Fairy tale

[Rob_Hugo@PortNW]

Alison Brooks
Special Ed/6th Grade
February 12, 2010
LESSON I: Cinderella by Alison Brooks
________________________________________
Literature
Reading
Writing
Social Studies

Yeh-Shen, A Cinderalla Story From China. by Ai-Ling Louie
The Golden Slipper, A Vietnamese Legend by Darrell Lum
The Korean Cinderella by Shirley Climo
Walt Disney's Cinderella Listen to the story. Discuss, compare and contrast.
Listening Center.
Cross-age reading. Read your own version to a younger child. Individual stories.
Journal writing.
Class story.
Make a big book.
Dictate a story to a study buddy.
Rewrite the story.
Write a play.
Publish a book.
Pen pal letters to Korea, China, Vietnam, etc. Map skills, identity location.
Geography.
Currents events in newspapers & magazines.
Interview/invite a guest to share Chinese, Korea, Vietnamese culture.
Compare neighborhoods, homes.

1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus
1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.
Objective:
The class will be introduced to two or more Asian cultures by exploring various versions of the story of Cinderella.
Materials:
Cinderella, Walt Disney
The Korean Cinderella, Shirley Climo
The Golden Slipper, A Vietnamese Legend, Darrell Lum
Yeh-Shen, A Cinderella Story From China, Ai-Ling Louie
Anticipatory Set:
Bring in a fancy Asian slipper to show the class. Stimulate discussion. Who would wear this shoe? Where would a lady visit in this shoe? What has this shoe seen?
Procedure:
The teacher will read various versions of Cinderella (English, Korean, Vietnamese, Chinese), compare and contrast them, and then use these versions as a springboard to explore American, Korean, Vietnamese, and Chinese cultures.
Evaluation:
Through oral discussion of the Cinderella version, the teacher will determine understanding and appreciation of the stories. To encourage additional experience of American, Korean, Chinese and Vietnamese cultures, pictures will be shown of the countries.
________________________________________
Cinderella :Reading
1. Read different versions of Cinderella. Compare and contrast the stories. Discuss the different style of illustrations in the various books. What things on the pages reflect a distinct culture?
Compare and Contrast. Teacher to create a poster comparing the different versions of the story. What is the same? What is different?
Lesson Two: Cinderella Writing
After reading the different versions of Cinderella, students will participate in the following writing activities:
1. Journal Writing - Write a diary entry that Cinderella might have written.
2. Act out a Cinderella play. Put children into groups of three-four. Each group can work on various acts of the play (Act 1, Act 2, etc.).
3. Trace or write some Korean, Vietnamese, or Chinese letters and words. How are the letters different or similar to our English alphabet?
Lesson 3 Cinderella: Social Studies
Integrating Asian countries into the curriculum will be natural through Social Studies activities. Map Skills - identify location of Korea, China, Vietnam and the United States. Discuss continents, oceans, and location. Where are we in relation to these Asian countries?
1. Watch a video or filmstrip about Korea, China, and/or Vietnam. Are the neighborhoods, communities, and homes similar or different to our American cities and countrysides?
2. Notice how the various illustrators of the different Cinderella books costumed the story characters. Bring out similarities and differences. If possible, show pictures of traditional clothes of Asia. Invite students to bring in their ethnic clothes (not necessarily Asian only).
3. Children will label blank maps and identify Asian countries.

Bibliography
• Climo, Shirley. The Korean Cinderella. Harper Collins Publishers, 1993.
• Louie, Ai-Ling. Yeh-Shen: A Cinderella Story from China. The Putnam & Grosset Group, 1982.
• Lum, Darrell. The Golden Slipper: A Vietnamese Legend. Troll Associates, Inc., 1994.
• Disney, Walt. Cinderella. W.H. Smith Publishers, Inc.

Cinderella Lesson Rubric
________________________________________
Teacher Name: Mrs. Brooks

Student Name: ________________________________________

•
CATEGORY 4 3 2 1 Score
CLASS PARTICIPATION I stayed on task , listened and participated to the lesson. I mostly stayed on task, listened and participated to the lesson. I mostly stayed on task, listened and participated to the lesson. I had a hard time staying on task and listened and participating in the lesson.
CREATING OF A JOURNAL ENTRY MY JOURNAL ENTRY WAS AT LEAST ONE PAGE LONG AND INCLUDED DETAILS ABOUT THE STORY. MY JOURNAL ENTRY WAS ALMOST ONE PAGE LONG AND INCLUDED SOME DETAILS ABOUT THE STORY. MY JOURNAL ENTRY WAS A HALF A PAGE LONG AND INCLUDED FEW DETAILS ABOUT THE STORY. MY JOURNAL ENTRY WAS ONE PARAGRAPH LONG AND INCLUDED VERY NFEW DETAILS ABOUT THE STORY.
MAP SKILLS I CAN CORRECTLY IDENTIFY ONE FOUR COUNTRIES IN ASIA. I CAN CORRECTLY IDENTIFY THREE COUNTRIES IN ASIA. I CAN CORRECTLY IDENTIFY TWO COUNTRIES IN ASIA. I CAN CORRECTLY IDENTIFY ONE COUNTRIES IN ASIA.

[Anonymous]

I do something similar in my fourth grade language arts class. I divide my classes into reading groups and have them read six or seven Cinderella picture books from around the world. These titles are mostly the same as in abrooks lesson plan. After they finish a book, the students work in groups and fill in a Fairy Tale elements chart: good people, bad people, magic, item, problem and solution, etc. After reading all of the books, they use the chart and choose two titles to complete a Venn diagram. They conclude the lesson by writing a compare and contrast essay based on their findings. This unit usually takes a week to complete.

At the beginning, the most of the boys are always whining about this unit. Most of the students, boys and girls, only know the Disney version. They are surprised to hear of the Irish Cinderlad, a story of a boy who fights dragons. By the end of the unit, all the kids, including the boys, love retelling the different stories of Cinderella. [Edit by="cchin on Mar 7, 10:54:27 AM"][/Edit]

[Anonymous]

This looks great! Thank you for sharing. I think I'm going to adapt this and use it for my middle school drama class.Looks like there are lots of ways to take these stories and turn them into plays that the kids can learn a lot from and have some fun. Thanks again for sharing

[Author]

Posts