Theme Unit 

Grade Level: First Grade           Developmental stage: Preoperational and Concrete operational

Overview or rationale for the unit: Cinderella is a familiar story for most children. Many have seen video versions also. There are many versions of the Cinderella story from many lands. (click here for a list of Cinderella stories you might want to use) According to Denise Matulka (www.family.disney.com...) almost every culture has a variant of the Cinderella tale and there are over 1,500 recorded versions of Cinderella from almost every country in the world. Within the Cinderella stories children can relate to aspects of family life like doing chores, being left out or disappointed, having a nice surprise. The goals of this unit are to use meaningful activities to develop cognitive, social-emotional, and physical development. This unit uses some Cinderella related topics to investigate time and measurement, size and ordering, art, socialization, language arts, family concepts, music and movement.

Cinderella did not live in a traditional family. Family compositions can be explored as well as the interaction of family members. Interactions within the classroom community can also be related to the story by looking at sharing chores, being part of group, or being left out. Family cultures and interests will be explored as the children design and make a family crest similar to those of the royal families in some Cinderella stories.

Time was important to Cinderella in the traditional story. The children will explore the use of standard and non standard measurements of time. Another type of measurement will be explored as children investigate the size of different people's feet and using that information in measuring, sorting and ordering activities. Shoe size and the corresponding standard measure will also be examined through a field trip and learning center. The children can experience the feeling of trying on shoes that don't fit as depicted in the story. Language arts activities include selected vocabulary, sequencing, illustrating, and retelling the story as well as listening and reading. Recreating the King's Ball is a movement and music activity as well as a drama exercise.

Many of the activities can be scaled up or down to accommodate a wide variety of learning styles and developmental stages. Challenge activities are also available as appropriate. Assessment is frequently by observation or interaction with the child during the activity. An overall goal for the classroom is to promote high self-esteem, a sense of competence, and positive feelings about learning.

Also see Instructor Magazine, Nov/Dec 1997 
Activities include (click on the  for additional information on these activities)

Read at least two versions of Cinderella stories, discuss the story as you go along. Some topics for discussion include family makeup, doing chores at home and at school, team work, magic and make believe, good and evil, new and interesting vocabulary, take some cues from the students and discuss what intrigues or interests them.

References
for internet resources just click on underlined link to go there
The Cinderella story
http://www.inform.umd.edu/EdRes/ReadingRoom/Fiction/FairyTales/cinderella

The Princess And The Golden Shoes     (A Scottish Tale)
http://darsie.ucdavis.edu/tales/ptgs.html

The Flying Turnips (Expanded and much changed from a Russian tale) http://www.sonic.net:80/~mary/kb/fft696/turnips.html

Rindercella    A mixed up tale of unknown origin

PICTURE-BOOK VERSIONS OF CINDERELLA

BILLY BEG AND HIS BULL (Holiday House, 1994) by Ellin Greene, illustrations by Kimberly Bulcken Root.

BOOTS AND THE GLASS MOUNTAIN (Dial Books, 1992) by Claire Martin, illustrations by Gennady Spirin.

CHINYE: A WEST AFRICAN FOLK TALE (Viking, 1994) by Obi Onyefulu, illustrations by Evie Safarewicz.

CINDERELLA (Greenwillow, 1981) by the Brothers Grimm, illustrations by Nonny Hogrogian.

CINDERELLA, OR THE LITTLE GLASS SLIPPER (Scribner, 1954) by Charles Perrault, illustrations by Marcia Brown.

THE EGYPTIAN CINDERELLA (Harper Trophy, 1989) by Shirley Climo, illustrations by Ruth Heller.

JOUANAH: A HMONG CINDERELLA (Shen's Books, 1996) by Jewell Reinhart Coburn, illustrations by Anne Sibley O'Brien.

KONGI & POTGI: A CINDERELLA STORY FROM KOREA (Dial, 1996) by Oki S. Han, illustrations by the author.

THE KOREAN CINDERELLA (HarperCollins, 1993) by Shirley Climo, illustrations by Ruth Heller.

MARUSHKA AND THE MONTH BROTHERS (North-South, 1996) by Philemon Sturges, illustrations by Anna Vojtech.

MOSS COAT (Clarion, 1987) by William H Hooks, illustrations by Donald Carrick.

MUFARO'S BEAUTIFUL DAUGHTERS: AN AFRICAN TALE (Lee, Lothrop and Shepard, 1987) by John Steptoe, illustrations by the author.

