Cinderella+Around+the+World,+Ramona+Koch

Cinderella Around the World

Students will be comparing and contrasting different versions of Cinderella. After the students have learned about the different elements, they will write their own versions of the classic fairy tale. Research has shown that the most effective focus area for writing instruction is learning and practicing inquiry (Stripling & Hughes-Hassell, 2003, p. 9). Standards for Learning – //** ** Indiana **** Academic Standards – ** 3.3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world. 3.3.7 Compare and contrast version of the same stories from different cultures.
 * __ Third Grade Overview __**
 * // Inquiry Skill – //**

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias
 * 21st Century Learner Standards from ASLA –**

This 3rd grade class has 8 girls and 15 boys. Many of the students struggle with vocabulary, comprehension and written expression. Many students enjoy reading as long as it is interesting to them. For instance, the boys are interested in wrestling and the girls enjoy fantasy stories. Hopefully Cinderella will capture both audiences since it is a familar fairy tale and most of the students can relate to Cinderella's problems. There are approximately 450 students enrolled in this K – 6 urban public school, and 94% of the students qualify for free or reduced lunch. The student population consists of 80% black, 12% white, 7% multiracial and 1% Hispanic.
 * // Student Audience – //**

One of the ways you can work in collaboration is have the Media Specialist talk about fairy tales around the world and show the students different Cinderella versions from around the world. The Media Specialist could also do things like help the students compare/contrast different versions of Cinderella or research Cinderella fairy tales using websites.
 * // Collaboration – //**

The students can relate to Cinderella’s feelings of being picked on, treated unfairly and bullied. The students like the idea of having a “happily ever after”. The students will discuss and identify the elements of a fairy tale in order to write their own versions of Cinderella.
 * // Overview – //**

*Compile a collection of different Cinderella stories from a variety of cultures. __Day 1__ 1. Most students are familiar with the Cinderella version written by Charles Perrault so skim through that book and discuss the story elements. 2. Read aloud __Cendrillon__ by Robert D. San Souci. As a whole group, complete a Venn diagram on large chart paper to discuss the similarities and differences between __Cinderella__ and __Cendrillon__. (example: [|cinderella_venn_diagram.doc]) 3. Allow students to select a different version of Cinderella to read with a partner and to complete a Venn diagram on large chart paper comparing and contrasting their versions with Perrault’s version. 4. Students will share their Venn diagrams, and the teacher will hang the Venn diagrams around the classroom for later reference. __ Day 2 __ 1. Review and discuss the elements of a fairy tale. As a whole group, complete an element chart regarding Perrault’s version of Cinderella. (see [|Cinderella Comparison Element Chart.doc]) 2. The students will work with their partner to complete the blank sections of the chart to identify the elements of the different version of Cinderella that they read the day before. 3. Students will share their charts, and the teacher will hang the charts near the corresponding Venn diagrams. __Day 3__ 1. Review the different versions of Cinderella and focus on the problems and solutions. Discuss how it feels to be bullied or treated unfairly and possible solutions for these types of situations. 2. Students will complete a Fairy Tale Element chart to organize their ideas for writing their own version of Cinderella. (see [|Fairy Tale Element Chart - organizer.doc]) __ Days 4 – 8 __ 1. Students will write their own versions of Cinderella. After the students edit and proofread their stories, they will publish their fairy tale at [].
 * // Lesson Plan – //**

Students need to show that they were able to identify similarities and differences between __Cinderella__ and the version they selected by accurately completing a Venn diagram and elements of a fairy tale chart. The students need to be able to include the basic elements of a fairy tale by using the chart to guide their writing of their own versions of Cinderella.
 * // Student Performance – //**

Go to [] and on the left hand side click on Read Student Writing to view samples of student work.
 * // Student Models or Products – //**

After observing the students throughout the 8 day project, the teacher will be able to reflect on the following questions: · Do the students have a better understanding of the elements of a fairy tale? · Were the diagrams and charts helpful in comparing and contrasting different versions of Cinderella? · Did the students use the organizer effectively to write their own fairy tale? · What did the students like and dislike about this project? (ASK THEM!!)
 * // Feedback – //**

