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Catchy Title: And They Read Happily Ever After
Theme/Topic of Lesson: A Study of Cinderella Fairy Tales From Around the World.
Time Commitment: Three 90-minute periods
Subject Area(s):
Language Arts
Social Studies
Grade Level(s): 3,4,5
Standards Alignment:
Class Challenge Question: What are the fundamental elements of a Cinderella story?
Overview:
Fairy tales have entertained and educated children and grown-ups for centuries. Fairy tales provide us with optimism, good prevails over evil and the humble outwits the proud. Fairy tales gives those who read them hope... "And they lived happily ever after." One of the first fairy tales many children hear is Cinderella. The first known version of Cinderella originated in China and was created during the 9th century AD. Charles Perrault created the one of the most famous retellings of Cinderella in 1697. It is estimated that there are more that 1,500 versions of Cinderella.
By utilizing this lesson, 3rd-5th grade students will be able to gain an appreciation for other cultures and ethnic groups. When the students hear Cinderella stories from around the world, they will learn that this fairy tale demonstrates that although there are many differences among us we also have many similarities. After reading, listening, and viewing different Cinderella stories, students will write an original version of Cinderella. If the teacher has access to a computer with a word processing program, like Microsoft Word, students may compose their fairy tale on a computer. The teacher will decide, based on the ability of individual students whether they can write the original Cinderella stories independently or if they need to be written as a class or in small groups. Prior to students writing their stories, the teacher will have the class compare and contrast two versions of a Cinderella story using a Venn Diagram. It is helpful if the teacher and the students have some prior knowledge of the Cinderella fairy tale. It is also helpful if the teacher is able to bookmark sites on the Internet.
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Literature
(K-3) | Maryland Content Standards
Students interpret and analyze the meaning of literary works from diverse cultures and authors by applying different critical lenses and analytic techniques.
| Maryland State Indicators
2.3.3.1
compare and contrast different versions of the same stories reflecting different cultures (MLO.R. 1.2.3.) (e.g., the way people live, view themselves, and view others) | Literature
(K-3) | Maryland Content Standards
Students interpret and analyze the meaning of literary works from diverse cultures and authors by applying different critical lenses and analytic techniques.
| Maryland State Indicators
2.3.3.2
identify basic plots of classic myths, folk tales, legends, and fables from around the world and connect them to prior experience or the experiences of others (MLO.R. 1.3.1.) | Writing
(K-3) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.3.4.1
write to express personal ideas in stories, poems, plays, and other writings that
convey a message
include well-chosen detail to develop the impressions (MLO.W. 3.4.) |
Learning Objectives:
The Students will:
- Compare and contrast Cinderella stories.
- Compose an original Cinderella story.
- Identify the fundamental elements of a Cinderella story.
Assessment
Student individual work will be evaluated using the rubric, "AND THEY READ HAPPILY EVERY AFTER!" provided with this lesson. The teacher will assess whole group activities through verbal responses and observation.
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Resources
| Other Technology | Compact disc Prokofiev, Sergey. Cinderella: Suite from the Ballet. 8.554610 Produced By HNH International. 1991 (Can be purchased where most music CD'S are sold)
| | http:// | | Software | Microsoft Word, Microsoft Work or other word processing program | | http://www.microsoft.com/office/word/default.htm | | Inspiration | | http://www.inspiration.com | | Print Materials | Mufaro's Beautiful Daughters: An African Tale Steptoe, John. New York: William Morrow & Company, 1987. | | http:// | | Cinderella Perrault, Charles. New York: Penguin Books, 1985. | | http:// | | Video(s) | Videos -Visit the MPT's Learning Works Web site at www.mpt.org and click on the "K-12 Educational Video Service."
-Search for, record, and preview The Different But Same "Cinderella and Me."
- Search for, record, and preview The Reading Rainbow "Mufaro's Beautiful Daughters."
| | Internet Sites | National Teacher Training Institute All 2002 NTTI Institute lesson plans, resources, and links can be accessed at this site. Links to the national WNET/Thirteen NTTI site and lesson plans from the plans from past institutes are also available.
| | http://www.mpt.org/learningworks/techers/ntti/home.shtml | NTTI Electronic Learning Community This Electronic Learning Community is the gateway to online resources, a discussion board, virtual chat and loads of links. The programming for this ELC is designed by the Center for Technology in Education, The Johns Hopkins University.
| | http://cte.jhu.edu/ELC/ | Technology Toolbox This informative site explains the many Internet projects available on the WWW, including many links. MPT staff compiles this site.
| | http://www.mpt.org/learningworks/teachers/present/tech/index.html | Who Needs A Fairy Godmother, Anyway This WebQuest is based on the fairy tale Cinderella. The students' task is to figure out how to get Cinderella to the ball without any magic. This WebQuest integrates math and writing and provided links to other math and Cinderella sites.
