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This summer, try telling mixed-up fairy tales for your family artists dates, road trips, plane trips, camping trips, bedtime, and even waiting rooms.

Think of three different fairy tales and pick one from each - a character, a setting, and a plot.

Mix it all together in your own imaginative way and voila - you have a mixed-up fairy tale. You are now a storyteller. 🙂

Mixed Up Fairy Tales Example:

CHARACTER: Goldilocks

SETTING: in a candy house

PLOT: big bad wolf wants to blow her house down

Hmmm . . . what will happen when these three story elements are combined? It's up to you, the storyteller, to decide.

Here's a printable list of fairy tale characters, settings and plots you can cut up and mix up. I've done this with my writing classes and it's lots of fun. The more you practice telling stories, the better the stories get. Write down your best stories down and illustrate them as picture books.

Mix and Stir for a Good Story

image: Some rights reserved by Krystn Palmer Photography

I can just imagine all the wonderful stories you'll be inventing.

Happy imagining!!

Don't miss reading these awesome fairy tales mashup chapter books.

READ MORE: 8 Reasons Why Fairy Tales are Essential to Childhood and The Best Fairy Tales for Kids

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Mixed-Up Fairy Tales For Storytelling and Family Time

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This summer, try telling mixed-up fairy tales for your family artists dates, road trips, plane trips, camping trips, bedtime, and even waiting rooms. Think of three different fairy tales and pick one from each - a character, a setting, and a plot.

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20 Best Fairy Tales Teaching Ideas images | Fairy tales, Fairy tales unit, Fairy

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Apr 23, 2016 - Explore books4learning's board "Fairy Tales Teaching Ideas", followed by 243 people on Pinterest. See more ideas about Fairy tales, Fairy tales unit and Fairy.

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There was a poor but pious little girl who lived alone with her mother. They no longer had anything to eat. So the child went into the forest, and there an old woman met her. She knew of the girl's sorrow, and presented her with a little pot, which when she said, "Little pot, cook," would cook good, sweet millet porridge, and when she said, "Little pot, stop," it stopped cooking.

The girl took the pot home to her mother, and now they were freed from their poverty and hunger, and ate sweet porridge as often as they chose.

One time when the girl had gone out, her mother said, "Little pot, cook." And it did cook, and she ate until she was full, and then she wanted the pot to stop cooking, but did not know the word.

So it went on cooking and the porridge rose over the edge, and still it cooked on until the kitchen and whole house were full, and then the next house, and then the whole street, just as if it wanted to satisfy the hunger of the whole world. It was terrible, and no one knew how to stop it.

At last when only one single house remained, the child came home and just said, "Little pot, stop," and it stopped cooking, and anyone who wished to return to the town had to eat his way back.

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Sweet Porridge, or the Magic Porridge Pot | Student Handouts

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Sweet Porridge, or the Magic Porridge Pot by Jacob and Wilhelm Grimm. Free pritable eBook/PDF, as well as handwriting and questions worksheets. There was a poor but pious little girl who lived alone with her mother, and they no longer had anything to eat.

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Mange ressourcer til dette eventyr

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All around the world children love listening to and reading fairy tales in their mother tongue. Whatever the reason, fairy tales provide both children and teachers with a familiar starting point from which to explore stories in a second language.

This kit contains a variety of resources, from text and tasks to illustrations, flashcards and presentations, for you to download and use in your classroom. You can also find online and printable materials for learners on the British Council's LearnEnglish Kids website.
Activities - a collection of activities related to the story Chants - a collection of spoken drill type activities Flashcards - to help you to build up vocabulary and support understanding
Play - to help you to use the materials to produce a short play

Story - to help you to tell the story
About this BritLit Kit
This is the first in a short series of kits for primary school learners of English. It was produced to respond to the initiative of governments, including the Portuguese government, to lower the age at which English is taught in state schools. Written by Carolyne Ardron and Sue Clarke, illustrations by Paul Millard.

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All around the world children love listening to and reading fairy tales in their mother tongue. Whatever the reason, fairy tales provide both children and teachers with a familiar starting point from which to explore stories in a second language.

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Many good idea for pre-reading, while-reading, post-reading

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Many good idea for pre-reading, while-reading, post-reading

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For the learners to hear in English what are probably familiar stories in their own language.