Students will be comparing and contrasting different versions of Cinderella. After the students analyze the different fairy tales and learn the importance of point of view, they will write their own versions of the classic fairy tale. According to Stripling, grades four through eight is the time when students should be expected to focus on building their vocabulary and reading different kinds of prose for different purposes.
 * __ Fifth Grade Overview __**
 * // Inquiry Skill – //**

** Indiana **** Academic Standards – ** 5.3.2 Identify the main problem or conflict of the plot and explain how it is resolved. 5.5.1 Write narratives that: · establish a plot, point of view, setting, and conflict. · show, rather than tell, the events of the story.
 * // Standards for Learning – //**

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias
 * 21st Century Learner Standards from ASLA – **

This 5th grade class has 12 girls and 19 boys. Many of the students struggle with vocabulary, comprehension and written expression. Some of the students enjoy reading. The boys like to read about sports (wrestling, football and basketball) and the girls like to read fiction stories about young girls and boys (such as High School Musical or Hannah Montana books). There are approximately 450 students enrolled in this K – 6 urban public school, and 94% of the students qualify for free or reduced lunch. The student population consists of 80% black, 12% white, 7% multiracial and 1% Hispanic.
 * // Student Audience – //**

One of the ways you can work in collaboration is have the Media Specialist talk about fairy tales around the world and show the students different Cinderella versions from around the world. The Media Specialist could also do things like help the students compare/contrast different versions of Cinderella or research Cinderella fairy tales using websites.
 * // Collaboration – //**

In fairy tales, often the moral value is good against evil, but this is not always the case as the students will discover as they begin to compare and contrast different versions of Cinderella. The students will analyze different versions of Cinderella, study character development and learn how point of view can make a difference in fairy tales. The students will write their own versions of Cinderella.
 * // Overview – //**

*Compile a collection of different Cinderella stories from a variety of cultures. __Day 1__ 1. Ask the students if they know the basic elements of __Cinderella__. Have the students pair up to tell the story to each other. Then have pairs meet with other pairs to tell the story among themselves again. This is a great opportunity to discuss how stories develop and are interpreted differently all over the world. 2. Read aloud the Cinderella version written by Charles Perrault and discuss the elements of a fairy tale. Introduce the concept of point of view. __ Day 2 __ 1. Read aloud __Cendrillon__ by Robert D. San Souci. As a whole group, complete a Venn diagram on large chart paper to discuss the similarities and differences between __Cinderella__ and __Cendrillon__. Discuss setting and point of view. 2. Allow students to work with a partner and select a different version of Cinderella to read and to complete a Venn diagram comparing Perrault’s Cinderella to their different version of Cinderella. 3. Students will share their versions of Cinderella and their Venn diagrams with the class. __ Day 3 __ 1. Review __Cendrillon__ and discuss the elements of a fairy tale. 2. The students will complete a Character Analysis sheet while the teacher models. (see [|Character Analysis.doc]) 3. Working with their partner, the students will complete a Character Analysis sheet to describe the main character in their Cinderella version. 4. Students will share their Character Analysis sheet with other pairs of students. __ Day 4 __ 1. Review __Cendrillon__ and discuss the elements of a fairy tale. 2. The students will complete the Elements of a Fairy Tale worksheet while teacher models. (see [|Fairy Tale Elements.doc]) 3. Working with their partner, the students will complete the Elements of a Fairy Tale worksheet to describe their Cinderella version. 4. Students will share their worksheets with other pairs of students. __ Days 5 - 7 __ 1. Discuss point of view and how it can impact a story. Ask students how Perrault’s Cinderella story would be different if a different character told the story. 2. Divide the students into small groups and assign one of the characters (Cinderella, Fairy Godmother, Evil Stepmother, Ugly Stepsister or Prince) from __Cinderella__ to each. 3. As a group, the students will rewrite __Cinderella__ from that character’s point of view. 4. Each group will draft, write, edit and publish their stories and share with the class. __ Days 8 – 12 __ 1. Review the importance of point of view in fairy tales. 2. Students will write their own versions of Cinderella using a different character’s point of view. 3. After the students edit and proofread their stories, they will publish their fairy tale at @http://teacher.scholastic.com/writewit/mff/fractured_fairy_publish.asp.
 * // Lesson Plan – //**

