Rumpelstilzchen - a fairy tale project for the end of Year 9

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Rumpelstilzchen - a fairy tale project for the end of Year 9

Contributor: Janine Turner

Language of text: German
Type of text: Short story
Author or source: Die Brueder Grimm
Intended age of students: Key Stage 3
Source reference: Hueber Lektueren
Deutsch als Fremdsprache
ISBN 978-3-19-311673-4
Pages 3-14

Attached files:
Attachment 1_Haensel und Gretchen
Attachment 2_Quotes
Pdf_Maerchen Bild-Wort-Karten
Power point_Clips
Attachment 3_fairy tale grid
Attachment 4_Kapitel 1
Attachment 5_Aschenputtel
Attachment 6_ Shrek
Attachment 7_Schneewittchen

File nameFile typeSize
Attachment 1_Hänsel und Gretel.docxNo description77.48 kBInfo
Attachment 2_ Quotes.docxNo description26.66 kBInfo
Attachment 3_Fairy tale grid.docxNo description11.37 kBInfo
Attachment 4_Kapitel 1.docxNo description21.2 kBInfo
Attachment 5_Aschenputtel.docxNo description12.11 kBInfo
Attachment 6_Shrek script.docxNo description16.9 kBInfo
Attachment 7_Schneewittchen (1).docxNo description18.11 kBInfo
Clips.pptxNo description331.75 kBInfo
Märchen Bild-Wort-Karten(1).pdfPDF document2.14 MBInfo
Märchen Bild-Wort-Karten.pdfPDF document2.14 MBInfo
Montag den 8. Junipptx.pptxNo description842.83 kBInfo

Rumpelstilzchen – a fairy tale project to finish the school year.

This project was undertaken with year 9 pupils at the end of the year. Some had chosen to continue with German and some had not. The project seemed to keep all well motivated and busy.

Stage 1 – lesson 1
A brief introduction was made to the brothers Grimm, with a power point presentation, then pupils were invited to work in pairs to figure out the English equivalents of 10 German fairy stories – peer marked. See attachment 1. Next, the class was divided into groups of 4 randomly – I used lolly sticks - and each group was invited to visit 10 little work stations, where there were 10 excerpts from the 10 fairy tales in German. See attachment 2. In time-honoured, oral tradition of fairy telling, the members of each group took it in turn to read aloud the excerpt to the rest, looking for clues in the vocabulary or rhythm of the poem, to work out which tale it came from. Again, peer marking followed. The third stage of this lesson was to play the game of pairs with various fairy tale words and images. See pdf.Maerchen Bild-Wort-Karten. For this first lesson, I used the You tube clip “Whistle while you work”, as it sounded appropriate! See clip 1 – power point Clips

Stage 2 – lesson 2
The focus has now become a specific fairy tale, notably Rumpelstilzchen, as we had multiple copies of this tale in school. See pdf file Rumpelstilzchen ( Deutsch als Fremdspracher/drei Maerchen der Brueder Grimm nacherzaehlt von Franz Specht.) I started the lesson by showing them a You tube clip of the fairy tale. See clip 2 – power point clips. In the groups of 4, the class spent half the lesson, taking it in turns to read aloud a chapter at a time of the tale. The book had various language tasks to complete as the story developed. Once the whole story was told in this way, I split the tale into 8 sections and allocated a section to each group. Their task – to start in this lesson and continue into the next – was to transcribe the story into lines of a play. Each group was given an empty template to fill in with the narrator’s story-telling, as well as the individual characters’ lines. See attachment 3. I started them off, by completing the first chapter myself – so that the class had a model to work from. See attachment 4_Kapitel 1.

Stage 3 – lesson 3
In groups, the task continues of writing the play. At the start of this lesson, I showed the trailer to the 2006 film of Rumpelstilzchen. See clip 3 – power point clips. Collect in the different scenes at the end and decide whether to leave the text hand-written or type it up.

Stage 4 – lesson 4
Subdivide the class again. This time, they have to decide, who will take the roles in the play, who will organise music, props, costumes and make-up, who will technically direct, who will produce who will prompt, who will narrate etc
Stage 5 – lesson 5
Stage 6 – lesson 6
We have also used the same approach to write Aschenputtel - attachment 5_Aschenputtel, Shrek - attachment 6_Ashenputtel and Schneewittchen - attachment 7_Schneewittchen

To transcribe a short work of narrative fiction into a classroom drama

To gain confidence in reading an extended narrative in German, by choosing a tale that is familiar in content from childhood. The repetitive nature of fairy-tale-telling enables pupils to rapidly gain confidence in delivering the tale orally, as a class performance too

Topics or themes:
The text becomes the focus for group tale-telling by the second lesson of this project. After telling the tale to each other, a class then sub-divides into groups, where each has a specific part of the text to redraft as a play instead of a narrative.

The present tense
Adjectival agreements

Repetition occurs all the time in fairy tales

How much time required:
6 lessons

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