I’m
beginning the New Year with tales, fables and poems. The students love read
alouds, especially ones that are about fantasy or have a villain somewhere in
the storyline. I have two little boys of my own, who love hearing stories that
have a moral at the end. We love reading stories that have similar themes but
are culturally different. We are kicking off our unit of study, by focusing on
the Cinderella fairy tale.
My unit
will compare and contrast multiple versions of Cinderella by different authors
and from different cultures. The students will be asked to identify
similarities in and differences between two texts on the same topic. Before
reading each version of Cinderella, the students will be shown pictures,
drawings, map, of different countries and cultures that correlate with some or
all of the Cinderella stories.
Students
will read and listen to fables and folktales from diverse cultures to determine
the lesson, message, or moral. Students will compare and contrast two or more
versions of the same story. In addition, they will describe how words supply
rhythm and meaning in a story, poem, or song. During the writing process,
students will consult reference materials to check and correct spelling. They
will develop and write opinions about the books they read and their life
experiences and learn to share their viewpoints and clearly develop their
arguments to support their opinions. They will learn to distinguish between
formal and informal language and when it is appropriate to use each type.
About the Cinderella Fairy Tale
Some 1500
versions of the basic Cinderella story have been recorded so far, and many of
them are at least 1000 years old. In each, the cruel and thoughtless get their
just rewards, as do those who are good and kind. Cinderella stories have both a
rags-to-riches theme, and a good wins out over evil theme. Sibling rivalry is
also a part of every story, and the stepmother is cruel and predatory.
Cinderella is always the household drudge, and treated badly by her older
sisters. Because Cinderella’s mother is dead, a helper character usually
appears who can help Cinderella in her despair. Folktales place a premium on
beauty, but also on a good and pure heart.
Big Ideas
(What
teachers want students to remember long after instruction ends based on the
unwrapped standards)
- Folktales are stories told by the people. They were told by the oral tradition and written down years later. The primary reasons for sharing these tales was to entertain, to teach, to reinforce cultural and social values.
- Readers will gain an understanding of the basic components of a folktale, as well as how the illustrations in a text can contribute to characters, setting, mood, etc.
- Develop opinions about their reading, learn to state opinions clearly, retell their stories so that their opinions make sense to readers.
Essential Questions
(Engaging
open-ended questions to spark student learning and discover the “Big Ideas”)
- How does identifying the author’s central message, lesson, or moral help you better understand the story?
- Why do author’s include a central message, lesson, or moral?
- How do words and phrases add rhythm and meaning to a story?
- Why do readers compare and contrast stories?
- How do writers state and support a personal opinion on a topic or a book in a review?
Websites
Here are
a few of the great links for you to use when teaching fables, fairy tales, or
folktales!
- http://worldoftales.com/fables/Aesop_fables.html
- http://www.aasd.k12.wi.us/staff/boldtkatherine/ReadingFun3-6/ReadingFun_FairyTalesFablesFolkTales.htm
- http://africa.mrdonn.org/fables.html
- http://www.agendaweb.org/reading/folk_fables.html
- http://exchange.smarttech.com/details.html?id=c1deafab-cc88-4866-aa88-f2dfdab0e049
- http://www.bbc.co.uk/cbeebies/stories/theme/fairytales/
- http://www.grimmfairytales.com/en/main
Websites for Cinderella
(Useful for Performance Tasks)
- 900 Cinderella’s – magazine article
- Behind the Scenes with Cinderella
- Cinderella, Cinderella, Cinderella
- Cinderella Around the World: Script for Reader’s Theatre
- Cinderella Comparison Chart
- Cinderella Folktales: Variations in Character
- Cinderella Goes to School
- Cinderella Sequence Cards
- Cinderella Thematic Unit
- Classic Fairy Tales
- Compare Yeh-Shen and Cinderella & Compare Yeh-Shen and Cinderella
- Mufaro’s Beautiful Daughters
Example of a Performance Task
Performance Task
#1: Fairy Tale Elements Map
Building Content Knowledge:
The teacher will create a chart labeled “Fairy Tale Elements Map” (refer to the information below for the elements of fairy tales). As a whole group discuss the elements on the chart. Elaborate on each element by providing examples of fairy tales that may be familiar to them.
READ AND UNDERSTAND THE TEXT:
First Reading: Read an original version of Cinderella to students. One was provided in PDF form. Give each student with a copy. Only interrupt minimally as needed to quickly define or explain any essential vocabulary or phrases for basic understanding of the text. Allow students the opportunity to appreciate and fully engage with the text.
Second Reading: Reread Cinderella and stop
at various points to ask questions for students to demonstrate understanding.
Encourage students to ask questions of the text by providing and developing a
routine to ensure that all students are participating in the question asking
and answering. In addition, stop to
highlight the elements in the fairy tale.
Sample questions:
- How does the story begin?
- How does Cinderella’s fairy godmother view Cinderella differently than the rest of the characters in the story?
- How does Cinderella react to seeing her stepsisters at the ball? What does that teach you about Cinderella?
Suggested version:
Cinderella – PDF version based on the original version by Charles Perrault
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