# data[].attributes.body
-Magic
-Well described setting
-Complex characters
-Unrealistic

# data[].attributes.body
This worksheet can be used alongside any fantasy story! It should help connect the elements of fantasy to an actual story!

# data[].attributes.attachment_link.title
Fantasy Genre Discussion Cards | Worksheet | Education.com

# data[].attributes.attachment_link.description
Use these discussion cards to get your students talking about the elements that are unique to the fantasy genre.

# data[].attributes.body
"Fantasy is a form of literary genre in which a plot cannot occur in the real world. Its plot usually involves witchcraft or magic, taking place on an undiscovered planet of an unknown world" (Literary Devices, 2022).

# data[].attributes.attachment_link.title
Children's Book Review: The Wizard of Oz by L. Frank Baum, Author, L. Zwerger, Author, Lisbeth Zwerger, Illustrator NorthSouth $19.95 (0p) ISBN 978-1-55858-638-3

# data[].attributes.attachment_link.description
Viennese illustrator and Hans Christian Andersen Medalist Lisbeth Zwerger takes a fresh look at L. Frank Baum's The Wizard of Oz in a large-format edition. Zwerger's fantastical, delicate, eccentric i

# data[].attributes.body
This lesson is designed for K-2 students. It is broken down into four different activities. The first is a video, followed by a slideshow, picture sorting, and an independent drawing activity.

# data[].attributes.body
This resource is a list of different writing prompts to inspire students to start creating their own fantasy writing.

# data[].attributes.attachment_link.title
Fantasy Writing Prompts | Writing prompts fantasy, Writing prompts for kids, Writing prompts

# data[].attributes.attachment_link.description
Mar 16, 2020 - Most kids enjoy fantasy stories - if your kids enjoy reading this genre, there’s a very good chance they will enjoy writing a bit of fantasy themselves!

# data[].attributes.attachment_link.readable_text
by Rosanne Parry ; illustrated by Mónica Armiño ‧

Separated from his pack, Swift, a young wolf, embarks on a perilous search for a new home.

Swift's mother impresses on him early that his "pack belongs to the mountains and the mountains belong to the pack." His father teaches him to hunt elk, avoid skunks and porcupines, revere the life that gives them life, and "carry on" when their pack is devastated in an attack by enemy wolves. Alone and grieving, Swift reluctantly leaves his mountain home. Crossing into unfamiliar territory, he's injured and nearly dies, but the need to run, hunt, and live drives him on. Following a routine of "walk-trot-eat-rest," Swift traverses prairies, canyons, and deserts, encountering men with rifles, hunger, thirst, highways, wild horses, a cougar, and a forest fire. Never imagining the "world could be so big or that I could be so alone in it," Swift renames himself Wander as he reaches new mountains and finds a new home. Rife with details of the myriad scents, sounds, tastes, touches, and sights in Swift/Wander's primal existence, the immediacy of his intimate, first-person, present-tense narration proves deeply moving, especially his longing for companionship. Realistic black-and-white illustrations trace key events in this unique survival story, and extensive backmatter fills in further factual information about wolves and their habitat.

A sympathetic, compelling introduction to wolves from the perspective of one wolf and his memorable journey. (additional resources, map) (Fiction. 8-12)

Did you like this book?

# data[].attributes.attachment_link.description
by Rosanne Parry ; illustrated by Mónica Armiño ‧ Separated from his pack, Swift, a young wolf, embarks on a perilous search for a new home. Swift's mother impresses on him early that his "pack belongs to the mountains and the mountains belong to the pack."

# data[].attributes.body
This resource is designed for third grade. It will help students differentiate fantasy from real life situations.

# data[].attributes.attachment_link.readable_text
Can you determine whether a sentence is based in fantasy or reality? Students practice differentiating the factual from the fantastical in this fun reading and writing worksheet - then take it a step further by explaining the rationale behind their thinking. This activity is well suited to a third-grade lesson on reading and writing fiction.

