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Internal Beauty: Cinderella Unit

 
Internal Beauty: Cinderella Unit is a two week unit that analyzes the various world-wide versions of what we would call the Cinderella story in order to teach the theme of internal beauty and its similarities within several world cultures.

Cinderella:  Internal Beauty Throughout World Cultures

 

Time:               This is a two-week unit.

 

Overview:       Optional:  Read Just Ella by Margaret Peterson Haddix by chapter

        Day One

o       Bell work

o       Use “Teen” Magazine to demonstrate what our culture views as beautiful

o       Introduction exercise: Beautiful People (photos worksheet)

o       Discussion- Internal vs. external beauty:  Introduce Cinderella

o       Hand out and discuss vocabulary words

        Day Two

o       Bell work

o       Discuss Oral Tradition and motif

o       Predict outcome for The Little Glass Slipper by Charles Perrault

o       Read The Little Glass Slipper by Charles Perrault

o       Guided practice: Identify setting, plot, characters, and key points

o       Independent practice: Discussion Worksheet/Colorsheet for Portfolio

o       Guided practice: On whiteboard, have students dictate a letter with a volunteer writing, giving pointers to the step-sisters for how they might improve their chances for the prince’s cousin at the next ball.

o       Independent practice:  Hand out vocabulary puzzle packet

        Day Three

o       Bell Work

o       Review The Little Glass Slipper by Charles Perrault

o       Predict outcome for Aschenputtel by Jacob and Wilhelm Grimm

o       Read Aschenputtel by Jacob and Wilhelm Grimm

o       Guided practice: Identify setting, plot, characters, and key points

o       Independent practice: Grammar and Discussion Worksheet/Colorsheet for Portfolio Compare and Contrast Perrault vs. Grimm

        Day Four

o       Bell Work

o       Read summaries of Mufaro’s Beautiful Daughters (Africa) by John Steptoe, Yeh-Shen: A Cinderella Story (China) by Aai-Ling Louie, and Rough-Faced Girl (Algonquin) retold by Rafe Martin.  (Long versions available in class)

o       Guided practice: Identify setting, plot, characters, and key points

o       Independent practice: Discussion Worksheet/Colorsheet for Portfolio

o       Compare and Contrast all versions.  Make various other versions available for interest reading and filler time.

        Day Five

o       Bell Work

o       Read poetry: …And Then the Prince Knelt Down and Tried to Put the Glass Slipper on Cinderella’s Foot by Judith Viorst and In Search of Cinderella by Shel Silverstein

o       Discuss the humor in the poems.  What makes them appealing?

o       Guided Practice:  Worksheet- Possibilities

o      

INTRO Day 1

Independent Practice:  Using the character traits that are consistent in the various versions of Cinderella, have students write their own stories.  This is a fun exercise, so let the students choose the setting, time, character names, and dialogue style (Yes, this means that they don’t have to use standard English!).  As long as all of the main elements and correct writing form and punctuation remain intact, let them get creative!  If time, let them draw a picture representing their own version.

        Day Six

o       Bell Work

o       Using portfolios, make a chart on the white board (or butcher paper) to chart and review the similarities/differences in the different versions of Cinderella. 

o       Peer review and read some of the stories written on Friday by students

o       Guided Practice:  Use some of the papers that are not read aloud to demonstrate grammar on the overhead.  Have students help make appropriate corrections with explanations.

o       Read aloud for class: Adelita (Mexico) by Tomie dePaola

o       Compare and contrast with other versions.  No worksheet.

o       Review vocabulary

        Day Seven

o       Bell Work

o       Using portfolios to review, ask the students to write a paragraph explaining:  Of all of the versions that you have read or viewed (movie) so far, which is your favorite and why?  Be sure to be precise in your reasons and follow correct writing protocol. (Challenge:  use vocabulary words)

o       Critical thinking:  How has this unit effected your way of thinking?

o       Review for exam

        Day Eight

o       Unit exam

o       Turn in Vocabulary Puzzle Packet

        Day Nine

o       Begin watching Everafter VHS with Drew Barrymore

o       Give worksheet:  Everafter Questionnaire

        Day Ten

o       Finish watching Everafter VHS with Drew Barrymore

o       Finish and turn in worksheet:  Everafter Questionnaire

 

Rationale:       This unit will inform students about the importance of Internal Beauty through the similarities and activities performed during the study of various cultural versions of Cinderella.  It will also give students practical application in regard to fellow students and confidence in regard to their own internal beauty. 

