behaviours in cooperative and collaborative groups, and stay on task; identify and solve group productivity issues.
5.2.2 Work in Groups
Assume the responsibilities of various group roles; choose roles appropriate for tasks and productivity.
Developing a personal response process in the context of a community of readers through:
Discussion of responses with others individually, in small groups and in the whole class.
Acknowledgment and support for different interpretations from peers of one text
Discussion of favourite parts, ideas, and/or information in texts
Recount of the story and, with guidance, outline of information in a text
Development of opinions on literary or popular texts
Sharing of new or interesting information gained from a text
Understanding the influence of familiar structures and features on the meaning of a text through:
Identification of some structures and features of familiar text types, e.g. characters in a fairy tale are often animals
Exploratory prewriting activities appropriate to purpose, audience and context for the writing:
Brainstorming for information and asking questions
Using graphic organizers
Telling and retelling stories
General Curriculum Outcome
4. Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
5. Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
6. Students will be expected to respond personally to a range of texts.
7. Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.
9. Students will be expected to create texts collaboratively and independently, using a wide variety of forms for a range of audiences and purposes.
Learners will demonstrate a variety of ways to select and comprehend from a range of culturally diverse print and digital texts.
View with Understanding (Print and Digital Text)
Use a range of fiction and nonfiction text features to support
comprehension, using grade-appropriate texts
Retell a narrative, using relevant details and events
Explain and/or represent an understanding of texts from a variety of genres
Learners will create text, independently and collaboratively, using a variety of types of writing for a range of audiences and purposes.
Experiment by using types of writing that are appropriate to specific purposes and audiences with support
Include information and details that are relevant and purposeful for an intended audience with support
Invite responses to early drafts
Use print and digital graphic organizers to plan writing
GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
4.1 select and read a variety of texts, forms, and genres appropriate for specific purposes
4.2 use text structures to construct meaning
GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
5.3 organize information in a meaningful way
GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
9.1 create various text types and forms for specific purposes and audiences when writing and representing
General Outcomes
4. Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
5. Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
6. Students will be expected to respond personally to a range of texts.
7. Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.
9. Students will be expected to create texts collaboratively and independently, using a wide variety of forms for a range of audiences and purposes.