Grade

Subject

View aligned standards

# data[].attributes.attachment_link.title
Sorting it Out: Real or Fantasy? | Worksheet | Education.com

# data[].attributes.attachment_link.description
Can you determine whether a sentence is based in fantasy or reality? Students practice differentiating the factual from the fantastical in this fun reading and writing worksheet - then take it a step further by explaining the rationale behind their thinking. This activity is well suited to a third-grade lesson on reading and writing fiction.

# data[].attributes.attachment_link.readable_text
by Rosanne Parry ; illustrated by Mónica Armiño ‧

Separated from his pack, Swift, a young wolf, embarks on a perilous search for a new home.

Swift's mother impresses on him early that his "pack belongs to the mountains and the mountains belong to the pack." His father teaches him to hunt elk, avoid skunks and porcupines, revere the life that gives them life, and "carry on" when their pack is devastated in an attack by enemy wolves. Alone and grieving, Swift reluctantly leaves his mountain home. Crossing into unfamiliar territory, he's injured and nearly dies, but the need to run, hunt, and live drives him on. Following a routine of "walk-trot-eat-rest," Swift traverses prairies, canyons, and deserts, encountering men with rifles, hunger, thirst, highways, wild horses, a cougar, and a forest fire. Never imagining the "world could be so big or that I could be so alone in it," Swift renames himself Wander as he reaches new mountains and finds a new home. Rife with details of the myriad scents, sounds, tastes, touches, and sights in Swift/Wander's primal existence, the immediacy of his intimate, first-person, present-tense narration proves deeply moving, especially his longing for companionship. Realistic black-and-white illustrations trace key events in this unique survival story, and extensive backmatter fills in further factual information about wolves and their habitat.

A sympathetic, compelling introduction to wolves from the perspective of one wolf and his memorable journey. (additional resources, map) (Fiction. 8-12)

Did you like this book?

# data[].attributes.attachment_link.description
by Rosanne Parry ; illustrated by Mónica Armiño ‧ Separated from his pack, Swift, a young wolf, embarks on a perilous search for a new home. Swift's mother impresses on him early that his "pack belongs to the mountains and the mountains belong to the pack."

# data[].attributes.body
This was a script for a readers theater of a book called "Boots and His Brothers".

# data[].attributes.attachment_link.readable_text
[ Stage set: One side of the stage is staged to show a cottage interior where PAPA, PETER, PAUL and BOOTS live, and the other side is staged to show a forest. For the cottage area, a backdrop can be painted to show the wooden planks of a cottage. For the forest area, the backdrop can show dense trees, bushes, and a mountain range towering in the background.]

[In the cottage, PAPA is sitting by himself at a table.]

[NARRATOR steps forward.]

Once upon a time, a woodcutter ( NARRATOR:
gestures to Papa) lived deep in the forest with his three sons, Peter, Paul, and Boots. Boots was the youngest. They're out now. ( looks to Papa) Hmm, he looks kind of troubled. (Papa sighs deeply) And you would be, too, if you had to tell your sons what this Papa is waiting to tell his.

[PAUL, PETER and BOOTS enter. PAUL carries two fish in a net.]

[PAUL picks up the fish so the audience can see. BOOTS moves to the corner of the cottage and hangs up his coat on a small hook by the painted fireplace.]

[BOOTS comes over to the table.]

[The three sons are seated.]

[A trumpet blast is heard from offstage.]

[SOLDIER enters in the area of the stage that has a forest background. The trumpet blast is repeated. TOWNSPERSONS gather at each side of SOLDIER.]

[PAPA, PETER, PAUL and BOOTS open the door of the cottage and step outside.]

[SOLDIER marches to a spot in front of PAPA's doorway. He stands straight and tall, pulls a rolled up piece of paper from under his arm, unrolls it and begins to read in a loud voice. He puts a lot of emphasis on the word "GLORIOUS."]

[SOLDIER rolls up the paper and marches offstage. TOWNSPEOPLE are excited.]

