Grade 3 - Folktales and Cinderella Variations
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Unit Summary:
In this unit, students will be introduced to the folktale genre and Cinderella variants. Students listen to a variety of folktales, chart their main characteristics, and read more folktales looking for the characteristics. Then they look closely at Cinderella variants by listening to read alouds and charting their folktale characteristics. Students read additional Cinderella stories to answer their own questions and chart folktale characteristics.
 Collaboration & Communication |
Creativity & Innovation |
Critical Thinking & Problem Solving |
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Research & Information Fluency |
Social & Emotional Intelligence |
1. What will students know and be able to do?
Standards:
| RL.3.1 - | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |
| RL.3.2 - | Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. |
| RL.3.3 - | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. |
| RL.3.9 - | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). |
| RL.3.11 - | Recognize and make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, personal events, and situations. |
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2. How will we – and they – know?
Authentic Performance Task:
Common Benchmark Assessment:
Summative Assessment (Required) Evidence of student understanding of the essential understanding
Students will hear two versions of Little Red Riding Hood read aloud.
Read aloud the folktale Little Red Riding Hood (Grimm version) retold by Jerry Pinkney
Read it aloud again, having students follow along, and allow students to take notes.
Read aloud Lon Po Po (Chinese Little Red Riding Hood) translated by Ed Young
Read it aloud again, having students follow along, and allow students to take notes.
Students will write an extended response to compare and contrast both versions of Little Red Riding Hood. They will include the most important evidence from both versions
Pre-assessment (Required) Prior Knowledge; Level or Skills; Vocabulary Knowledge
Students will hear two versions of Little Red Riding Hood read aloud.
Read aloud the folktale Little Red Riding Hood (Grimm version) retold by Jerry Pinkney
Read it aloud again, having students follow along, and allow students to take notes.
Read aloud Lon Po Po (Chinese Little Red Riding Hood) translated by Ed Young
Read it aloud again, having students follow along, and allow students to take notes.
Students will write an extended response to compare and contrast both versions of Little Red Riding Hood. They will include the most important evidence from both versions
Student Self Assessment and Reflection (Suggested)
Is it easier read and understand folktales now that you understand how the genre works? Share your thoughts.
GRADE3FOLKTALESANDCINDERELLAVARIATIONS%20ASSESSMENT.pdf
GRADE3FOLKTALESANDCINDERELLAVARIATIONS%20GRAPHIC%20ORGANIZERS.pdf
3. What learning activities will students participate in?
Learning Activities:
Note: Folktale is the umbrella term for traditional stories that have been passed down orally among the common folk. Under this umbrella we find these types of stories: fables, pourquoi stories, trickster tales, tall tales, fairytales, etc. The focus here is on the characteristics of folktales, not the characteristics of the individual types of stories.
Introduction to folktale genre: (1-2 weeks)
Introduce students to folktales and the characteristics of folktales by reading aloud the following books and keeping a chart to compare the characteristics (see knowledge section of this document for characteristics; see sample chart for set-up). Post the characteristics in the room (see chart example).
Shared read aloud:
For each story, chart the folktale characteristics (see chart).
• The Empty Pot by Demi
• The Brave Little Parrot by Rafe Martin
• Swamp Angel by Anne Isaacs
• Why Mosquitoes Buzz in People’s Ears by Aardema
• Borreguita and the Coyote by Aardema
• Cinderella (Charles Perrault; Caldecott, 1954)
Close Study of Folktales: 1 week
Provide students with a cart of folktales from the library. Include a mix of fables, tall tales, pourquoi stories, trickster tales and fairytales (not Cinderella). Have students read and look for the characteristics of folktales. Students should keep a record of their findings and questions in a journal or on a graphic organizer and be provided with opportunities to share and discuss what they have found with a partner or small group.
Cinderella Variants Study: 2-3 weeks
Look closely at variants of a specific folktale (Cinderella, a fairytale) for characteristics of folktale. (Note: Cultural differences and values are found within the setting, characters, motifs and themes. For example, the glass slipper in the French version becomes a sandal in the Persian version.)
Listen to and compare variants of the fairytale Cinderella according to the characteristics of folktale. Look especially for differences in setting, theme, characters and motif.
Review Cinderella (Perrault) and create a class chart to record the setting, motifs (wicked stepmother, magic objects, wishes, transformation, supernatural beings) and themes (goodness rewarded and evil punished; forgiveness is important) found in each Cinderella variant.
