Beacon Lesson Plan Library

Gobble Up a Good Story

Lois Johnson


This activity is a yummy way to create a simple story line for an original fairy tale. The students use an edible setting and a planning sheet to help them put all of the story details in the correct order.


The student uses strategies to spell words (for example, using resources such as dictionary or thesaurus to confirm spelling).

The student uses conventions of punctuation (including but not limited to commas in a series, dates, and addresses; beginning and ending quotation marks; hyphens in compound words).

The student uses conventions of capitalization (including but not limited to the names of organizations, nationalities, races, languages, and religions; the heading, salutation, and closing of a letter).

The student develops a story line that is easy to follow and paraphrase.

The student chooses specific detail and precise word choice to work together to support the story line.


-Pound cake (one for each group)
-Cans of cake frosting (1-2 for each group)
-Sugar cones
-A variety of colored sugars
-An assortment of colorful candies
-Plastic forks and spoons
-Paper plates
-Paper and pencil
-Fairy tale planning sheet (see attached file)
-Copy of the writing assessment rubric (see attached file)


1. Gather materials for the activity: pound cakes, frosting, sugar cones, colored sugars, candies, plastic forks and spoons, paper plates, planning sheets, and rubric transparency
2. Make copies of the Fairy Tale Planning Sheet for each student.
3. Make an overhead transparency of the writing rubric for the teacherís use.


For this lesson, story line will be addressed, not paraphrasing.

1. Divide the class into groups of 4 or 5 students.

2. Give each group 1 rectangular or round pound cake, 1-2 cans of frosting, 3 sugar cones, and an assortment of candies and colored sugars. Let them each choose one piece of candy to eat now. Tell the students that today they will develop a simple story line for an original fairy tale. Explain that developing a story line means putting the details of a story in the correct order. They will begin with creating an edible setting Ė to be eaten at the end of todayís lesson.

3. Review the elements of setting: where and when.
Discuss the settings of well-known fairy tales (e.g. Three Little Pigs, Cinderella, Little Red Riding Hood, The Princess and the Pea). Ask: Can you identify the where and when of each story?

4. Tell the groups that now they will be given time to create an edible setting for their original fairy tales. Assign a job to each student in a group (e.g. froster, sugar sprinkler, cone manager, candy decorator). Set a time for the groups to create. The edible setting may be a castle, a forest, a land in the sky, or any place that the group decides is an appropriate setting for a fairy tale. When they are finished, place the edible settings to one side.

5. Give each student a planning sheet. Ask the students to describe their groupís yummy creation in the section entitled Setting. Have them underline each adjective. Do these underlined words adequately describe the edible setting?

6. Encourage the students to share their settings with the rest of the class.

7. Define the words hero and villain. Ask the students to name heroes from different fairy tales. What characteristics do they have in common? Repeat the procedure for villains. How are heroes and villains the same? How are they different?

8. Instruct the students to create and write a name and a description of their hero and villain on the planning sheet sections entitled Good Guy and Bad Guy. Have them read their character descriptions to a partner. Do the written descriptions paint a picture in the listenerís mind?

9. Ask the students for synonyms of the word problem. Write their responses on the board. If the word conflict was mentioned, circle it. If not, then write it on the board and explain that the problem in a story is called the conflict. The conflict usually occurs when the hero wants or needs something and the villain prevents him/her from obtaining it.

10. Ask the students to think about what their hero wants or needs and how the villain prevents him/her from getting it. Write a brief explanation of the conflict on the planning sheet.

11. Instruct the students to think about how they want their fairy tale to end. Have them write a brief ending in the section entitled conclusion.

12. Give each person a plastic fork and a paper plate. Let them eat their delicious settings.

Day 2
1. Review the previous dayís lesson. Instruct the students to read their planning sheets to reformulate the story line in their minds.

2. Discuss the writing assessment rubric with the students. Review general rules for correct spelling, punctuation, and capitalization. Instruct the students to edit their completed stories for these conventions.

3. Allow students time to write their fairy tales from the information on the planning sheet. Encourage students to share their stories with the rest of the class.


Use the completed Fairy Tale Planning Sheets to formatively assess the studentsí ability to:
-develop a simple story line
-choose specific details and precise words to support a story line.
The rubric in the attached file includes the criteria for successful writing performance.

Attached Files

An organizational planning sheet and a rubric used for writing assessment.†††††File Extension: pdf

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