Once Upon a Time: Collaborative Storytelling Project

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Once Upon a Time: Collaborative Storytelling Project

Grade 8English10 days

In this 8th-grade English project, students explore Nadine Gordimer's "Once Upon a Time" to analyze the impact of fear, privilege, and differing perspectives on storytelling and societal values. Through collaborative activities, students create character profiles, rewrite scenes from different viewpoints, analyze literary devices, and reflect on societal values within the story. The project encourages critical thinking, collaboration, and clear communication as students connect the story's themes to real-world scenarios and personal biases, culminating in a portfolio of analytical and reflective work..

FearPrivilegePerspectiveStorytellingSocietal ValuesLiterary DevicesCharacter Analysis

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.In what ways do fear, privilege, and differing perspectives shape the stories we tell and the values we uphold, as reflected in Nadine Gordimer's "Once Upon a Time" and our own lives?

Essential Questions

Supporting questions that break down major concepts.

How does fear influence our decisions and actions?
In what ways does storytelling reflect and shape societal values?
How can individual perspectives differ within a shared cultural context?
What role does privilege play in shaping one's understanding of the world?
How does Gordimer use literary devices to convey complex themes in "Once Upon a Time"?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Analyze the impact of fear and privilege on characters' decisions in "Once Upon a Time."
Evaluate how societal values are reflected in storytelling.
Compare and contrast different perspectives within the context of the story.
Examine how literary devices convey complex themes in "Once Upon a Time."
Collaborate effectively to explore themes and perspectives in the story.
Develop critical thinking skills through analyzing and interpreting the text.
Communicate ideas clearly through discussions and written analysis.
Reflect on personal values and biases in relation to the themes of the story.
Apply understanding of themes to real-world scenarios.
Enhance close reading skills through textual analysis

Entry Events

Events that will be used to introduce the project to students

The Unsettling Package

A mysterious package arrives in the classroom containing a seemingly ordinary children's book, "Once Upon a Time." However, inside, students find unsettling modern news clippings mirroring the story's themes of fear and security. Students must investigate the connection between the seemingly innocent story and real-world anxieties, sparking inquiry into the story's deeper meaning.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Societal Values Reflection Essay

Students will participate in a class discussion to identify the societal values presented in "Once Upon a Time.", and then write a short essay on how these values are reflected and reinforced (or challenged) through the story's narrative.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Participate in a class discussion about societal values depicted in "Once Upon a Time".

2. Select 2-3 societal values to focus on (e.g., safety, family, tradition).

3. Gather textual evidence showing how the story reflects these values.

4. Write an essay that analyzes and interprets the chosen societal values as they appear in the story.

Final Product

What students will submit as the final product of the activityA reflective essay analyzing societal values in the story with direct references to the text.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Evaluate how societal values are reflected in storytelling. Standard: Focus on identifying and interpreting societal values within the text.

Activity 2

Perspective Re-imagining: Scene Rewrite

Students will work in small groups to rewrite a scene from "Once Upon a Time" from a different character's perspective, exploring how their fears and privileges shape their view of the events.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a scene from "Once Upon a Time" and a character whose perspective to adopt.

2. Brainstorm how the chosen character's fears and privileges would influence their perception of the scene.

3. Rewrite the scene from the new perspective, incorporating different viewpoints.

4. Write a short reflection explaining the choices made and how they reflect the character's perspective.

Final Product

What students will submit as the final product of the activityA rewritten scene presented from an alternative character's viewpoint, along with a brief explanation of the choices made.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Compare and contrast different perspectives within the context of the story. Standard: Focus on understanding different viewpoints and their impact on the narrative.

Activity 3

Literary Device Deep Dive: Visual Analysis

Students will select a key literary device used in "Once Upon a Time" (e.g., symbolism, irony, foreshadowing) and create a visual presentation explaining its use and impact on the story's themes.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a literary device prevalent in "Once Upon a Time".

2. Gather examples of the device from the text.

3. Analyze how the device contributes to the story's themes.

4. Create a visual presentation to explain your analysis.

Final Product

What students will submit as the final product of the activityA visually engaging presentation (e.g., poster, slideshow) that analyzes a literary device and its effect on the story.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Examine how literary devices convey complex themes. Standard: Focus on identifying and analyzing literary devices and their impact on meaning.

Activity 4

Character Fear & Privilege Profiles

Students will create character profiles for the main characters in "Once Upon a Time," detailing their fears, privileges, and how these factors influence their actions.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Read "Once Upon a Time" carefully, noting character traits and actions.