Students need to show that they were able to identify similarities and differences between __Cinderella__ and the version they selected by accurately completing a Venn diagram and elements of a fairy tale chart. The students need to be able to write an interesting fairy tale from the point of view of a different character (such as the Prince, Evil Stepmother, Ugly Stepsister, etc…) and include the elements of a fairy tale by using the Elements of a Fairy Tale worksheet to guide their writing of their own versions of Cinderella. (see [|Fairy Tale Elements.doc])
 * // Student Performance – //**

Go to @http://teacher.scholastic.com/writewit/mff/fractured_fairy_publish.asp and on the left hand side click on Read Student Writing to view samples of student work.
 * // Student Models or Products – //**

After observing the students throughout the 12 day project, the teacher will be able to reflect on the following questions: · Do the students have a better understanding of the elements of a fairy tale? · Do the students understand the importance of point of view in a story? · Were the diagrams and charts helpful in comparing and contrasting different versions of Cinderella? · Did the students use the organizer effectively to write their own fairy tale? · What did the students like and dislike about this project? (ASK THEM!!)
 * // Feedback – //**

The 3rd grade lesson is to compare and contrast versions of the same story from different cultures (Indiana Academic Standard 3.3.7). I feel that it is important to model how to compare and contrast by using a Venn diagram. I feel that 3rd graders still need modeling by the teacher and working with a partner when experiencing something new. As the students begin writing their own versions of Cinderella, the role of the teacher becomes an encourager to give the students confidence in their own creativity. The 5th grade lesson is to analyze the fairy tale by comparing and contrasting characters, plots, conflicts and solutions. The 5th graders focus on point of view in order to write a narrative that establishes a plot, point of view, setting, and conflict (Indiana Academic Standard 5.5.1). I feel that modeling and working with a partner or a small group is still important at this grade level. For example, I think that allowing the students to work in small groups to rewrite __Cinderella__ from a different character’s point of view is beneficial to the learning process. Then when the students must write their own versions from a different point of view the students will be less intimidated by the assignment. The role of the teacher is to encourage the students to be creative, and I expect the students to work more independently than the 3rd graders. I feel that using graphic organizers are important in the learning process of all students. Organizers seem to have a positive influence on the learners’ ability to focus on new information and may increase the portion that is eventually assimilated as new knowledge for the student (Callison, 2006, p. 456). Even though the 3rd graders just have to compare and contrast versions of the same story, the organizers are visual aids in comprehending the stories. Virtually every student benefits from developing a schema for information (Stripling & Hughes-Hassell, 2003, p. 29). The organizers that the 5th graders use allows for scaffolding to successfully write a narrative that meets or exceeds Indiana Academic Standard 5.5.1. Success is reinforced by the teacher and by the learner’s growing awareness and/or understanding when the task has been achieved. Reinforcements tie the task together and often help to link to other tasks (Callison, 2006, p. 524).
 * // Lesson Comparison – //**

I do think that kids of both of these ages are old enough to truly think about other elements of fairy tales than the common elements of all short stories. You have focused mainly on Plot (problem and resolution) whereas to truly understand fairy tales, the students need to think about the elements of magic, evil characters, good characters, royal characters, special words used in fairy tales, and events happening in threes or sevens. When I taught a fairy tale unit, I found a chart at [] This link takes you to this teacher's entire unit, but I am uploading the fairy tale elements chart that I borrowed from her here. The directions say to put an X in the box if the story has this element, but older students could be expected to actually write down who the characters were, what the words were, etc. I think this helps the students distinguish a fairy tale from other genres and truly see what the differences are.
 * Added By Abby Kellogg**