PRINCESS FURBALL (Greenwillow, 1989) by Charlotte Huck, illustrations by Anita Lobel.

THE ROUGH-FACE GIRL (Putnam, 1992) by Rafe Martin, illustrations by David Shannon.   (Algonquin Indian)

SARAH AND THE PEOPLE OF SAND RIVER (Douglas & McIntyre, 1996) by W. D. Valgardson, illustrations by Ian Wallace.

SMOKY MOUNTAIN ROSE: AN APPALACHIAN CINDERELLA (Dial, 1997) by Alan Schroeder, illustrations by Brad Sneed.

SUKEY AND THE MERMAID (Four Winds Press, 1992) by Robert D. San Souci, illustrations by Brian Pinkney.

THE TALKING EGGS (Dial Books, 1989) by Robert D. San Souci, illustrations by Jerry Pinkney.

TATTERCOATS (Putnam, 1989) by Joseph Jacobs, illustrations by Margot Tomes.

VASILISSA THE BEAUTIFUL (Harper Collins, 1991) by Elizabeth Winthrop, illustrations by Alexander Koshkin.

WISHBONES: A FOLK TALE FROM CHINA (Bradbury, 1993) by Barbara Ker, illustrations by Meilo So.

YEH-SHEN: A CINDERELLA TALE FROM CHINA (Philomel, 1982) by Ai-Ling Louie, illustrations by Ed Young.

THE TURKEY GIRL: A ZUNI CINDERELLA (Little, Brown, c1996) by Penny Pollock, illustrations by Ed Young.

INTERNET RESOURCES USED

Exploring the Tale of Cinderella, Denise L. Matulka
http://www.ucalgary.ca/~dkbrown/cinderella.html
http://oleysd.k12.pa.us/oves/ec.html

Compare the stories using ven diagrams.

Ref.: Walther, M., "Expectations, experiences, and excitement: creating a classroom environment that cultivates writers" presentation at NIU October 2, 1998.

Make a timeline of a story and discuss the beginning, middle, and end of a story.

Ref: Walther, M., "Expectations, experiences, and excitement: creating a classroom environment that cultivates writers" presentation at NIU October 2, 1998.

Reenacting the king's ball is a social activity as well as music and movement.

Have the children trace their feet and their family's feet and compare sizes. Put them in order from smallest to largest around the room. Measure them with a ruler and compare numbers.

Ref.: Http://www.eduplace.com/rdg/gen_act/large/home.html

Take a trip to a shoe store to learn about merchandise there and how shoe size is measured.

Make a shoe store center in the class for children to investigate themselves

Set up an activity center with clocks, timers, and stopwatches.  Let the children make hour glass type timers from plastic bottles and a variety of fillers.

Ref.: Wasserman, S. ( 1990) Serious players in the classroom. A play-debrief-replay activity.

Instructor magazine October 1998, "Time in a Bottle"

Children can learn about their own families by designing a family crest similar to the crests of royalty in Cinderella.

Ref.: http://www.eduplace.com/rdg/gen_act/family/f_crest.html

A card game, odd card, (similar to old maid) uses Cinderella's lost slipper as the odd card provides social interaction as well as an exercise in memory and logic.

Ref.: Kamii & Devries (1980) Group Games.

additional/ optional activities

music/  movement	mathematics	social studies	health/  safety/  nutrition	arts & crafts	science	language arts
At the King's Ball dance with each other   bowing and curtseying	measuring feet of class and family by drawing footprints and measuring with ruler	The kinds of families and cultures we come from	review bus & field trip safety rules	Making a family crest	making hour glass	read printed versions of Cinderella   make a ven diagram of common and unique features
listening to and appreciating music	place footprints in order of size	during reading discuss sharing chores in a family or classroom		crowns and costumes for the dance	card game matching	act out "at the ball"
	exploring standard and nonstandard measures of time	visit shoe shop				discuss Cinderella story sequencing events into time line
	measuring at the shoe shop learning center	shopping at the shoe shop learning center				discuss vocabulary words (especially "weird" words)

 

Cognitive	Social	Emotional	Physical
reading the stories	gather info of feet size	dancing "at the ball"	making family crest
discussing vocabulary	put all feet in order by size	discussion of emotions in the story	dancing, bowing, curtseying
playing the card game	dancing with a partner	cooperating during activities	drawing and cutting out feet
learning about time	gathering family info for crest

After watching the dance portion of the Roger's and Hammerstein's Cinderella video (or any other appropriate version), the children will listen to classical music and dance with each other. They can practice bowing and curtseying to each other, also.

