TEACHER PLANNING

CINDERELLA STORY
Skill
Reading and Writing
Grade
Primary school
Time required for lesson
23 class periods
Materials/resources
story map from Scholastic
character comparison sheet from Scholastic
spider map from Education Place
copy of the book, Bubba The Cowboy Prince by Helen Ketteman
transparencies of each graphic organizer
Vis-a-vis markers
overhead projector (or some other projection device)
pencils
materials for students to create invitations: white paper, construction paper,
markers, crayons, scissors, glue (if a computer lab is available you may choose
to use image software for creating the visuals)
wedding invitations for children to use as examples
handout of idiomatic phrases

Pre-activities
To stimulate students prior knowledge of the Cinderella story, all students will be
given an anticipation guide to access that prior knowledge.
Before reading the picture book, the teacher will need to introduce the vocabulary
words using a spider web graphic organizer. As the teacher introduces each term, she
and the students will collaborate on completing the graphic organizer. Have available
picture cards for further explanation of the vocabulary words.

Activities
1. The teacher will explain to the students the significance of the setting in the
story (i.e. Texas ranch).
2. The teacher will pass out handout, listing the idiomatic phrases that are found
throughout the story. The teacher will ask the students to listen for these
phrases to determine the meaning and the teacher will then discuss the phrases
after reading the story.
3. The teacher will read the story, Bubba The Cowboy Prince, aloud without
stopping, stressing the accent of the southern culture.
4. The teacher will divide the students in heterogeneous cooperative groups. Each
group will discuss and record their meanings of the idiomatic phrases. When
given enough time to complete, the teacher will then bring the groups back
together and tell the meanings of each phrase. (If the students are confused with
the phrases the teacher will need to read the phrase as it is printed in the story.)
5. The teacher will review story elements with the class. She will then have the
students individually complete a story map. Teacher will monitor student work
as it is completed.
6. The teacher will pair the students in order to complete a character comparison,
comparing Bubba and the step-brothers.
7. The teacher will show samples of different wedding invitations to give personal
experiences for all students, so they will understand the format and purpose of a
wedding invitation. The teacher will assign each student the task of creating
their own wedding invitation for Bubba and Miz Lurleen. The teacher will list
criteria that must be included on the invitations. However, students may include
other details. Use items on the materials list.

Assessment
The teacher will use the story map completed by individual students that checks
for understanding story elements.
The teacher will use the character comparison graphic organizer of each student
to check for understanding of character analysis.
The teacher will use the attached rubric to assess the wedding invitation.

Supplemental information
Modifications
Communicate with ESL students to assure that they have prior knowledge of various
versions of the Cinderella story. If the students do not have this background, make
available different versions of the story prior to teaching this unit.

Source