1) Play guess that fairy tale with the students to activate prior knowledge and develop confidence. Bring out several props that have to do with well known fairy tales, and ask students to guess the story.

2) Read or use storytelling techniques to relate two common fairy tales to the class. As a class, make a list of what the fairy tales have in common to establish the major common elements present in fairy tales. The instructor should record the common elements for use during the WebQuest.

3) Break the students into groups. Give each group a fairy tale to read together. Have students provide a short summary of the story and pick out the common elements in their fairy tale (good characters, bad characters, problem, magical elements etc).

4) To illustrate the art of oral tradition, whisper a short story in one of the student's ears. Have the students pass along the story to each other in a whisper. When the story has circulated through the whole class, ask the last student to relate the story. Tell the original story to the entire class. Ask why the story may have changed? Explain the importance of fairy tales as an oral tradition.

5) Introduce several different "Cinderella Tales" from different cultures. Divide the class into groups of four and ask each group to read one of the stories. When the students finish, have each group use a Venn diagram to compare and contrast their assigned "Cinderella Tales" to the story of Cinderella that they are familiar with. Ask each group to give a summary of their story, and share their diagram with the class.

6) Have students work in pairs on a "Once upon a Time" Webquest. (A computer for at least each pair of students is required for this step.) Review the introduction, task and process sections with the students. It would be best if the Webquest could be projected for the entire class to view. Stress the importance of including the basic elements of fairy tales in the student's story, and instruct them to include a valid definition of a fairy tale, the names of three famous authors of fairy tales and their five favorite fairy tales in their introduction. At least the story's text should be typed in Microsoft Word. The student's may illustrate their fairy tale with either their own drawings or clip art. You may also present an example of an original fairy tlae that you design to help the students understand the project.

7) Provide the students with a relevant text set of fairy tales from which they can gather ideas for their own story. Point out that students review examples of fairy tales from both the text set and online.

8) Allow the students efficient time to review the WebQuest resources and create their fairy tale. As they complete the WebQuest, walk around the room and talk to students about their fairy tale and the research process. This will reduce anxiety in your students, and allow you to make sure that they are following the objectives of the assignment.

9) After the students have completed their assignments, break them into groups of 3-4 students, and brainstorm classroom rules for the presentations. The goal of this exercise is to foster a safe learning environment where all students will feel comfortable sharing their presentations.

10) Host a storyteller's ball, and have the students present their fairy tales to the class. Recognize those students who have put extra effort into the assignment and/or those who use creative thinking skills. Have the students who are watching evaluate the strong points in the student's presentation. They should list at least three things that they liked about each person's presentation.

11) Ask the students to evaluate the assignment, and facilitate discussion. Did they find this exercise enjoyable? Why or why not? Ask the students if there is anything else they would like to learn about fairy tales and brainstorm possible resources for further research. This will foster interest in continuing their research outside of the classroom.