EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Differentiated RAFT
Name and student #: Amy Cutting 2094341
RAFT Topic: Fairy Tale perspectives
Curriculum Area: English
Year Level: 3

Learning Objectives. As a result of completing the RAFT
activity, students will:
As a result of participating in the lesson, students will:
Identify the point of view in a text and suggest alternative
points of view (ACELY1675)
Create imaginative texts based on characters, settings and
events from students own and other cultures using visual
features, for example perspective, distance and
angle (ACELT1601)
Understand that (Concepts, principles, big ideas)
An individuals experience is influenced by their perspective
There is usually at least two sides to every story
Humans have the ability to consider alternate perspectives
and make moral judgment
Know (e.g. facts, vocabulary, dates, information)
What perspective is
That fact and individual interpretation are different
That writers and movie directors often show perspective
through one or multiple characters
Be able to (do) (Skills, processes)
Identify and compare different perspectives
Speculate on a hypothetical perspective
Explain crucial events of a story through the perspective of
This RAFT is differentiated by:
Readiness
Interest
Learning Profile
(Mark all that apply)

When and how this RAFT will be used in the context of the lesson
and/or unit This activity fits into a unit of work based on
perspective. This activity will use a number of familiar fairy
tales. Students will be asked to identify whose perspective
the story is told from and to consider the point of view of
other characters. This will help the students to understand
that there is more than one side to every story, highlighting
the importance of considering different viewpoints before
accepting one interpretation.

This activity will be implemented towards the beginning of
the unit and students will be given two lessons to complete
their task. The end product will be formatively assessed
using a rubric.
How students work will be evaluated (i.e., How will you know that
students have achieved the objectives through their completion
of the RAFT?): The students work will be formatively assessed
via a rubric. The finished product will be compared to the pre
EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)
another character or person assessment to see whether the students have reached the
desired learning objectives and demonstrated an improvement
since the pre assessment.
Essential Questions:
How can our understanding of perspective be used to enrich our understanding of the world we live in?
Where do we see perspective used in everyday life?
Why should we consider different perspectives?
Includes:
Completed RAFT strips
Additional explanation of each strip (e.g., includes task cards or copies of directions provided to students)
Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of student work)
Explanation of how your RAFT represents a differentiated task. Make sure you include this explanation, either as a
separate narrative section somewhere in the assignment, or by some other means that makes this clear to the examiner.

RAFT Title: Fairytale Perspectives
You are not required to use a specific number of strips for your RAFT activity; you should add or delete rows as needed.
ROLE AUDIENCE FORMAT TOPIC

The Big Bad Wolf



Jury

Trial

You havent heard my
side of the story

The Evil Queen



The Kingdom

BTN Interview

What Snow White didnt
tell you

The Witch



Future visitors of the
forest

Comic strip

The true story of Hansel
and Gretel
EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Free choice of role



Free choice of audience

Storybird.com

Retell a familiar
fairytale from another
characters point of view

FAIRYTALE PERSPECTIVES RAFT ACTIVITY TASK CARDS

The Big Bad Wolf
You are the Big Bad Wolf from Little Red Riding Hood and you have been taken to court for eating for eating her and her
grandmother. In pairs one person is to assume the role of the Big Bad Wolf and the other Little Red Riding Hoods lawyer
and create a script of the court trial where the Big Bad Wolf gets to share his side of the story. The skit will then be
performed to the class who will assume the role of the jury to decide whether the Big Bad Wolf is innocent or guilty.

The Evil Queen
You are the Evil Queen from Snow White. You have an upcoming interview on Behind the News that will be aired for the
whole Kingdom to see. You are enraged to be labelled as the Evil Queen when no one knows your side of the story.
Now is your chance to tell what really happened and set the record straight once and for all. You need to create a script
which includes the interviewers questions and the Queens responses. Then with the help of another student you will film
your interview on a class iPad, the interview will then be shared in a class viewing.

The Witch
You are the Witch who lives in the candy house in the fairy tale Hansel and Gretel. Since the rest of the community got
wind of Hansel and Gretels story no one has visited the forest, not even your grandchildren. So when a local newspaper
offers to publish your side of the story in the form of a comic strip you jump at the chance. Using poster paper you create
your masterpiece and hope that you can entice visitors back into the forest.

Free choice role
You get to choose any character from a familiar fairytale and the intended audience to tell the story for their perspective.
You will use Storybird.com to create and publish your story.

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)
ASSESSMENT RUBRIC:

Criteria Excellent Good Developing
You consider another characters point of view and
write consistently from their perspective

Your characters side of the story is given in a logical
sequence, your choice of language was appropriate for
the task, and the final piece of work is free of spelling
and grammatical errors

Creativity: detail, originality, and presentation