Read aloud and discuss (see questions below) Cinderella variants:
o Yeh-Shen (Louie and Young).
o Wishbones (Wilson).
o The Egyptian Cinderella (Climo). Add features and evidence
o The Golden Sandal (Hickox).
Think about and discuss these 6 questions with each book read:
o What folktale characteristics do we find in this story? (chart)
o Does this story seem like a Cinderella story? How? Why? (story/plot elements)
o How do you know this story is from a particular country? (cultural elements/motifs/setting/themes)
o How is this story different or similar to other Cinderella variants? (compare and contrast)
o How can reading different versions of the same story teach us about the world?
o How does knowing this is a folktale help you read the story with understanding?
Generate and research the answers to questions about Cinderella stories.
Students independently, in pairs, or in small groups read other variants of Cinderella provided by the classroom teacher (basket full of additional Cinderella variants should be brought in at this point in time) to answer questions that they generate. Provide each student with a chart (graphic organizer) identical to the class folktale chart, to record evidence from the variants.
• Keep a log with their generated questions and the evidence they find as they read additional Cinderella variants, including modern versions.
• Discuss research findings with their peers
Possible Culminating Sessions:
Drama:
• Reader’s Theater Cinderella scripts or other folk tales. Readers theater scripts are found in many different teacher resrouces. Several are available for free online such as this one:
http://www.lwbooks.co.kr/dn/play_script.pdf
• Discuss reading fluently.
• Visible Thinking Routine “See, Think, Wonder” with Cinderella art. Comparing Cinderella as depicted by Disney to other Cinderella art. The Toy Hall of Fame at the Strong Museum here in Rochester is home to this game which makes an interesting comparison to the Disney version:
http://www.thestrong.org/online-collections/nmop/3/49/109.5338
Opportunities for Differentiation
“What will we do differently with students who already know, who partially know, and/or who don’t know?”
• Stone Soup folktale variants
• Students can write their own version of a Cinderella story.
• Students can read Ella Enchanted by Gail Carson Levine and look for the Cinderella elements/similarities and differences. Record in a response journal.
Discipline Specific Considerations:
High Frequency Words:
culture
setting
moral
lesson
theme
character trait
plot
characters
Folktales for read aloud:
- The Empty Pot by Demi
- The Brave Little Parrot by Rafe Martin
- Swamp Angel by Anne Isaacs
- Why Mosquitoes Buzz in People’s Ears by Aardema
- Borreguita and the Coyote by Aardema
- Cinderella (Charles Perrault; Caldecott, 1954)
Cinderella variants for read aloud:
- Yeh-Shen: A Cinderella Story from China (Al-Ling Louie and Ed Young)
- Wishbones: A Folk Tale from China (Barbara Ker Wilson)
- The Egyptian Cinderella (Shirley Climo and Ruth Heller)
- The Golden Sandal: A Middle Eastern Cinderella Story (Rebecca Hickox)
Optional
- Folk tale selection from the library that includes general folktales, fables, tall tales, pourquois tales, trickster tales and fairytales. (will vary by building)
- Cinderella (Marcia Brown)
- The Korean Cinderella (Shirley Climo)
- The Persian Cinderella (Shirley Climo)
- Mufaro’s Beautiful Daughters (John Steptoe)
- The Irish Cinderlad (Shirley Climo)
- Smoky Mountain Rose: an Appalachian Cinderella(Schroeder)
- The Enchanted Anklet: a Folk Tale from India (Mehta)
- In the Land of Small Dragon: A Vietnamese Folktale (Clark)
- The Way Meat Loves Salt: A Cinderella Tale from the Jewish Tradition (Jaffe)
- Princess Furball (Huck)
- The Rough Face Girl (Martin)
- Cendrillon: A Caribbean Cinderella (San Souci)
- Sootface: An Ojibway Cinderella Story ( San Souci)
- Moss Gown (Hooks)
- Raisel’s Riddle (Silverman)
- Tattercoats (versions by Finlay, Greaves,Jacobs and Steel)
- The Talking Eggs: A Folktale from the American South (San Souci)
- Adelita: A Mexican Cinderella (dePaola)
- Angkat: The Cambodian Cinderella (Coburn)
- Vasilissa the Beautiful (Russian) (Winthrup)
- Jouanah: A Hmong Cinderella (Jewell Reinhart Coburn)
- The Turkey Girl: A Zuni Cinderella Story (Penny Pollock)