[TOWNSPEOPLE continue to murmur excitedly in low voices while PAPA, PETER, PAUL and BOOTS go back inside their cottage. TOWNSPEOPLE exit.]

PETER:
You? You're not big enough or strong enough to cut down a tree or dig a well!

[PAUL and PETER look at each other and sigh.]

[SONS cheer and high-five each other.]

[PAUL, PETER and BOOTS rise and put on their coats. They go out the door leading to the forested section of the stage. PAPA waves.]

[ Stage set: PAUL, PETER and BOOTS are located at the section of the stage indicated in Scene 1 as the forested area. As noted previously, the backdrop is painted with dense trees and bushes, and a mountain range towering behind. The three sons are seated in front of a fake fire. (See Performance Notes for suggestions on how to simulate a fire.)]

[BOOTS, PETER and PAUL continue to warm their hands. Offstage, an actor starts to clap together two wooden blocks, at first softly, then louder. A recording may also be played of a clapping sound. PETER and PAUL do not look up or even seem to notice the noise.]

[From offstage, a sound to simulate the sound of rain. An actor may pour water from one bucket into another. Or a recording of rain may be played.]

[PETER and PAUL laugh. BOOTS is quiet.]

[PETER and PAUL sigh.]

[BOOTS walks over to the far edge of the stage. PETER and PAUL quietly exit.]

[AXE enters. This is an actor in the costume of an axe. (See Performance Notes.) As AXE kicks its way onto the stage, an actor offstage makes the clapping sound in coordination with the kicks of AXE. AXE does not see BOOTS.]

[When BOOTS and AXE speak, below, AXE stops kicking and the "chopping" sound offstage stops.]

[AXE stops kicking and turns to BOOTS.]

[As NARRATOR speaks below, BOOTS and AXE return to where PETER and PAUL are. AXE steps aside, and PETER and PAUL do not appear to notice AXE.]

[BOOTS sits with his brothers and they all warm their hands by the fire.]

[Offstage, an actor rubs sandpaper across the surface of a microphone with one swipe and then another. This is to simulate the sound of shoveling. If a microphone is not available, one actor can start rubbing sandpaper together and be gradually joined by 6 to 8 other actors who also produce the same sound. If a microphone is available, only one actor will need to do this motion since the swiping sound can be amplified.]

[PETER and PAUL throw their arms up into the air in mock despair. They shake their heads.]

[BOOTS walks to the other side of the stage again. He looks around as if trying to see something.]

[SHOVEL enters by hopping up to BOOTS. As SHOVEL enters, the sound of "shoveling" offstage continues. The actor offstage who is making the swiping sound with the sandpaper coordinates the swipes with SHOVEL's hops. Once BOOTS speaks the next line, the sound of "shoveling" stops so the actors can be heard.]

[While NARRATOR speaks the lines below, SHOVEL and BOOTS turn toward where AXE is waiting.]

[AXE and SHOVEL pantomime talking and laughing - they are becoming friends. BOOTS walks over to PAUL and PETER. Several actors roll out a roll of wide blue cloth, or blue streamers side by side. This is a brook.]

[BOOTS approaches PAUL and PETER, who are warming their hands by the fire.]

[An actor pours water from one bucket to another to make the running water sound of the brook. Or a recording of the sound of splashing water may be played.]

[PETER and PAUL walk over to the streamers, kneel, and pretend to take water in their hands to drink. BOOTS looks at them and the brook.]

[When PAUL pretends to push PETER's shoulder, PETER laughs and rocks over backward so that his feet fly upward into the air. PETER remains lying down for a moment and then stands up.]

[Remember, you are PRETENDING. Don't actually touch the other actor. If you are the one being "pushed," just move backward.]

[PAUL rocks over backward in the same manner that PETER did a moment ago. PAUL picks himself up so that he stands next to PETER.]