A related activity can be making crowns, hats and/or costumes for the ball depending on how much time can be allotted for the activity and the children's interest level.

Goals

Increased kinesthetic awareness.
Dancing, bowing, and curtseying provide practice in balance, coordination and agility.
Positive self concept and socialization skills can be addressed, also.
Listening to an appreciating music.

Show the children the dance portion of the Cinderella video. Point out the curtsey, bow, and dance movements. Discuss the kind of music used in the video. Suggest that the class put on a King's ball. (If crowns, hats, and costumes are going to be used do that next)

Invite the children to practice curtseying and bowing as they would if they were preparing to attend the king's ball. (Some may need to start out by holding on to a chair or table with one hand to maintain balance, let them figure it out) Next, invite them to practice dancing with each other. You might try it without music first and see how they do. (I think it will be harder to do) Add the music and ask the children if they think it is easier to dance with music rather than without. (Probably, yes) "Why is that so?" Encourage them to change partners and extend invitations to dance with each other. Modeling this behavior is recommended.

Children's evaluation:

How did the children interact with each other?
How did they react to the music?
Can they bow and curtsey without falling?
What kind of motions in the dance are easy for the children? Difficult?

Teacher evaluation:

Could the children imitate you successfully?
Was the music appropriate and acceptable to the children?
Were unacceptable social interactions remedied?
What other kinds of activities can be used to work on balance, etc (if a need is identified)?
 
Suggested music: (should have a strong simple beat, easy to count)
record the music from the video and play it
Tchaikovsky: Serenade for Strings
Grieg: "Peer Gynt" Suite-- Morning Song
Motzart: Piano concerto No.21
 

Goals:

• To increase appreciation for and pleasure in stories
• To increase skills in listening to meaning in stories
• To identify similarities and differences in the stories and classify items from the story
• To make intelligent comparisons
• To help children feel comfortable in expressing their ideas with a group

As the children tell you what they already know of Cinderella write key words on 3" X 5" cards. Read another version to the children. Make cards with key words from the second story. Do not duplicate any words such as shoes, prince, etc.

Place two hula hoops on the floor. Label one for the common version of Cinderella and one for The Princess and the Golden Shoes (or other second version) and ask the children to place the cards in the appropriate hoop. Let them figure out the overlap of words requires an overlap of the hoops. Provide guidance only as necessary. (Dr. Walther says they always figure it out and it is exciting to watch them )

Evaluation of students:

Observe students actions during the activity. Throughout the activity discuss what the children are doing and why they think it is so. Provide encouragement for any student who does not actively participate (they may know and understand but be too shy to interact with the other students).

Evaluation for the teacher:

Evaluate the interest and skills demonstrated by the students throughout all parts of the activity. Should you do the activity again with another story? Would the children continue this activity on their own if left in a learning center? Evaluate the appropriateness of the questions during the discussions; should there be more? Less? Differently worded? Should the hula hoop activity be extended to a ven diagram on paper? If this activity is repeated with another Cinderella story can the ven diagrams be compared to each other?
 

Goals:

to understand the sequence of the story over time
to begin to relate to the beginning, middle, and end of a story
to begin to recognize key vocalbulary words in the story
to reassemble the timeline and retell the story using the timeline cues
to illustrate key points in the story
 
The class will be making a large time line using sentence strips.

Use the story The Flying Turnips (other stories can be used as well but this one has a good number of events to plot on the time line and events lend themselves to creative illustrations).

Let the students decide which dates are important enough to be placed on the line. Ask the children to defend their choices. As you write the event on the sentence strip hang it up in chronological order. Have the children decide the order of the sentence strips. Refer back to the story as needed.

When all the events have been placed in order invite the children to return to their seats to illustrate the event segment. Reassemble the children with their sentence strips and have them "get in order" around the room. The can retell the story by taking turns talking about their sentence strip illustration.

Student evaluation:

Watch for signals that the children are beginning to understand the sequence of the story. Can they find their place in the story line up activity? Do they understand what you mean when you ask them "What happened first? Next? Last? Do the illustrations show an understanding of what happened in the story sequence?