 

Resources:      Materials needed for this unit include:

        Portfolio notebooks (to be left in classroom)

        Any “Teen” magazine with pull-out posters

        Notebook and typing paper

        Pencils

        Colored markers or crayons

        Stapler

       

INTRO Day 1

Overhead projector

        Dry erase marker

        Butcher paper and marker

        Popcorn for movie days

        Short stories and poetry

o       The Little Glass Slipper by Charles Perrault

o       Aschenputtel. By Jacob and Wilhelm Grimm

o       Mufaro's Beautiful Daughters written and illustrated by John Steptoe

o       Yeh-Shen, A Cinderella Story By Aai-Ling Louie

o       Rough-Faced Girl-Algonquin Cinderella, retold by Rafe Martin

o       And Then the Prince Knelt Down and Tried to Put the Glass Slipper on Cinderella’s Foot by Judith Viorst (poetry)

o       In Search of Cinderella by Shel Silverstein (poetry)

o       Adelita by Tomie dePaola

o       Everafter VHS movie with Drew Barrymore

o       Various other versions of Cinderella

        Worksheets

o       Beautiful People (page 4)

o       Vocabulary Words Match up (page 5)

o       Vocabulary Puzzle Packet (3 puzzles, pages 8, 9, and 10)

o       The Little Glass Slipper Story

o       Aschenputtel Story

o       Mufaro’s Beautiful Daughters, Yeh-Shen, and Rough-Faced Girl Stories

o       Portfolio Worksheet 1

o       Portfolio Worksheet 2

o       Portfolio Worksheet 3

o       Possibilities

o       Review Worksheet

 

Behavioral:  At the end of this unit, students will be able to:

        Identify positive and negative character traits that define internal beauty.

        Understand vocabulary appropriate to this unit.

        Compare and contrast elements within similar stories with different cultural backgrounds.

        Use correct grammar for comparisons.

        Successfully assist in editing peer short stories.

        Write a short story using dialogue.

 

 

 Day One

Set Induction: These activities will be used to introduce the unit.

        Bell work (write on board):  What makes a person beautiful?

o       Take one of two volunteers to give their answer.  No one should be forced, however.

        Beautiful People introductory exercise

o       Pass out photos of people page.  (Page 3 of Cinderella Unit packet.)

o      

INTRO Day 1

Tell students to circle the “Q1” by the photos of people they think are beautiful.

o       After students have a few minutes to complete the first part of the exercise, assign each student a number: 1 through 21.  Repeat as necessary.

o       Hand out the descriptions (Page 4 of Cinderella Unit packet), cut into three word groupings. Fold each piece and distribute.  Each student should have a paper.

o       Have student unfold the paper and write the three words on the lines next to the photo of the number the student was assigned.

o       Ask students:  First you were asked to judge the beauty of a person on the outside.  Now it is time to answer Question 2 (Q2) based on the inside of the person.  The three words you were given are descriptions of this person’s character.  Circle the ‘Q2’ for each picture in which you believe that the person is beautiful. (Discuss any of the character traits that the students are not familiar with)

o       Go around the room, having each student: Tell the number of the photo and the description you received, how you answered both Q1 and Q2, and why you may have changed your mind.

o       After all/several of the students have answered the question, explain:  Some/Many of you changed your answer based on the character of the person.  Internal beauty can determine how one person views another person, regardless of external beauty.  In other words, “Beauty is only skin deep, but ugliness goes all the way to the bone.”  It’s true.  Someone may have all of the physical features that people consider beautiful, but if he or she is not a nice person, the beauty on the outside is marred or distorted. (Practical application:  Tell the students to consider how this lesson may change how the students view others or themselves.  If time, discuss.)

o       (Photos from: http://fotosearch.com, www.newfaces.com, acclaimimages.com, jechura.com, beifancom, www.seattleweekly.com, and www.nativeamericanlinks.com)

Internal Beauty Quiz
internalbeautyquiz.jpg

Day Two- Internal Beauty Unit

 

Date:  December 4, 2006

Class/Subject:  Language Arts                                                   Grade:  Eighth Grade

 

OBJECTIVES/STUDENT LEARNING OUTCOMES:

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

        Standard 1:  Vocabulary

o       1.1: Words in Context

o       1.3b Idioms and Comparisons, Analogies

        Standard 3:  Comprehension

o       3.1a,b: Literal Understanding

o       3.2a,b: Inferences and Interpreting

o       3.3a,b: Summary and Generalization

o       3.4c,e,f: Analysis and Evaluation

o       3.5b Monitoring and Correction Strategies

        Standard 4:  Literature

o       4.1a,b Literary Genre

o       4.2a,b Literary Elements

4.4b,c Literary Works

INTRODUCTION/SET INDUCTION

        Bell work (write on board):  Do you think other people view you as being beautiful? Why or why not?