[BOOTS walks to the side of the stage. Immediately, PAUL and PETER begin to whisper in a sneaky manner and gesture at BOOTS. After a moment, PETER and PAUL tiptoe offstage to the wings. BOOTS does not see them leave.]

[When BOOTS reaches the other side of the stage, an actor dressed as WALNUT enters. WALNUT should have plenty of glittery confetti in a pocket. WALNUT tosses some of the confetti into the air. The flakes of confetti represent water.]

[WALNUT takes a small patch of felt from his pocket and puts it on her or his costume. The patch is intended to hold the water. (See Performance Notes)]

[BOOTS walks WALNUT back to where SHOVEL and AXE are waiting. While NARRATOR speaks, below, BOOTS pantomimes introducing WALNUT to SHOVEL and AXE.]

[BOOTS notices that his two brothers are gone. He runs to one side of the stage and then to the other side.]

[AXE, SHOVEL and WALNUT look at each other and shrug. They don't know.]

Scene 3 - In front of the castle

[ Stage set: A painted backdrop showing a castle is in front of the forest backdrop. A large tree, made of rolled paper or other light material, is shown on one side of the stage. A treasure chest, overflowing with shiny coins, sits at the edge of the stage.]

[TOWNSPERSONS stand along the sides and back of the stage. KING takes his place in front of the castle next to the tree.]

( KING:
points to tree) IS THERE ANYONE WHO DARES TO CHOP DOWN THIS TREE... ( points to ground) AND TO DIG ME A NEW WELL? ( to audience) Now, it's not enough to chop down the tree but NOT to dig the well. And it's not enough to dig the well but NOT to chop down the tree. We're talking both tasks here. BOTH the well AND the tree ... and if he fails ...

[TOWNSPEOPLE, as in Scene 1, murmur among themselves. They are confused. While one speaks, the other make expressive gestures. The following lines are said quickly.]

[KING holds out one hand and as soon as he does, TOWNSPEOPLE are hushed.]

[TOWNSPEOPLE cringe in fear.]

[TOWNSPEOPLE gently nudge one another toward KING.]

[BOOTS enters and walks toward KING from the wings. He is followed by AXE, SHOVEL and WALNUT, who all hold hands.]

You WILL? Well then, you must be very brave ( KING:
to audience) or CRAZY! ( to Boots) Two young men tried just this morning. First they tried to chop this tree. ( points to tree) It just grew bigger than ever! Then they tried to dig a well. ( points to ground) The hole filled in by itself. ( to audience) That happens EVERY TIME. ( to Boots) So both of them are now in exile! Are you sure you want to try?

[TOWNSPEOPLE laugh as if the KING has made a great joke. KING motions for TOWNSPEOPLE to be silent, and they are instantly quieted.]

[BOOTS goes up to the tree and walks around it. He faces the audience and makes a "come here" gesture to AXE. When the AXE is standing next to him, BOOTS says the next line.]

[When BOOTS yells, "CHOP AWAY," the chopping sound from clapping two blocks together is again heard from offstage. As before the claps should coordinate with the kicks of AXE. AXE kicks and kicks and kicks at the tree.]

[The tree falls.]

[KING nods. He is impressed.]

[BOOTS walks over near where the tree has fallen. He tests the hardness of the soil with his toe. BOOTS stubs his toe on a rock and hops about holding his foot.]

[BOOTS makes a "come here" gesture to SHOVEL. SHOVEL hops to his side.]

[As actor offstage produces the same digging sound as before. Again, it's best if the swipes of the sandpaper are coordinated with the hops of SHOVEL. As SHOVEL hops, simulating a digging action, the actor swipes. As SHOVEL hops, SHOVEL spreads black confetti from his or her pockets. This is the soil that is being dug.]

[BOOTS makes a "come here" gesture to WALNUT and points to where SHOVEL had been digging. WALNUT goes over to that area. BOOTS walks over to WALNUT.]

[BOOTS pulls the felt patch from the side of WALNUT's costume.]

[Again, the sound of running water from offstage. WALNUT pulls several more handfuls of blue confetti and glitter and tosses it into the air. This is the water spewing forth.]