2. Identify each character's fears and privileges based on textual evidence.

3. Analyze how these fears and privileges influence their decisions and interactions.

4. Compile findings into a structured character profile with supporting quotes.

Final Product

What students will submit as the final product of the activityDetailed character profiles with sections for fears, privileges, motivations, and key decisions.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Analyze the impact of fear and privilege on characters' decisions. Standard: Focus on character analysis and understanding motivations.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Once Upon a Time Portfolio Rubric

Category 1

Analysis of Societal Values

Focuses on the student's ability to identify, analyze, and interpret societal values as reflected in the text, as well as the clarity and coherence of their written expression.

Criterion 1

Understanding of Societal Values

Demonstrates understanding of societal values in 'Once Upon a Time' and their impact on the narrative.

Exemplary

4 Points

Demonstrates a sophisticated understanding of societal values in the story, providing insightful analysis and innovative interpretations.

Proficient

3 Points

Demonstrates a thorough understanding of societal values in the story, providing clear and well-supported analysis.

Developing

2 Points

Shows an emerging understanding of societal values in the story, but the analysis is inconsistent or lacks depth.

Beginning

1 Points

Shows a limited understanding of societal values in the story, with minimal analysis or textual support.

Criterion 2

Use of Textual Evidence

Effectively uses textual evidence to support analysis and interpretation of societal values.

Exemplary

4 Points

Uses textual evidence exceptionally well, providing compelling support for insightful analysis and interpretations.

Proficient

3 Points

Uses textual evidence effectively, providing clear support for analysis and interpretations.

Developing

2 Points

Uses textual evidence inconsistently, with some analysis lacking direct support from the text.

Beginning

1 Points

Uses minimal textual evidence, providing insufficient support for analysis and interpretations.

Criterion 3

Clarity and Coherence

Clarity and coherence of written expression, including organization, grammar, and style.

Exemplary

4 Points

Written expression is exceptionally clear, coherent, and engaging, demonstrating sophisticated control of language and style.

Proficient

3 Points

Written expression is clear, coherent, and well-organized, demonstrating effective control of language and style.

Developing

2 Points

Written expression is somewhat unclear or disorganized, with some errors in grammar and style that impede understanding.

Beginning

1 Points

Written expression is unclear and disorganized, with frequent errors in grammar and style that significantly impede understanding.

Category 2

Perspective Re-imagining

Focuses on the student's ability to understand and portray different perspectives by rewriting a scene from 'Once Upon a Time'.

Criterion 1

Understanding of Perspective

Demonstrates an understanding of how fears and privileges influence a character's perspective.

Exemplary

4 Points

Demonstrates a sophisticated and nuanced understanding of how fears and privileges shape a character's perspective, providing insightful and original interpretations.

Proficient

3 Points

Demonstrates a thorough understanding of how fears and privileges shape a character's perspective, providing clear and well-supported interpretations.

Developing

2 Points

Shows an emerging understanding of how fears and privileges influence a character's perspective, but the interpretations are somewhat simplistic or lack depth.

Beginning

1 Points

Shows a limited understanding of how fears and privileges influence a character's perspective, with minimal interpretation or analysis.

Criterion 2

Scene Rewrite Effectiveness

Effectively rewrites a scene from the chosen character's perspective, incorporating different viewpoints and motivations.

Exemplary

4 Points

Rewrites the scene masterfully, seamlessly integrating the character's fears, privileges, and motivations to create a compelling and authentic alternative perspective.

Proficient

3 Points

Rewrites the scene effectively, incorporating the character's fears, privileges, and motivations to create a believable alternative perspective.

Developing

2 Points

Rewrites the scene with some attempt to incorporate the character's fears, privileges, and motivations, but the alternative perspective is not fully realized.

Beginning

1 Points

Struggles to rewrite the scene from the chosen character's perspective, with limited incorporation of their fears, privileges, and motivations.

Criterion 3

Explanation of Choices

Provides a clear and insightful explanation of the choices made during the rewriting process, justifying how they reflect the character's perspective.

Exemplary

4 Points

Provides an exceptionally clear and insightful explanation of the choices made, demonstrating a deep understanding of the character's perspective and its impact on the scene.

Proficient

3 Points

Provides a clear and thoughtful explanation of the choices made, justifying how they reflect the character's perspective.

Developing

2 Points

Provides a basic explanation of the choices made, but the justification for how they reflect the character's perspective is limited or unclear.