Teacher evaluation:

How much help do the children need to illustrate and reassemble the story? What can be done to increase their understanding of this activity? Did the children enjoy as well as comprehend the activity? What other stories would work well for this activity? Should it be repeated? What worked well, and how can those things be used in other activities?
 Field Trip to the Shoe Store
Goals:

To introduce the children to a merchant in the community and see "behind the scenes" at the shoe store.
To investigate the use of a standard measurement to find shoes that fit
To see the variety of shoes and other merchandise available at a shoe store

Set up a trip to the local shoe store through a parent or local merchant. Coach the merchant on the involvement with the Cinderella theme, measurement lesson, and relevance of the field trip experience to the children. Arrange to have shoe size measuring devices available for the children and a variety of shoes to explore. Ask that the merchant allow the children to see "behind the scenes" in the storeroom, etc.

Before the trip review the "rules" and safety issues surrounding all field trips.

Discuss what the children think they will see at the shoe store and what they want to learn or find out. Have the children ever been to a shoe store? Where else can you get shoes? Have they ever had their foot measured for shoes? How else can you find the shoes that fit you? What might they find at a shoe store besides shoes? A "K.W.L." chart (or variation of) could be used for this.

Follow the field trip with a discussion of what they saw and learned. How was that the same or different from what they thought they would see?

A follow up activity could be a trip to a shoe repair shop. (Read The Shoemaker and the Elves)

Student Evaluation:

Review the results of the K. W. L. chart with the children. Did the children get their questions answered? Do they have a better concept of how a shoe store is operated and the importance of such stores in the community?

Teacher Evaluation:

Were instructions and safety issues followed on the field trip? Evaluate the use of parent helpers and the mode of transportation? Did the merchant get enough information from the teacher to fulfill the teacher's expectations?

The children can see what it feels like to try on a shoe that is too small or to walk in shoes that are too big. They will better understand the importance of correctly fitting shoes.
To explore the importance and convenience of standard measurements and shoe sizes
The children can experiment with various roles in the community.

Materials:

Collect a variety of shoes. Different sizes and styles. (Be sure to have some too small for the children and some that fit) In boxes labeled by size
chairs and stools
measuring device from shoe store
bags
cash register and play money

Encourage the children to reenact the visit to the shoe store. The importance and convenience of standard measurements can be explored here.

Questions to ask children: If you don't measure your foot first, how would you find the right size shoes? What if you didn't have time to try on all the shoes? Can you find the right size by holding it up to your foot? What if you measured with a ruler instead of the shoe size measuring tool?

The children will gain experience in cooperating, taking turns, assuming various roles, and comparing with other children. Children may discuss differences between boy and girl shoes and gender differences.

Student evaluation:

By observation of the play in the center. Use the questions above to provide insight into the child's thinking and understanding.

Teacher evaluation:

Were the materials adequate (enough items and enough variety)? How much intervention was required by the teacher? Did the activity carry over to other areas of the room (was housekeeping involved?, were language arts activities brought into the center?)?
 

Cinderella had to leave the ball by midnight, 12:00 or she would be seen in her ragged clothes, her carriage would turn to a pumpkin, and her horses to mice. How did she know how much time she had to dance with the prince? How did she know when to leave? Did she have time to stop for a cup of punch?

Concepts: The passage of time can be measured; there are standard unit of measure for time; non-standard measures of time can be used for some things.

Learning Goals: To provide opportunities for experiences with standard and non- standard units for measuring time. To increase appreciation for the usefulness of standard units of measure in communicating our thoughts to others; to demonstrate and create an awareness of what can be done in different periods of time.

Thinking operations: Observing, comparing, interpreting data; designing projects and investigations; creating and inventing; suggesting by hypothesis; examining assumptions

Materials: Standard timers, stop watches, clocks (digital, analog with second hand, alarm clock), home made hourglasses,* toy or cardboard clocks with moveable hands.

Activity card:

• How is time measured?
• What kind of instruments measure time?
• How do clocks measure time?
• How are clocks and timers alike?
• How are they different?
• How are the homemade timers different from the others?

• What observations did you make about how clocks measure time?
• What observations did you make about how timers measure time?
• What are some differences between clocks and timers?
• How are the homemade timers different?
• How are they similar?
• What is a minute? A second? An hour? How are they measured? What are your ideas?

• How long does it takes the items in the homemade timers to flow from one bottle to the other when you turn it over using standard measures of time?
• How can we use the materials in the center to find out? Make predictions?.
• Can we use our homemade timers to time things in the classroom?

