LESSON PLAN

Unit Overview

Lesson Title:

The Cinderella Tale:  How Does it Really End? 

Grade Level:       

10^th grade 

Description of audience:    

The class contains 27 students.  There is one ESL student and of the three students with

special needs, two have physical handicaps that will not impact their learning in this lesson. 

The other student, who suffers from attention-deficit disorder, will benefit from this lesson

as it includes a multimedia portion, group work, class discussion, and a portion of

independent thought.  There are a few reluctant readers in this class who will hopefully

benefit from the familiarity of the tale that will hold their attention as they study the

techniques used to change the story as they know it.

Goals:

This lesson will introduce students to the fairy tale genre, focusing on the concept of plot.  This lesson will enable students to compare and contrast three versions of the Cinderella story. 

Learning Objectives: 

 Students will be able to:

• Analyze the writing style and literary techniques employed by the various authors to manipulate the 3 versions of the Cinderella story

• Compare and contrast the Cinderella adaptations by three authors

• Write their own fairy tale adaptation

ISTE Curriculum and English Language Arts Standards:

STANDARD 3
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, and graphics).  

STANDARD 4
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.
 

STANDARD 5
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes

 STANDARD 6
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

 STANDARD 8
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

STANDARD 12
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 ISTE Standards provided by http://cnets.iste.org/currstands/cstands-ela.html

NJ Core Curriculum Language Arts Literacy Standards:

STANDARD 3.1 (READING)
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.

STANDARD 3.2 (WRITING)
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

STANDARD 3.3 (SPEAKING)
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.

STANDARD 3.4 (LISTENING)
All students will listen actively to information from a variety of sources in a variety of situations.

STANDARD 3.5 (VIEWING AND MEDIA LITERACY)
All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.

NJ Core Curriculum Content Standards provided by http://www.state.nj.us/njded/cccs/s3_lal.htm

Materials/Resources:

• Chart comparing the 3 versions of the Cinderella story for students to complete

• Handout featuring “Cinderella’s Coda”
  courtesy of Whipple, L. (2002). If the shoe fits: Voices from Cinderella. New York, NY: Margaret K. McElderry Books: An imprint of Simon & Schuster Children’s Publishing Division

• Geronimi, C., & Jackson, W. (2005). Cinderella. Walt Disney Home Entertainment

• Walt Disney’s Cinderella (2005).  Golden/Disney

• http://www.surlalunefairytales.com/authors/grimms/21cinderella.html

Procedure:              

Note:  Students will come to class having read The Grimm Brothers’ version of Cinderella from the

SurLaLune website (http://www.surlalunefairytales.com/authors/grimms/21cinderella.html

1.  Show the ending of Walt Disney’s film adaptation of Cinderella. 

2.  Briefly compare the Disney film version to the Grimm tale.  Is the Grimm tale

appropriate for young children?  Which story do the students prefer?  Which was more

powerful? 

3.  Distribute the Whipple (2002) poem, “Cinderella’s Coda” and have a student

volunteer read aloud. 

4.  Split students into small groups – six groups of four and one group of three. 

Distribute chart and have students discuss plot and ending for completing the chart. 

5.  Observe small groups and, if needed, guide discussion focusing on the  distinctions: 

{ Disney – traditional “and they all lived happily ever after"

{ Grimm – is just that…grim

{ Whipple – de-emphasizes enchantment and gives Cinderella a more active in making

       her own magic and her own happy ending.  Addresses what happens after happily every after.

6.  For the remainder of class, students will discuss the stories and complete the “Ending”

column of the chart.

7.  Introduce unit assignment for project.  Students should begin to think about a fairy

tale they would like to recreate.  Remind students of previous class discussion regarding

the unique copyright issues that relate to fairy tales.

Complete the chart below based on the adaptations of the Cinderella story that you have reviewed.  Keep in mind the distinct endings and the role of perspective presented in the three adaptations.

Student Product:

“Endings” column from chart will be completed and revisited with during future class

meetings pertaining to other aspects of the Cinderella tale.       

Culminating Unit Project