         Take one of two volunteers to give their answer.  No one should be forced, however.

 

INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:

        Bell work (write on board):  Do you think other people view you as being beautiful? Why or why not?

        Reminder (pass out puzzle packet, pages 8 and 10 in this Cinderella Unit packet): As always, each puzzle is worth 2 points of credit on the exam, should you choose to do them.

        Just for Fun:  pass out “Twits” page (pass out puzzle packet, pages 8 and 10 in this Cinderella Unit packet

        Review:  Vocabulary words.  Explain any, as necessary.

        Discussion:  Oral tradition and motif

         Oral tradition Stories that are told by mouth over many centuries are often called Folk Tales.  These are told over centuries--handed down generation after generation by storytellers.  Almost every culture has oral folk tales that change over the years until someone finally “fixes” it by writing it down.

         Motif is a repeated element in storytelling.  In Aschenputtel, for example, everything happens in threes.  Since everything happens in threes, the motif adds to suspense because the reader knows that if something happens once, it will likely happen two more times.

        Discussion:  Predictions for The Little Glass Slipper by Charles Perrault

          Introduce The Little Glass Slipper background (pages 4 and 5 in this Cinderella Unit packet).

        Read The Little Glass Slipper by Charles Perrault exercise (pages 4 and 5 in this Cinderella Unit packet). (This may be done in sections with the class broken down into groups.  For extra fun, tell the students that  they may creative in their presentation for an incentive.)

        Guided practice: Identify setting, plot, characters, and key points(page 5 in this Cinderella Unit packet.)

        Independent practice: Discussion Worksheet/Colorsheet for Portfolio(page 5 in this Cinderella Unit packet.)

        Guided practice: On whiteboard, have students dictate a letter with a volunteer writing, giving pointers to the step-sisters for how they might improve their chances for the prince’s cousin at the next ball.

        Independent practice:  Hand out vocabulary puzzle packet (pass out puzzle packet, pages 8 and 10 in this Cinderella Unit packet):

 

GUIDED PRACTICE:

        Guided practice: Identify setting, plot, characters, and key points(page 5 in this Cinderella Unit packet.)

        Guided practice: On whiteboard, have students dictate a letter with a volunteer writing, giving pointers to the step-sisters for how they might improve their chances for the prince’s cousin at the next ball.

 

ADAPTATIONS FOR STUDENTS DIFFERENCES:

        Leniency on Worksheet answers

 

INDEPENDENT PRACTICE:

        Independent practice: Discussion Worksheet/Colorsheet for Portfolio(page 5 in this Cinderella Unit packet.)

        Independent practice:  Hand out vocabulary puzzle packet (pass out puzzle packet, pages 8 and 10 in this Cinderella Unit packet):

 

CLOSURE/REPRESENTATION:

        Discuss Cinderella and her internal beauty versus the internal ugliness of the stepsisters and stepmother in this story

 

EVALUATION/ASSESSMENT:

        Participation in worksheet exercises

 

RESOURCES AND MATERIALS:

        Worksheets  (pages 4 and 5 in this Cinderella Unit packet).

       

DAY 2

Pencils

 


Day Three- Internal Beauty Unit

 

 Date:  December 4, 2006

Class/Subject:  Language Arts                                                   Grade:  Eighth Grade

 

OBJECTIVES/STUDENT LEARNING OUTCOMES:

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

        Standard 1:  Vocabulary

o       1.1: Words in Context

o       1.3b Idioms and Comparisons, Analogies

        Standard 3:  Comprehension

o       3.1a,b: Literal Understanding

o       3.2a,b: Inferences and Interpreting

o       3.3a,b: Summary and Generalization

o       3.4c,e,f: Analysis and Evaluation

o       3.5b Monitoring and Correction Strategies

        Standard 4:  Literature

o       4.1a,b Literary Genre

o       4.2a,b Literary Elements

o       4.4b,c Literary Works

Writing/Grammar/Usage and Mechanics:

        Standard 3: Grammar Usage and Mechanics

o       3.2c: Mechanics and Spelling, homonyms

 

INTRODUCTION/SET INDUCTION

        Bell work (write on board):  Should internal ugliness be punished?