Use the predictions from #2 above and materials in the center to find the answer to #1.
Make a chart of the times reflected by the homemade timers.
Use both homemade and standard timers to time events in the classroom. For example: How long does it take to drink a glass of water, tie your shoe, read a book, how long until lunch time? Start with an estimate and then time it.

Another challenge: If Cinderella gets to the ball at nine o'clock and a each song is 5 minutes long, how many dances will she and the prince have before the clock strikes midnight? What if they take a half hour out for a drink of punch and conversation?

Student evaluation:

Observe the children during the Play.
What kind of discussion was initiated by the debriefing session?
Were the children ready to move on to the Re-play?
Where children interested in the challenge activities?
What kind of results did they achieve?

Teacher evaluation:

What kind of debriefing questions could be added? Do any need to be changed or discarded?
Did the children use all of the materials? Were some materials preferred over others? Why do you think so?
Can materials be added or changed? How were the home made timers used? Effectively?
 

The students can make these as a separate activity or you can make them at the same time as the Passage of time activity. These timers can be made ahead of time or reused from a previous class if time, etc. prevents them from being made by the children. However, children may be more likely and more interested in experimenting with them if they made them themselves.

After having the students collect a variety of empty plastic bottles match the bottles up in pairs. Fill one of each pair with sand, salt, rice, beans - anything that will flow from one bottle to the other. Supply the children with funnels, scoops, and boxes or tubs to but the bottle in to catch the overflow. Fasten the empty bottle on top of the filled bottle at their necks with heavy tape to make the shape of an hourglass or egg timer.
 

Goals:

Children will gain an appreciation for the concepts of big and little and improve their measurement skills as they compare the measurements of feet among family members.
They will become more familiar with the terms; small, smaller, smallest, big, bigger, bigest, larger
To organize and display results of their data, draw conclusions and communicate the results

Supply the children with a piece of paper for each member of their family.
Explain to the children that they will be drawing an outline of one foot from each family member, cutting it out, and labeling each foot with the name of the person. Have the children practice by drawing an outline of their own or a partner's foot, cutting out their own and putting their own name on the foot.

When the children return with their family feet have them place them in order from smallest to largest. Use terms like small, smaller, smallest, large, larger, largest, big, etc. Which one is the largest and how can you tell. There will probably be references to older and younger, too. Ask the question, What can we tell by the size of a person's foot? (Bigger is usually older) Is that always right? Use the feet to find the answer to the assumptions.

Have the children form groups and place their feet from smallest to largest. You could even have the entire class order all the feet and put them up around the room or across the floor.

Feet cutouts can be measured with a ruler and the results written on each foot. Point out that the numbers are bigger on the bigger feet.

Extension activity: Record the results on a graph.

Student evaluation:

How did the children order small groups of data (their own family)? How did they order larger groups of data?
What were their observations during the activity? How did they use the vocabulary involved in sorting and ordering? What kind of conclusions did they draw?

Teacher evaluation:

Was there enough information communicated to the parents?
What happened when the children had to combine footprints? Was the whole class activity successful? Orderly?
Were the children's discussions encouraged? Did they help each other and figure out problems cooperatively?
 Family Crest

In this social studies activity the children can begin to think about their family histories and aspects of their own lives by making a family crest.
Children can learn about each other's families and cultures including similarities and differences
Children can use pictures and drawings to represent important family characteristics as well as talk about them orally.

Start with the pictures from the Cinderella story that show the King's crest. Show the children other pictures of crests and talk about what they could represent. Have the children ask their parents about family history, stories, items that would be good representations of their family to use for the family crest. They can have one to four items on their shield.

Discuss ideas for their own family crests. Brainstorm with the children to get ideas that could represent their family histories or lives. A few possibilities include:

• flags that represent the countries their families came from
• pictures of foods that are common to their ethnicity
• pictures that represent first or last names
• drawings that depict favorite family events
• photos that show family celebrations

• book from the library containing pictures of crests
• the outline of a shield cut from oak tag
• large pieces of paper
• pictures from magazines or photos, etc that the children have brought
• crayons, markers, pencils
• glue

Student evaluation:

What was represented on the child's crest? How did he/she explain it verbally?
Did the children show interest in each other's projects? Families?
Were there indications of family involvement in the project?