To allow the children to see English in an imaginative context.

To introduce various vocabulary sets such as family, food, clothes or parts of the body.

To help older primary school children notice language areas such as past simple, comparatives, etc.
Materials:

Worksheets for post-reading activities

Flashcards (laminated photocopies of selected scenes from the stories)
Five hot tips when using a fairy tale in class

1. Create a mystical atmosphere with your body language, voice and lighting if possible.

2. Don't over do the scary characters with very young learners.

3. Involve the children as much as possible. Get them guessing the next episode throughout the story.

4. You don't need to systematically pre-teach vocabulary. Arouse their interest? Yes - with the picture on the front cover, 'Who's this?' 'Is this the wicked witch or the friendly fairy?' 'Does the princess look sad or happy?' etc. You can go back over vocabulary after the story e.g. 'Can you remember what this is called?' (pointing to the picture).

5. Don't use it just as a time filler. The children will get much more out of it if done over a series of lessons or if it ties in with a larger topic.

Something to remember about fairy tales is that they are fairly long stories and they don't always have the repetitive language that is almost essential for teaching English to young learners. The key here is to spend a little time simplifying the story text and making it into a series of repeated patterns of language.
Cinderella
Vocabulary groups include:

Family (sisters, step-mother, father, god-mother)

Clothes (glass slippers, dress)

Adjectives (big, small, ugly, beautiful)

Telling the time (midnight, early, late)

Sample repetitive text:

'She tried on the slipper but it was too big.'

'She tried on the slipper but it was too small.'

'She tried on the slipper and it was just right.'

'She waved her magic wand and puff, turned the pumpkin into a carriage.'

'She waved her magic wand and puff, turned the rags into a beautiful dress.'

Possible language area:

Past simple: tried on, waved, turned (Remember to let the children notice the difference. You don't need to give them a lecture on the different uses and forms of the past tense!)
Snow White
Vocabulary groups include:

Adjectives (shy, happy, grumpy, mean)

Landscapes (forest, lakes)

Buildings (houses, castles, towers)

Houses/furniture (beds, kitchens, housework)

Sample repetitive text:

'Mirror, mirror, on the wall, who is the prettiest of them all?'

Possible language area:

Comparatives and superlatives: 'You're pretty, but Snow White is prettier. She's the prettiest of them all.'
Little Red Riding Hood
Vocabulary groups include:

Animals (in the forest, wolf)

Food (apples, cakes)

Landscape (trees, lakes, forest)

Senses (hear, see, touch)

Parts of the body (ears, eyes, nose, hands, teeth)

Sample repetitive text:

'What big eyes you have!'

'They help me to see you better.'

Possible language area:

Have got: 'What have you got in your basket?' 'I've got two apples.'
Hansel and Gretel
Vocabulary groups include:

Family (father, step-mother)

Food (sugar, cakes, sweets)

Home/furniture (door, window, bed, oven)

Numbers (crumbs on the ground)

Sample repetitive text:

'He dropped a crumb on the ground, and another and another.'

'He dropped a pebble on the ground, and another and another.'

Possible language area:

Made of: 'The roof was made of icing.'
Post-reading activities

1. Draw a picture of your favourite character.

2. Act out a scene from the story.

3. Re-write the end of the story (this can be done on paper or orally).

4. Make up a group or class fairy tale. Use different characters from several fairy tales.

5. Point to flashcards of scenes from the story to identify characters or events.

6. Gradually uncover a flashcard from the story. The children have to say what they see.

Links
There are BritLit Kits with a wide range of materials and ideas for teaching Little Red Riding Hood and Jack and the Beanstalk.
https://www.teachingenglish.org.uk/article/little-red-riding-hood
https://www.teachingenglish.org.uk/article/jack-beanstalk

This site has some condensed fairy tales to be further simplified. Some can be listened to online.
http://www.childrenstory.com/tales/index.htm

The LearnEnglish Kids website has various animated fairy tales and other traditional stories with activities for children.
https://learnenglishkids.britishcouncil.org/en/category/topics/traditional-stories

The BBC has various animated fairy tales resources.
http://www.bbc.co.uk/learning/schoolradio/subjects/english

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For the learners to hear in English what are probably familiar stories in their own language. To allow the children to see English in an imaginative context. To introduce various vocabulary sets such as family, food, clothes or parts of the body. To help older primary school children notice language areas such as past simple, comparatives, etc.