        Take one of two volunteers to give their answer.  No one should be forced, however.

 

        INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:

        Bell work (write on board):  Should internal ugliness be punished?

        Review The Little Glass Slipper by Charles Perrault

        Discussion:  Predict outcome for Aschenputtel by Jacob and Wilhelm Grimm

         Is anyone familiar with the characteristic that often distinguishes the Grimm brothers?

         Introduce the Brothers Grimm background (pages 4 and 5 in this Cinderella Unit packet).

        Read Aschenputtel by Jacob and Wilhelm Grimm exercise (pages 4 and 5 in this Cinderella Unit packet). (This may be done in sections with the class broken down into groups.  For extra fun, tell the students that  they may creative in their presentation for an incentive.)

        Guided practice: Identify setting, plot, characters, and key points (page 5 in this Cinderella Unit packet.)

        Independent practice: Discussion Worksheet/Colorsheet for Portfolio (page 5 in this Cinderella Unit packet.)

        Guided  practice: Compare and Contrast Perrault vs. Grimm(page 5 in this Cinderella Unit packet.)

        Guided  practice: Grammar Worksheet/(page 5 in this Cinderella Unit packet.)

        Independent practice: Grammar Worksheet/(page 5 in this Cinderella Unit packet.)

 

GUIDED PRACTICE:

        : Guided practice: Identify setting, plot, characters, and key points (page 5 in this Cinderella Unit packet.)

        Guided  practice: Compare and Contrast Perrault vs. Grimm(page 5 in this Cinderella Unit packet.)

        Guided  practice: Grammar Worksheet/(page 5 in this Cinderella Unit packet.)

 

ADAPTATIONS FOR STUDENTS DIFFERENCES:

        Leniency on Worksheet answers

 

INDEPENDENT PRACTICE:

        Independent practice: Discussion Worksheet/Colorsheet for Portfolio (page 5 in this Cinderella Unit packet.)

        Independent practice: Grammar Worksheet/(page 5 in this Cinderella Unit packet.)

 

CLOSURE/REPRESENTATION:

        Discuss Cinderella and her internal beauty versus the internal ugliness of the stepsisters and stepmother in this story

 

EVALUATION/ASSESSMENT:

        Participation in worksheet exercises

 

RESOURCES AND MATERIALS:

        Worksheets  (pages 4 and 5 in this Cinderella Unit packet).

        Pencils                                                                                       DAY 3

Day Four- Internal Beauty Unit

 

Date:  December 4, 2006

Class/Subject:  Language Arts                                                   Grade:  Eighth Grade

 

OBJECTIVES/STUDENT LEARNING OUTCOMES:

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

        Standard 3:  Comprehension

o       3.1a,b: Literal Understanding

o       3.2a,b: Inferences and Interpreting

o       3.3a,b: Summary and Generalization

o       3.4c,e,f: Analysis and Evaluation

o       3.5b Monitoring and Correction Strategies

        Standard 4:  Literature

o       4.1a,b Literary Genre

o       4.2a,b Literary Elements

o       4.4b,c Literary Works

 

INTRODUCTION/SET INDUCTION

        Bell work (write on board):  What makes a culture different?

        Take one of two volunteers to give their answer.  No one should be forced, however.

 

INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:

        Bell work (write on board):  What makes a culture different?

        Take one of two volunteers to give their answer.  No one should be forced, however.

        Review: Aschenputtel

        Read: summaries of Mufaro’s Beautiful Daughters (Africa) by John Steptoe, Yeh-Shen: A Cinderella Story (China) by Aai-Ling Louie, and Rough-Faced Girl (Algonquin) retold by Rafe Martin.  (Long versions available in class) exercise (pages 4 and 5 in this Cinderella Unit packet) Break up into groups for this exercise, letting each group analyze one story.

        Discuss: Have each group discuss (creatively, if the students like) the story assigned to it.

