Classy Cinderella
Following you will find the listing of versions that we read. It is by no means all inclusive. There are many versions of Cinderella to choose from. Enjoy any or all of them.
You will also find websites that I have found that were helpful. Some of these sites have versions that can be downloaded.
I will also give you some enrichment ideas that I have found for this unit.
WebsitesForCinderella
1. Read the Grimm fairy tale and hear the audio:
2. Cinderella Project
3. Modern version by Louisa May Alcott:
4. Encyclopedia Report:
5. Video Review: Cinderella
6. Video Review: Ever After: A Cinderella Story
7. Exploring the Tale of Cinderella
8. A Cinderella Tale from Vietnam
9. Integrated Thematic Unit--Cinderella Activities
Cinderella vs. Cinderella
Where in the World is Cinderella?
The Return of Opera Man
10. Integrated Thematic Unit-Cinderella (Traditional Literature)
Reading, Writing, and Rags to Riches
The Girl Gets Around
Singing Cindy
11. Cinderella Stories
12. About Cinderella
13. In Search of Cinderella
14. Electronic Texts
(Following are the standards that will be addressed when each activity is implemented during the year long Cinderella unit.)
South Carolina Standards Addressed through the Cinderella Unit:
Social Studies:
The learner will--
demonstrate an understanding of the way individuals, families, and communities live and work together now and in the past
compare and contrast family life in various places in the world and in history
describe what communities in North America were like long ago and how they varied from one another
describe and demonstrate skills to manage conflict
describe the purposes, characteristics, and uses of geographic representations such as maps, globes, and graphs
explain connections between places
define culture
Math:
The learner will--
read and interpret information displayed in a graph
construct graph
Language Arts:
The learner will--
use meaning clues when reading
integrate phonetic strategies, meaning clues, and language structure when reading
read and comprehend a variety of fiction and nonfiction selections
read familiar stories, poems, or passages with fluency and expression
categorize information using strategies such as story mapping, webbing, and Venn diagrams
engage in sustained reading
continue to expand and use listening vocabularies
listen and understand read alouds
demonstrate growth in the use of oral language
write to communicate ideas
access and use information from observations, conversations, technology, and books to create oral and written stories and reports
National Education Technology Standards for Students addressed through Cinderella Unit
Use input devices to successfully operate VCRs, audiotapes, and other technologies
Use a variety of media and technology resources for directed and independent learning activities
Communicate about technology using developmentally appropriate and accurate terminology
demonstrate positive social and ethical behaviors when using technology
Practice responsible use of technology systems and software
Create developmentally appropriate multimedia products with support from teachers.
Use technology resources.writing tools, digital cameras.for problem solving, communication, and illustration of thoughts, ideas, and stories
Gather information and communicate with others using telecommunications with support from teacher.
*Cinderella Webquest
This is designed for first and second graders. I think it is well done. Check it out.
Cinderella Day
Each year we culminate our study of Cinderella with a day set aside to celebrate the many versions that we have read. About one week prior to the big day we create a chart together. I write on the chart paper as the students remind me the names of the main characters in each version and the country/culture that is represented. Sometimes the version deals with animal characters. We point that out also. This may take two days to complete, but it is an excellent review of the various versions that we have been reading all year.
After we have completed the chart, I ask each student which was their favorite specific character in all the versions. After they decide and share their character with the class, they look at the book again to notice how the character was dressed. I offer suggestions to those who need help on how to achieve that look with things they have at home. So with that in mind the students go home to talk to mom and prepare their costumes.
We incorporate an international tasting party in our day. I invite parents to participate by sending in dishes that represent the various nationalities/cultures. Usually we have students who come from some of these areas and their parents prepare authentic dishes for us.Those are real treats! On the big Cinderella Day, we do activities that revolve around the theme of Cinderella. The webquest mentioned above is set up and ready for the students to begin. I do go ahead and run off the Cinderella Math Sheets and the Student and Teacher rubrics. This saves some time and confusion as the student work together to complete webquest.
The following is simply a listing of activities that I choose from:
*Character analysis
* Story map of several versions
*Venn diagram of two versions
*Craft: Make a magic wand by rolling up an 11X17 sheet of construction paper lengthwise. Tape closed. Glue or staple a large cardboard star on the end of the roll of paper. Students decorate the star and the wand with glitter glue.