Teacher evaluation:

Was there adequate input from home? Was there adequate information communicated to parents about this project?
Were there enough examples and ideas presented to the children to stimulate interest? Was there ample materials in the classroom for the children to express ideas creatively? Should there be more or less materials? Different kinds of materials? What?
 

Make a deck of cards with pictures from the story Cinderella. Each object appears on 2 identical cards (pairs). There is one odd card (with no match)-- Cinderella's lost slipper.

The dealer deals out all the cards to the players. Each player looks at his hand and takes out any matches he has and lays them face up. The player on the dealer's left then starts by offering all his cards to the person on his left to draw one of them at random, without looking at them. If the person who drew the card can make a pair, he puts it down for everyone else to see. If he is unable to make a match, he simply keeps the card, and lets the player on his left draw one. Play continues around the circle until one person is left holding the odd slipper card. (Adapted from Kamii & DeVries, 1980, p. 50)

The following rationale for using this game is provided by Kamii & DeVries(1980):

"Making sets of two, three, or four that are the same requires perceptual discrimination." This game also requires memory and logic. Children begin to choose cards at random. Soon they begin to choose from the person who is more likely to have a match they need. In these kinds of games "children learn to coordinate different actions, spatial relationships, and temporal order. They learn that after B takes a card from A, the turn goes clockwise, and B has to offer his cards to C to let him draw one. Each player does one thing first and its complement next. The coordination of drawing a card and letting someone else draw one with the right-left relationship is not easy for young children."

Visit the Cinderella Disney Character Image Site

(  http://www.disneyclipart.com/ ) Great clipart images that students can print or download. The students are given the web address, and at home they can choose to print out something from the site (For the students who don't have Internet access at home, give them time during the day to do it.) Some students may just print out the pictures; others may download them and write stories to go with the pictures. This is an awesome activity! Let them be creative.
 

Description: Most elementary students have heard the traditional story of Cinderella. Review this
story with them, asking them to elaborate on the parts they remember, such as the main characters
and the setting.

Goals:

• encourage students to use the higher level thinking skills and will help them learn to better cooperate with their peers. It will also help students develop a respect for cultures different from their own.
• Work with a partner to answer questions in a cooperative manner.
• Compare two stories/cultures and point out how they are alike and how they are different.
• Share their own version of a well-known story and adapt it to another culture, elaborating on why they made certain adaptations.

Procedure:

After reviewing the story of Cinderella with the students, the teacher will then explain the cooperative learning strategy of think-pair-share (TPS). The teacher will ask the students to find a partner and hold up her/his hand, so that each student has only one partner. If there is an off number of students, the teacher may want to assign one group of three, or be a partner to the extra student. (If the teacher feels more comfortable assigning pairs, that strategy would also be appropriate.)

The teacher would then explain that the students are to watch her/him for visual cues for questioning during the remainder of the lesson. The teacher may use any hand signals for cueing, such as putting her/his finger to her/his head indicating "think time", when everyone should be silently thinking about the best answer to the question that the teacher has asked. The students will be told that for the next cue - two fingers being held up they will, in whisper voices, share their answers with their partners.

Finally, when the teacher raises her/his hand, the students will again be silent, while the teacher calls on one students at a time to share some answers.

Once the teacher has explained the strategy for TPS, s/he will read the story, The Egyptian Cinderella, or other version, to the class. As the teacher reads the story, s/he will pause to ask questions throughout, that compare and contrast this story to the version of the story that the students have read or seen as a movie.

Some examples of questions that the teacher could ask would be:

1.How is the dress of Rhodopis (The Egyptian Cinderella) different from the Cinderella you
have previously read about? Why do you think they dress differently? Can anyone tell us how
the climate of Egypt compares with the climate of the United States? (The teacher may want
to show the student Egypt and the United States on the globe and on a map, to integrate
geography into the lesson.) Investigate and identify the different cultures and customs of that location. Complete Venn diagrams to compare the different places.

2.How are Kipa and the other two servant girls like Cinderella's step- sisters? Do they treat
Rhodopis fair? Tell why you think they do or don't.

3.Does this story have a happy ending? Compare the way this story ends with the ending of
Cinderella .

The questions that the teacher asks would be varied and geared toward the age level, interests, and abilities of the class.

Extension activities

Have the students either orally, or on paper, write their own version of a well-known story, adapting it to another culture.

Math: Graphing-- Complete a graph of the students' favorite version of Cinderella.

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