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What do we call it when an author takes a classic fairy tale and changes it into something completely different? A fractured fairy tale. Kids love them. "It's by far my students' favorite language arts unit every year," writes teacher Jessie Averson, a second-grade teacher in Tennessee. We asked teachers across the country for their fractured-fairy-tale lesson plans. Here are the top 11 ideas. (Plus, fractured-fairy-tale book lists at the bottom of the page!)

1. Define fairy tales

"Start off by asking students to share their favorite fairy tales. Record the list on a piece of chart paper. Then ask the class: 'What makes a fairy tale a fairy tale?' You'll be amazed at their answers, and it will lay the groundwork for all the work that follows." - Jessie Averson

2. Tell a tale

"Choose a fairy tale that you know well and TELL the story-no props, no pictures-just tell it. Storytelling is becoming a lost art. You will be amazed at how your students respond as they paint pictures in their minds while listening to your words. My students become instantly quiet and focused when I begin to tell a story." - Linda Joyce

3. Collaborate

"Read three or four or five traditional fairy tales aloud. If your students are familiar enough with the stories, tell the stories collaboratively as a class at circle time. As they relate the tale together, your students may discover that they do not all remember the story the same way." - Ellen Ivory

4. Readers theater

"Readers theater is essential. Choose a fairy tale or two and have groups of three or four students each take a different version and perform it as readers theater! My second graders loved it and they made their own props too!" - Mallory Wintercorn

5. Point of view

"Fractured fairy tales are great for teaching about point of view. Read titles such as 'Believe Me, Goldilocks Rocks!' or 'The Story of the Three Bears as Told by Baby Bear' by Nancy Jean Loewen and talk about how different characters might have a different perspective. Loewen also has versions of 'Cinderella' and 'The Three Little Pigs.'" - Karen Griffin

6. Pull STEM into your fairy-tale lesson plans

"As a side STEM activity for The Three Little Pigs, gather building materials such as straws, Popsicle sticks, LEGO, etc., and explore how effective they are as building materials!" - April JW

7. Go cross-curricular

"We make our fairy-tale unit cross-curricular. We plant beans after reading 'Jack and the Beanstalk.' We also build castles with recyclable items. After reading 'Cinderella,' we do an activity where we measure Cinderella's, her sisters' and her godmother's shoes. We do problem-solving with the characters from fairy tales. It all ends with Fairy Tale Day, when kids dress up as princesses, knights, and dragons. Such a fun celebration for everyone!" - Mylene Arseneau

8. Rewrite the story

"I like the idea of a creative writing assignment or-for younger kids-a storytelling assignment. Swap the bad guys in the stories. The Big Bad Wolf from Little Red Riding Hood chases Hansel and Gretel. What would happen? How would the stories be different?" - Phil Weber

9. Improv

"In drama class, I would choose a fairy tale and then change three objects in the story and the students would have to come up with ways to keep the storyline but still include the objects. For Snow White, instead of an apple, use a tissue box; instead of a mirror, use a computer. The kids loved it!" -Laurie Elliot

10. Travel the world

"There are so many versions of Cinderella from different cultures. When I taught second grade, we did a unit called 'Around the World With Cinderella.' Students made passports and read versions of Cinderella from several continents. They had to compare and contrast a few stories and then they wrote their own." - Kenya Brown

11. Flip the script

"After my second graders study fairy tales, we read by David LaRochelle. It starts with 'and they all lived happily ever after,' and it ends as you can imagine with 'once upon a time.' My students think it's so funny!"- April Ralph

Now that you have fairy-tale lesson plans, you need the books! Check out these links for fractured-fairy-tale book lists on the following stories:

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10 Fairy-Tale Lesson Plans That Are Learning Magic - We Are Teachers

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What do we call it when an author takes a classic fairy tale and changes it into something completely different? A fractured fairy tale. Kids love them. "It's by far my students' favorite language arts unit every year," writes teacher Jessie Averson, a second-grade teacher in Tennessee.