*Brainstorm together what we would do if we had a magic wand. Students then write stories about what they would wish for. Put together with the magic wands, the stories become a focal point for our hall display of Cinderella.
* Write stories: My favorite version of Cinderella is _______because.
*Illustrate their favorite scene and write about it.
*Compare versions with charts, semantic maps, questions.
*Shape books of pumpkins of shoes are fun ways to publish stories,
*Geography is easily integrated into a multicultural Cinderella study. Maps, globes, directions, and map keys are easy to implement.
*Graphing: Graph the favorite versions of the students. Graph the favorite character of the students. Graph the favorite foods of the tasting party. We enjoy using the software The Graph Club by Tom Snyder for this.
* I have just learned that there is a video of CBS's Storybreak version of Yeh-Shen. I do not know how readily available it is.
*Read Rudolph the Red Nose Reindeer to the class and see if they pick up on the Cinderella elements included.
*Tell the story another character's point of view.
*The video with Whitney Houston and Brandy is an excellent one to show to spotlight the multicultural aspects of the various versions that we have read.
Cinderella Party is a super link to planning aCinderella Party. From there is a link to a cute castle cake. I got a lot of fun ideas from this link.
Classy Cinderella Versions
These versions are listed by title, author, and publisher. They are the versions that I have in my collection. They are each a joy to read. Almost all of them are available from Amazon.com.
Cinderella Charles Renault Troll Associates
The Brocade Slipper (Vietnam) Lynette Dyer Vuong Harper Trophy
Cinderella at the Ball Margaret Hillert Modern Curriculum
Paper Bag Princess Robert Munsch Annick Press
Little Firefly (Algonquian) Terri Cohlene Watermill Press
Egyptian Cinderella Shirley Climo Harper Collins
Cinderella Christine San Jose Boyds Mill Press
Cinderella Penguin Janet Perlman Puffin Books
Cinderella's Rat Susan Meddaugh Troll
Cinder Edna Ellen Jackson Mulberry
Prince Cinders Babette Cole Paper Star
Irish Cinderlad Shirley Climo Harper/Collins
Sootface (Ojibwa) Robert D. Sans Souci Dell
Yeh-shen (China) Ai-Ling Louie Philomel Books
Sukey and the Mermaid (South Carolina) Robert D. San Souci Aladdin
Minderella Margaret Synder Marigold
Walt Disney's Cinderella Walt Disney Random House
Mufaro's Beautiful Daughter (African) John Steptoe Scholastic
Turkey Girl (Zuni) Penny Pollack Little Brown and Co.
Cinder-Elly Frances Minters Puffin
Cinderella's Classic Storybook Michael Paxton Disney Enterprises
Moss Gown William H. Hooks Clarion
Cinderella Barbara Karlin Little, Brown and Co.
Cinderella Evelyn Andreas Gossett and Dunlop
Cinderella Dressed in Yellow Roxanne Williams Creative Teaching
Cinderella Marcia Brown Troll
Cinderella Bigfoot Mike Thayer Scholastic
Talking Eggs (Creole) Robert D. San Souci Scholastic
Rough Face Girl Rafe Martin Putnam
Korean Cinderella Shirley Climo Harper Collins
Persian Cinderella Shirley Climo Harper Collins
Cendrillon (Caribbean) Robert D. San Souci Simon/ Schuster
At the end of our study of all the various versions of Cinderella, we have a Cinderella Day. The students come dressed as their favorite character from the many versions that we have read. This year we added an international tasting party. We had foods from many of the cultures that were represented in the various Cinderella stories. We had fruit punch from the Caribbean, fruit platter with tropical fruit representing the Caribbean, another fruit platter with fruits from Europe and Swiss chocolate fondue, Swiss cheese and sausage casserole from Europe, Scottish shortbread from Europe, a cold pea dish from India, and a delightful dessert from India. We had Korean egg rolls. To represent the South Carolina version (Sukey and The Mermaid), we had steamed shrimp.
We decorated a cake as Cinderella's castle. We followed the instructions that we found in a Cinderella Party site on the internet. The students enjoyed decorating the cake and adding their own personal touches to the castle.
We were extremely fortunate because we have such supportive parents. All of the items were donated by them. Our Cinderella Day was a huge success. On the following pages you will find photos of each of the students along with their reason for choosing to come dressed as the particular character that they did.
