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Lesson Plans
Cinderella Stories
Overview Procedures for Teachers Organizers for Students


Procedures for teachers is divided into four sections:
Prep -- Preparing for the lesson
Steps -- Conducting the lesson
Extensions -- Additional activities
Tips - Managing resources and student activities
Community Connections - Real world actions for students after completion of the lesson

Prep

Media Components

Computer Resources:
  • Modem: 56.6 Kbps or faster.
  • Browser: Netscape Navigator 4.0 or above or Internet Explorer 4.0 or above. Macintosh computer: System 8.1 or above and at least 32 MB of RAM.
  • Personal computer: (Pentium II 350 MHz or Celeron 600 MHz) running Windows 95 or higher and at least 32 MB of RAM
  • Software: Any presentation software such as Power Point or Hyperstudio (optional).
Bookmarked sites:

Bookmark all of the Web sites used in the lesson and create a word processing document listing all of the links to distribute to students. Preview all of the sites and videos before presenting them to your class. Materials:

Teachers will need the following supplies:
  • Board and/or chart paper
  • Ideally a screen on which to project the Web-based video clips
  • Handouts of Web resources if computers are not available in the classroom
  • A copy of any version of "The Three Little Pigs" - or the teacher can just tell the story if he or she is familiar with it
  • A copy of "The True Story of the Three Little Pigs" by Jon Scieszka
Students will need the following supplies:
  • Computers with the capacities indicated above
  • Notebook or journal
  • Pens/pencils
  • crayons and markers
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Steps

Introductory Activity:

  • Tell or read the story of the "Three Little Pigs" to your students.

  • Then make a chart on the wall of all the characters in the story. These include: pig with the straw house, pig with the stick house, pig with the brick house and the wolf.

  • Ask the students whose side of the story they heard. They should conclude that it was the pigs' side of the tale and the wolf had no say in the traditional version.

  • Explain that in any event, story or argument, there is never a single version of it. What was the wolf thinking, for example? Read "The True Story of the Three Little Pigs" by Jon Scieszka. The students will be able to hear Alexander T. Wolf tell the story from his point of view and explain his role as the innocent victim.

  • Discuss the differences in the two stories. Make a two-column chart on the blackboard. The left side should be a list of what parts of the story are different from the traditional story. On the right side, make a list of the elements from both versions that are the same.

  • The biggest difference between the two stories is the perspective or point of view. Ask the students the following questions:
    • What did you learn about the wolf?
    • Do you believe his story?
    • Are you more sympathetic to him? Why?
  • After discussing the merits of A. Wolf's story, explain the literary device of POINT OF VIEW.
    • The definition of point of view is the identity of the narrative voice. Essentially, it is the person through whom the reader experiences the story.
    • It is important that your students understand the concept of point of view since that will be the focus on their retelling of the Cinderella story.

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    Learning Activities:

    Activity 1

  • Ask the students if they have ever heard of "Cinderella." With so many different movie versions, the students should be familiar with the story.

  • Brainstorm and chart the basic plot of the story.



  • Read the Brothers Grimm version of "Cinderella." A copy can be found at D. L. Ashliman's Folklore and Mythology Electronic Texts at http://www.pitt.edu/~dash/type0510a.html#grimm.

  • Explain that this is the original version and that there are many different ones in existence. Announce that they will watch the Julie Andrews version of "Cinderella."

  • View the movie. (The movie is 90 minutes long interspersed with commentary form the original cast. You can choose to show the whole movie or fast forward through the cast commentary as it is not essential for this lesson plan).

  • After watching the movie, add to the chart that the students brainstormed earlier about the basic plot of the story.

  • Chart the main characters in the story. These should include: the stepmother, the evil stepsisters, Cinderella's father, Prince Charming, the King, the Queen, and the Fairy Godmother.



    Culminating Activity/Assessment:


  • For the culminating activity, students will retell the story of Cinderella from the point of view of the other characters listed on the chart.

  • Helpful hints:
    • Remind the students about the similarities and differences in "The Three Little Pigs" story when told by two different people.
    • Post the list of characters from "Cinderella" and the chart with the basic story ideas next to each other. That way, students can see the major events of the story that they need to retell.
  • For younger students, they can tell the story to an adult (teacher, parent volunteer, assistant teachers, etc.) who will type up their words. The text can then be divided up and the students can illustrate each page of their story.

  • Older students who are capable of doing their own writing should go through the below steps for drafting and editing.
    1. Brainstorming or Prewriting - The students should simply jot down ideas that they may have about each of the characters and/or plot.
    2. Drafting - Once students have a basic plot line, they should begin to draft their story.
    3. Peer editing - Using the Cinderella Story Peer Editing Checklist students should edit each other's papers. Each student should find at least two peer editors.
    4. Revising - Students should take the peer editors' comments and incorporate those into their next draft.
    5. Proofreading - After proofreading their most recent drafts, the teacher should look over their stories.
    6. Publishing - After the teacher has approved their final drafts, they are ready to print them out. An optional step is to have the students illustrate their stories. Students should think carefully about where they want the breaks in their stories to be if they are going to illustrate their books.
  • After all of the stories are done, celebrate the children's work with a Cinderella Book Party. Invite parents or other classes to the room for a special reading.


    Cross-Curricular Extensions:
    • Language Arts - The students can pretend that they are Cinderella and they need to write entries in their personal diaries about the major events of the book. How did she feel about her stepfamily? What were her impressions of the ball? What was Prince Charming like? How is life at the castle?
    • Journalism - Create a newspaper recounting the events and news of the ball and the Prince's wedding to Cinderella.
    • Social Studies and Language Arts - Use the collection of International Cinderella stories on the D. L. Ashliman's Folklore and Mythology Electronic Web site and compare and contrast the different countries' versions. Students can research about a particular country's culture and use that knowledge to explain unique characteristics of a version of Cinderella.

    Community Connections:
    • Drama and Art - Students can act out their own versions of their retelling of the fairy tale. They can also create puppets, props and scenery and present their versions to other classes.
    • School library or Classroom Libraries - After the students complete this unit, ask them if they want to "loan" their books to the school library or to other classrooms, particularly those of the younger students. That way, their writing and art work can be enjoyed by others.



    Overview | Procedures for Teachers | Organizers for Students

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