[KING walks over to BOOTS.]

( KING:
takes Boots' hand and shakes it hard) Well, I thought it could not be done. I was starting to think the stars would fall from the sky before THIS would ever happen! You have chopped down that tree. And you have dug a new well! ( to audience) I suppose I have to keep my promise. ( to Boots) Well, Boots, half the kingdom is yours.

[KING reaches into the treasure chest and grabs two handfuls of coins to place into Boots' hands. BOOTS looks dazed and amazed.]

The operative word is ( airquotes) "small." I have just given you half my kingdom, young man! What else could you ask for?

[KING raises his arm toward the wings. SOLDIER appears, gently nudging PETER and PAUL ahead of him.]

[PETER and PAUL look embarrassed and wave a fast hello to BOOTS.]

[TOWNSPEOPLE, AXE, SHOVEL, WALNUT, PETER and PAUL gather around BOOTS. They gently hug him, push at his shoulders and ruffle his hair.]

[If you have a curtain, close it now. If you do not, fade the lights. If you have no stage lights, all actors come on stage and bow to the audience.]

# data[].attributes.attachment_link.title
Boots and His Brothers Readers Theater ~ Play Scripts for Kids

# data[].attributes.attachment_link.description
Stage set: One side of the stage is staged to show a cottage interior where PAPA, PETER, PAUL and BOOTS live, and the other side is staged to show a forest. For the cottage area, a backdrop can be painted to show the wooden planks of a cottage.

# data[].attributes.attachment_link.readable_text
Jabari works hard to build a gizmo that flies, but his best modification may be inspired by his partner.

When Jabari announces his machine will fly "all the way across" their spacious, landscaped yard, he is certain he won't need any help. While his father gardens and his younger sister plays, Jabari builds a launch ramp, sends his machine through, and...crash! Little Nika wants in on the fun, but Jabari is "concentrating." He takes inspiration from inventors and engineers, who use creativity and hard work to solve their problems. He plans, sketches, builds, and tries and tries again. He lets Nika help out, reluctantly at first, and when he gets so frustrated he wants to cry, he takes his father's advice: gathering his patience and blowing away his "muddy feelings." When he tries once more, with a clear head and support from his pint-sized partner, he discovers a change that makes his machine-and his confidence-soar. This generously sized picture book offers a lovely picture of mentorship and healthy relationships in the context of a thriving Black family with dark skin tones. Jabari's emotional ups and downs will be familiar to young children, and his hard-won success feels triumphant. Cornwall's clean, clear illustrations use patterns, green hues, and white space to deliver a variety of effective scenes.

Jabari succeeds, and so does this book. (Picture book. 3-9)

Did you like this book?

# data[].attributes.attachment_link.description
The greening of Dr. Seuss, in an ecology fable with an obvious message but a savingly silly style. In the desolate land of the Lifted Lorax, an aged creature called the Once-ler tells a young visitor how he arrived long ago in the then glorious country and began manufacturing anomalous objects called Thneeds from the bright-colored tufts of the Truffula Trees.

# data[].attributes.attachment_link.readable_text
KIRKUS REVIEW

In a rousing first novel, already an award-winner in England, Harry is just a baby when his magical parents are done in by Voldemort, a wizard so dastardly other wizards are scared to mention his name.

So Harry is brought up by his mean Uncle Vernon and Aunt Petunia Dursley, and picked on by his horrid cousin Dudley. He knows nothing about his magical birthright until ten years later, when he learns he's to attend Hogwarts School of Witchcraft and Wizardry. Hogwarts is a lot like English boarding school, except that instead of classes in math and grammar, the curriculum features courses in Transfiguration, Herbology, and Defense Against the Dark Arts. Harry becomes the star player of Quidditch, a sort of mid-air ball game. With the help of his new friends Ron and Hermione, Harry solves a mystery involving a sorcerer's stone that ultimately takes him to the evil Voldemort. This hugely enjoyable fantasy is filled with imaginative details, from oddly flavored jelly beans to dragons' eggs hatched on the hearth.