Beginning

1 Points

Provides a minimal explanation of the choices made, with little or no justification for how they reflect the character's perspective.

Category 3

Literary Device Deep Dive

Focuses on the student's ability to analyze a literary device within 'Once Upon a Time' and present their findings in a visually engaging way.

Criterion 1

Literary Device Selection

Selects a relevant literary device and provides accurate examples from the text.

Exemplary

4 Points

Selects a particularly insightful literary device and provides exemplary examples demonstrating deep understanding of its function.

Proficient

3 Points

Selects a relevant literary device and provides accurate examples from the text.

Developing

2 Points

Selects a literary device, but the examples are not always accurate or clearly connected to the device.

Beginning

1 Points

Struggles to select a relevant literary device or provides inaccurate examples from the text.

Criterion 2

Analysis of Literary Device

Provides a thorough and insightful analysis of how the literary device contributes to the story's themes.

Exemplary

4 Points

Provides an exceptionally insightful and original analysis of how the literary device enhances the story's themes, demonstrating sophisticated critical thinking.

Proficient

3 Points

Provides a thorough and insightful analysis of how the literary device contributes to the story's themes.

Developing

2 Points

Provides a basic analysis of how the literary device relates to the story's themes, but the connection is not always clear or well-supported.

Beginning

1 Points

Provides a minimal analysis of the literary device, with little or no connection to the story's themes.

Criterion 3

Visual Presentation Quality

Creates a visually engaging and informative presentation that effectively communicates the analysis of the literary device.

Exemplary

4 Points

Creates a visually stunning and exceptionally informative presentation that masterfully communicates the analysis of the literary device.

Proficient

3 Points

Creates a visually engaging and informative presentation that effectively communicates the analysis of the literary device.

Developing

2 Points

Creates a presentation that is somewhat visually appealing and informative, but the communication of the analysis is not always clear or effective.

Beginning

1 Points

Creates a presentation that is visually unappealing or lacking in information, failing to effectively communicate the analysis of the literary device.

Category 4

Character Fear & Privilege

Focuses on the student's ability to understand characters' motivations and choices in 'Once Upon a Time'.

Criterion 1

Identification of Fears & Privileges

Identifies each character's fears and privileges with specific textual evidence.

Exemplary

4 Points

Identifies each character's fears and privileges comprehensively and insightfully, with abundant and compelling textual evidence.

Proficient

3 Points

Identifies each character's fears and privileges with specific textual evidence.

Developing

2 Points

Identifies some of each character's fears and privileges, but the textual evidence is limited or not always relevant.

Beginning

1 Points

Struggles to identify each character's fears and privileges, with minimal or irrelevant textual evidence.

Criterion 2

Influence on Decisions

Analyzes how these fears and privileges influence their decisions and interactions within the story.

Exemplary

4 Points

Provides an exceptionally insightful and nuanced analysis of how fears and privileges drive each character's decisions and interactions, demonstrating sophisticated understanding of their motivations.

Proficient

3 Points

Analyzes how these fears and privileges influence their decisions and interactions within the story.

Developing

2 Points

Provides a basic analysis of how fears and privileges influence character decisions and interactions, but the connections are not always clear or well-supported.

Beginning

1 Points

Provides a minimal analysis of how fears and privileges influence character decisions and interactions, with little or no supporting evidence.

Criterion 3

Character Profile Structure

Presents findings in a well-structured and organized character profile.

Exemplary

4 Points

Presents findings in an exceptionally well-structured, insightful, and organized character profile that enhances understanding of the characters and their motivations.

Proficient

3 Points

Presents findings in a well-structured and organized character profile.

Developing

2 Points

Presents findings in a character profile that is somewhat disorganized or lacking in structure, making it difficult to follow the analysis.

Beginning

1 Points

Presents findings in a poorly structured and disorganized character profile, failing to effectively communicate the analysis.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How has your understanding of the impact of fear and privilege on characters' decisions evolved through creating the 'Character Fear & Privilege Profiles'?

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Question 2

To what extent did re-writing a scene from a different character's perspective in 'Perspective Re-imagining: Scene Rewrite' deepen your understanding of differing perspectives?

Scale

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Question 3

Which literary device did you analyze in 'Literary Device Deep Dive: Visual Analysis', and how did its use enhance your understanding of the story's themes?

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Question 4

In 'Societal Values Reflection Essay', which societal value did you find most compelling to analyze and why?

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