| | http://www.plainfield.k12.in.us/hschool/webq/webq121/ | The Annotated Cinderella This site provides the user with an annotative version of the Cinderella written by Charles Perrult. Readers can click on words and phrases they do not know and are provided with a page of explanations.
| | http://members.aol.com/surlalune/frytales/cinderel/index.htm | Once Upon a Time...Until You Read The End This ThinkQuest site contains a variety of fairy tales including Cinderella. This site also includes a matching game and a quiz.
| | http://library.thinkquest.org/J0110463/ | A New Twist On A New Tale This WebQuest requires students to create a version of Cinderella that may have been written by the Ancient Greeks. This WebQuest also provides links to sites that show how other cultures tell the tale of Cinderella. They include, Italy, Russian and Vietnam.
| | http://oncampus.richmond.edu/academics/as/education/projects/webquests/cinderella/ | Magical Fairytale Moments This WebQuest requires the students to write an original fairy tale using Microsoft Word and Inspiration.
| | http://www.longwood.k12.ny.us/ridge/wq/savona/page3.html | | Shen.Com This Web page contains an annotative listing of Cinderella stories from different cultures. | | http://www.shens.com/cgi-bin/mas/category.cgi?category=400 | Cinderella Around The World This Web page contains links to several interactive activities related to Cinderella stories from different cultures.
| | http://viking.stark.k12.oh.us/~ptk1nc/cinderella/activities.html |
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Materials
Per classTelevision and VCR - Computer projection device
- Optional video "Mufaro's Beautiful Daughters"
- Optional video "Cinderella and Me"
- Optional CD-ROM "Cinderella"
- Copy of "Cinderella"
- Copy of "Mufaro's Beautiful Daughters"
Per Student
Vocabulary
- Fairy Tale - A form of folk literature originally told by word-of-mouth (orally)
- Compare - To tell what is the same
- Contrast - To tell what is different
Procedures
Students will work individually and cooperatively in this interdisplinary lesson that integrates a variety of mediums (Internet, Computer, Video, and Music). Students will be able to use concept maps, solve mathematical word problem, and express personal and creative ideas through class discussions and composing original fairy tales. Students will gain appreciation for others and different cultures by reading variations of the traditional Cinderella Fairy Tale. Students will construct meaning through engagement, exploration, explanation, elaboration, and evaluation. Students will be engaged by viewing videos and hearing Cinderella stories. Students will explore text by reading, writing, and using the Internet. By participating in class discussions, students will be able to justify their answers by explaining and, when necessary, elaborating. After students have composed their original Cinderella story, students will be able to evaluate their work by using the rubric, "AND THEY READ HAPPILY EVER AFTER!"
The teacher should make learning accommodations for students with special needs by facing the class when speaking and having adaptive computer equipment available if needed. Students that are highly able should be allowed to research and investigate Cinderella stories using the Internet and other sources. The infusion of the various mediums taps into the multi-intelligence of all learners.
1: Music and Video Engagement
Daily Challenge Question: What is a fairy tale?
Set-up Directions:
Create an atmosphere in the classroom that will spark the students' interest in Cinderella. Set up a display of various Cinderella stories. Prepare a television and VCR (if optional video of "Mufaro's Beautiful Daughters" will be used). CUE the video to the beginning (you will see people playing drums). Prepare a computer that has Inspiration loaded and that is connected to a projection device (this is optional). Prepare the music CD-Rom "Cinderella" in a CD-Player. CUE the CD to track 2 "Dance of the Shawl".
Teacher Presentation & Motivation:
Ask the students the following questions: Have you ever heard or seen a fairy tale before? How did you know if it was a fairy tale? Possible student responses:
* It ends with "and they lived happily ever after".
* The story has a prince.
* It has a fairy godmother.
* It has magic.
Activity 1 - Setting the Stage for Cinderella: Assessing Prior Knowledge
Students try to predict what fairy tale they are going to listen to.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction for this activity is to have students discover the title of the fairy tale.
Teacher: Tell the students you want them to listen to the beginning of a story in order to predict which fairy tale they are listening to.
CUE the music CD-Rom "Cinderella." PLAY Track 2 "Dance of the Shawl." PAUSE the CD when you hear the narrator say "...showed her bad temper." Then ask the students if they can predict the name of the fairy tale (this will be done verbally). Allow no more than three students to respond. RESUME PLAY. PAUSE the CD after the narrator says, "...in the house." Once again ask the students if they can predict the name of the fairy tale. Do not allow more than three students to respond. Refocus the students by telling them that they are trying to name which fairy tale they are listening to. Do not comfirm the name of the fairy tale until you have STOPPED the CD. RESUME PLAY, after the narrator says, " She sat upon the cinders." STOP the CD. Then tell the students that if they thought the fairy tale was "Cinderella" they were correct.
Activity 2 - Elements of a Fairy Tale
Students try to identify the elements of fairy tales.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is a specific task to complete and/or information to identify during or after a video segments, Web sites or other multimedia elements.
The focus for media interaction for this activity is to have students the elements of the fairy tale.