It's slanted toward action-oriented readers, who will find that Briticisms meld with all the other wonders of magic school. (Fiction. 10-14)

# data[].attributes.attachment_link.title
HARRY POTTER AND THE SORCERER'S STONE by J.K. Rowling | Kirkus Reviews

# data[].attributes.attachment_link.description
In a rousing first novel, already an award-winner in England, Harry is just a baby when his magical parents are done in by Voldemort, a wizard so dastardly other wizards are scared to mention his name. So Harry is brought up by his mean Uncle Vernon and Aunt Petunia Dursley, and picked on by his horrid cousin Dudley.

# data[].attributes.body
This resource is designed for middle school students. It is a fully online based activity that puts the elements of fantasy into a real life perspective.

# data[].attributes.attachment_link.readable_text
This digital breakout is intended for reinforcing plot and setting terms including plot, chronological order, flashback, flashforward, foreshadowing, setting, mood, conflict, exposition, rising action, climax, falling action, and resolution.

In this Escape Room-like game, students will interact with a variety of text and media, including one of Aesop's fables, a short film, descriptions of settings in excerpts of famous literature, and clips from Batman Begins and Toy Story 2. Students will use all of this information to find the codes that will unlock a series of locks. This unique activity will require students to think creatively and work collaboratively.

Included:
*Breakout website with links to all necessary text and media
*Breakout codes and explanations
*Breakout recording form
*Reflection form
*Usage guide
*Related Common Core Standards

To use this resource you will need to:
1. Have access to electronic devices (desktops, laptops, Chromebooks, iPads, etc.) for students to use or allow students to use their own devices. The activity can be done using smartphones.
2. Have access to the internet.
3. Have Google accounts for your students or create a class account for students to use.
4. Check to make sure that your school/district does not block links from safeshare.tv. These links are YouTube videos run through SafeShare to remove advertisements, comments, etc. and to prevent students from being exposed to any possible inappropriate content.
5. Check to make sure that your school/district does not block Google Sites or out-of domain sharing of Google Drive resources (Forms, Docs, Slides, etc.)

Please see the preview file for additional information.

*Please Note: This resource is not editable.

Find More Digital Breakouts Here
But Wait! You can save $ by purchasing all of my breakouts in this Skill-Based Digital Breakout Bundle.

What is a Breakout?
A breakout is a scavenger hunt-like game where players use teamwork and critical thinking to solve a series of challenging puzzles in order to open a locked box. Breakouts can be done hands-on with physical locked boxes or digitally using a Google Form.

Why Use Breakouts?
1. Breakouts shift the ownership of learning from the teacher to the student.
2. In addition to the content knowledge needed to succeed in a specific game, breakouts require critical thinking, collaboration, creativity and communication.
3. A breakout provides learners with many opportunities to fail and try again. Every unsuccessful attempt to open a lock forces students to reexamine their information and their thinking.

Why Use Digital Breakouts?
A digital break out requires no preparation of materials, no time spent setting up, and no purchase of a Breakout EDU kit or any other special equipment.

# data[].attributes.attachment_link.title
Plot & Setting Digital Breakout Activity - Escape From Plot Mountain

# data[].attributes.attachment_link.description
This digital breakout is intended for reinforcing plot and setting terms including plot, chronological order, flashback, flashforward, foreshadowing, setting, mood, conflict, exposition, rising action, climax, falling action, and resolution. In this Escape Room-like game, students will interact with a variety of text and media, including one of Aesop's fables, a short film, descriptions of settings in excerpts of famous literature, and clips from Batman Begins and Toy Story 2.

# data[].attributes.attachment_link.description
Don Freeman’s beloved Corduroy experiences an unforgettable night at the theater in this debut picture book from Tony- and Academy Award–winning actress Davis with co-author Hennessy and illustrator Wheeler.