        Guided practice: Identify setting, plot, characters, and key points exercise (pages 4 and 5 in this Cinderella Unit packet)

        Independent practice: Discussion Worksheet/Colorsheet for Portfolio (pages 4 and 5 in this Cinderella Unit packet)

        Independent practice: Compare and Contrast all versions.  (pages 4 and 5 in this Cinderella Unit packet)

         Make various other versions available for interest reading and filler time, reminding students about the extra credit exercise.  (pages 4 and 5 in this Cinderella Unit packet)

 

GUIDED PRACTICE:

        Guided practice: Identify setting, plot, characters, and key points exercise (pages 4 and 5 in this Cinderella Unit packet)

 

ADAPTATIONS FOR STUDENTS DIFFERENCES:

        Leniency on Worksheet answers

 

INDEPENDENT PRACTICE:

        Independent practice: Discussion Worksheet/Colorsheet for Portfolio (pages 4 and 5 in this Cinderella Unit packet)

        Independent practice: Compare and Contrast all versions.  (pages 4 and 5 in this Cinderella Unit packet)

         Make various other versions available for interest reading and filler time, reminding students about the extra credit exercise.  (pages 4 and 5 in this Cinderella Unit packet)

 

CLOSURE/REPRESENTATION:

        Discussion: What does culture do to a story that known worldwide? (lead: adds flavor, differences, makes it more interesting, etc.)

 

EVALUATION/ASSESSMENT:

        Participation in worksheet exercises

 

RESOURCES AND MATERIALS:

        Worksheets (pages 4 and 5 in this Cinderella Unit packet).

        Pencils                                                        DAY 4

Day Five- Internal Beauty Unit

 

Date:  December 4, 2006

Class/Subject:  Language Arts                                                   Grade:  Eighth Grade

 

OBJECTIVES/STUDENT LEARNING OUTCOMES:

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

        Standard 3:  Comprehension

o       3.1a,b: Literal Understanding

o       3.2a,b: Inferences and Interpreting

o       3.3a,b: Summary and Generalization

o       3.4c,e,f: Analysis and Evaluation

Writing/Grammar/Usage and Mechanics:

        Standard 1: Writing Process

o       1.2: Details, examples, etc. to develop ideas

        Standard 2:  Modes and Forms of Writing

o       2.5a.b: Write reflective paper

o       2.9 Write a letter

        Standard 3: Grammar Usage and Mechanics

o       3.1 Standard English Usage in Writing

o       3.2 Mechanics and Spelling

o       3.3 Sentence Structure

 

INTRODUCTION/SET INDUCTION

        Bell work (write on board):  How would the story of Cinderella be effected if you were one of the characters?

        Take one of two volunteers to give their answer.  No one should be forced, however.

 

        INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:

        Bell work (write on board):  How would the story of Cinderella be effected if you were one of the characters?

        Review All stories up to this point.

        Read poetry: …And Then the Prince Knelt Down and Tried to Put the Glass Slipper on Cinderella’s Foot by Judith Viorst and In Search of Cinderella by Shel Silverstein (pages 4 and 5 in this Cinderella Unit packet).

        Discussion:  Humor in the poems.  What makes them appealing?

        Discussion:  Point of view of poetry and how point of view might effect the story

        Example:  Would Cinderella seem to be as pure if the reader knew her thoughts?

         Would this example make the character seem more real?

        Guided practice: Worksheet- Possibilities (page 5 in this Cinderella Unit packet.)

        Independent practice: Using the character traits that are consistent in the various versions of Cinderella, have students write their own stories.  This is a fun exercise, so let the students choose the setting, time, character names, and dialogue style (Yes, this means that they don’t have to use standard English!).  As long as all of the main elements and correct writing form and punctuation remain intact, let them get creative!  If time, let them draw a picture representing their own version.

 

GUIDED PRACTICE:

        Guided practice: Worksheet- Possibilities (page 5 in this Cinderella Unit packet.)

 

ADAPTATIONS FOR STUDENTS DIFFERENCES:

        Leniency on Worksheet answers and shorter allowances for written exercise.

 

INDEPENDENT PRACTICE:

        Independent practice: Using the character traits that are consistent in the various versions of Cinderella, have students write their own stories.  This is a fun exercise, so let the students choose the setting, time, character names, and dialogue style (Yes, this means that they don’t have to use standard English!).  As long as all of the main elements and correct writing form and punctuation remain intact, let them get creative!  If time, let them draw a picture representing their own version.

 

CLOSURE/REPRESENTATION:

        Discuss  Why keeping the characters true to their characteristics of internal beauty is important throughout the world versions.

 

EVALUATION/ASSESSMENT:

        Participation in exercises and student pairing

 

RESOURCES AND MATERIALS:

        Worksheets  (pages 4 and 5 in this Cinderella Unit packet).

        Pencils                                                     DAY 5

Are you ready for Week Two?
 
 

Internal Beauty: Cinderella Unit Week 2