Tell the students that Cinderella like other fairy tales has common elements. Read the nine elements from the Fairy Tale Checklist. Tell the students that these elements are listed on the handout they will receive. Explain to the students that they will use the checklist as a guide while viewing. Each time they hear or see a characteristic of a fairy tale in the video they are to put a check mark in that box.
Pass out the fairy tale viewing checklist. PLAY the video. PAUSE when the narrator says, "...gave her a small pouch of sunflower seeds." Ask the students if they have seen any elements of a fairy tale so far. If they have seen elements of a fairy tale tell them to give you a "thumbs-up" and if they have not tell them to give you a "thumbs-down" (everyone should respond with thumbs-up). Refocus the students by rereading the elements of the fairy tale from the handout. RESUME PLAY. When you hear the narrator say, "...laid a little garden snake." PAUSE. Once again ask the students if they have seen any elements of a fairy tale. Allow the class entire to respond verbally with yes or no. RESUME PLAY when the narrator says , "...a servant in the queens' household." STOP the video.
Activity 3 - Culminating Activity
Students will participate in a verbal class discussion and share their results from their viewing checklist.
Proceed to the computer and open Inspiration or pass out the Venn Diagram. Tell the students they are going to compare and contrast Cinderella to Mufaro's Beautiful Daughters using a Venn Diagram. Remind the students that compare means to tell what things are the same and contrast means to tell what things are different. Have them use their viewing guide for help if they need it.
Wrap Up:
Close the lesson by having the students recall the elements of a fairy tale. Tell the students that during their next lesson they will write an original Cinderella Story.
2: Video Engagement and Writing a Cinderella Story
Daily Challenge Question: Have you read a story that made you angry? What did you do about it?
Set-up Directions:
Prepare computers for students to use Microsoft Word if you plan on having your students type their stories. Prepare composition paper and the scoring rubric "AND THEY READ HAPPILY EVERY AFTER!" Prepare a television and VCR with the video "Cinderella and Me." CUE the video to the beginning. The title "Cinderella and Me" will appear on the screen. This is the beginning. STOP the video.
Teacher Presentation & Motivation:
Begin by reviewing the elements of a fairy tale. This can be done verbally as a class discussion. Say to the students, "Today we will talk about solving problems." Ask the class the following questions: "Have you read a story and it made you angry? "What did you do about it?" Allow time for students to respond to each question. Tell the student's that in today's lesson they will meet Audrey. Audrey has a problem with a Cinderella story.
Activity 1 - Audrey's Problem
Students try to discovere Audrey's problem.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction for this activity is to have students discover Audrey's problem.
Tell the students that the purpose for viewing is so they can answer the following question: Why does Audrey have a problem?
PLAY the video. PAUSE when you hear Audrey say, "...they don't look like me." Ask the students why do they think Audrey is upset? (The students should make the connection that she is upset because none of the characters in fairy tales look like her.) Refocus the students. Tell them they need to find out if Audrey is able to solve her problem. RESUME PLAY. PAUSE the video when you hear Audrey say, "But it was my idea." Ask the students if they tell why Audrey has a problem. (The responses should mention that Audrey's friends believe she can't play Cinderella in the play because she does not look like Cinderella.) Remind the students that their purpose for viewing is to identify why Audrey has a problem. RESUME PLAY. STOP the video when you hear Mr. Allen say... "Come back soon." Ask the students how did Audrey decide to solve her problem? (sample student responses-She decided to write her own Cinderella story. She's going to write to the author.) How would the story have changed if Mr. Allen had not been in the video? (sample student responses-Audrey would not have decided to write her own story. She would still be angry with her friends.) Do you think Audrey was a good problem solver? (sample student responses- No, because she scribbled in her book. Yes, because she decided to write her own story.) Tell students that one way of solving a problem is by writing.
Activity 2 - Culminating Activity
Tell the students that Mr. Allen suggested to Audrey that she write her own fairy tale. Today you will write an original Cinderella fairy tale. Pass out the scoring rubric "AND THEY READ HAPPILY EVER AFTER!" Tell the students to use this rubric as a guide for writing their Cinderella story. After the students have written their fairy tales they can type them using Microsoft Word.
Wrap Up:
Have students share their stories; then compile all of the stories and bind them into a book.
Enrichment Options
Parent-Home Connection
Parents and family members can be included/informed about the lesson by visiting the Cinderella Web Sites at home or at their local library.
Cross-Curricular Extensions
* Math
Student can plan a party for Cinderella. Give students a budget have students plan a party for Cinderella.
* Art
Students can draw a poster announcing the Ball. Have students design poster that informs characters about the Ball.
* Geography
Students can practice their map skills. After students read a Cinderella story, have them locate the county, continent, or state where the Cinderella story originates.
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As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students' learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?
Author: Joquetta Johnson
Modified by: Carla Hurchalla
Author's School System: Baltimore County Public Schools
Author's School: Milbrook Elementary
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