6-7 yrs old
8-10 yrs old
Reading and Writing
Students read and experience three fairy tales, study the elements of literature, rewrite one fairy tale, then build a new version in the game.
December 4, 2019
Link to Storytime Settings World
Download the Storytime Basic world that accompanies this lesson from the Phygital Labs library.
Link to Storytime Settings Basic Lesson in PDF
Download the PDF version of the entire lesson, including rubrics, screenshots, and examples from the Phygital Labs library.
Students verbally recount the stories in groups of three, then enter the M:EE StoryTime Setting world after watching a quick demonstration of how to begin. Students experience the fairy tales in the game. Students then select one story to focus on and brainstorm a way to modify the story characters, setting, or plot. Then students build their alternative in the game and take a screenshot, then journal about the changes they made and how it impacts the story.
Arrange students into groups of three. Students can self-assign or otherwise select to verbally tell the other students in the group one of the three focus stories: Hansel & Gretel, The Three Little Pigs, or Jack and the Beanstalk. Students should take turns recounting verbally. Students should be encouraged to support their group members by adding details to the story without taking over the recount. Bring students back together and discuss the terms character, setting, and plot. Using one of the three stories, model a chart that lists the character, setting, and basic plot of the story. Ask students to suggest changing one of the story elements, either setting or plot. Then discuss how changing that story element will impact the plot.
Have students login to the Minecraft: Education Edition world. Show them how the world launches: facing the words Story Time, which are written in the sky. Have students turn their character around without moving their feet to show the three buttons that teleport the player to each part of the map containing the specific fairy tale experience. Students will need to know how to open a chest, move items to their inventories, and interact with objects. Students can interact with the NPCs to get some starting directions on using the world. Show students how to select the teleport button (right click with a mouse or short press on a touch device). Point out that students will need to read the signs. Many students will skip ahead because of the excitement of the experience and already knowing the story but will then get stuck because they didn’t read the directions!
Teacher tip: Since this world is an adventure experience, consider having students save a local copy of their world before they start, in the case that they destroy something critical to the plot or want to start the world again. Give students time to experience all three stories, if possible. Students can go back to the main selection area on the dock by the water by using the teleport buttons either at the beginning or the end of each scene.
Teacher tip: If a student is stuck or lost in the game and wishes to return to the start without losing their progress in the world, they can press T to chat, then type /remove @p and press enter. They will die and can select to respawn. When they respawn, they will appear back at the beginning of the map on the dock by the water.
Ask students to select one story to focus on for this activity. Have students complete their own version of the chart from day 1, including the thinking process for changing one character or setting to impact the plot. Ask students to write or tell aloud how their story would change and propose their changes to the world with a sketch. Students should use the camera and portfolio to take a picture of their build and write a few sentences about how they change the story.
Additional content for this lesson available at phygitallabs.com/lessons.
Assessment for the alternative story:
Student modified the character and setting to impact the plot of the story. Student built a detailed representation of the changes and documented the impact in the portfolio.
Student modified the character or setting to impact the plot of the story. Student built an accurate representation of the changes and wrote about the plot changes in the portfolio.
Student modified the character or setting to impact the plot of the story. Student needs to complete the build representation or portfolio explanation.
Student did not modify the character or setting of the story and needs to complete the build representation and portfolio explanation.
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