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Comparing the Original and Contemporary Versions of Cinderella

110.13. English Language Arts and Reading, Grade 2 (B) compare different versions of
the same story in traditional and contemporary folktales with respect to their characters,
settings, and plot.

Learning Objective

The student will be able to compare two versions of the Cinderella story; the traditional version
and fractured fairy tale. Students will learn to compare story elements of the original fairy tale to
the fractured fairy tale with respect to their setting, characters, and plot.

Resources

One Cinderella Costume

The eBook of Bubba the Cowboy Prince

Projector

Class set of Plicker cards. https://www.plickers.com/

Computers or iPads for students to create their storyboard in Storyboard That

Length of Time for the Lesson

The length of time for this lesson will be thirty to forty-five minutes.

Introduction

The student will be able to compare two versions of the Cinderella story; the traditional version
and fractured fairy tale. Students will learn to compare story elements of the original fairy tale to
the fractured fairy tale with respect to their setting, characters, and plot. The targeted grade level
is second grade. The librarian will engage in storytelling with the well-known story of
Cinderella. Then the students will be read Bubba the Cowboy Prince. After demonstrating
knowledge of the learning objective, the students will create a storyboard in the Web 2.0
Storyboard That app, showing the comparisons of both versions of The Cinderella story with
three - five slides. These slides will compare three story elements; setting, characters, and plot.

Learning Outcomes
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The students will be able to digitally retell and compare story elements from the traditional and a
contemporary version of a fairy tale. The activities are related to the outcome, as the students
will create a comparison in a storyboard by retelling the story elements in slides, they will design
the storyboard to represent the comparison. Prior knowledge is critical, as the students need to
be familiar with the traditional version. The students will build knowledge onto their prior
schemata by applying their new knowledge of the fractured fairy tale and demonstrate this
through the comparison component. Students will also be asked to examine their prior
knowledge through a lens of awareness about how women were viewed when the original
Cinderella was created. This awareness is critical when contemplating why the fractured fairy
tales male character is humorous.

Pre-Activity

The introduction will be comprised of the librarian dressed as Cinderella telling her version of
the story. This will be a review of prior knowledge of the original storyline as well as a hook to
engage the students. This activity will assist students in building on prior knowledge/schema
through audience participation in the retell and questioning about the story.

Activity

After the students engage in the quick review of Cinderella as a hook for the lesson, the librarian
will begin the direct instruction by reading the story of Bubba the Cowboy Prince. She will stop
to ask questions relating to the comparison of the setting, characters, and plot from the original
Cinderella. She will ask questions such as, Who is the Cinderella character in this fractured
fairy tale? Why is this character choice humorous or ironic? Who is the Fairy Godmother
character? What is the Setting? How is this different from the original Cinderella? Did Miz
Lurlene use the same strategy to find the Cinderella Character? Were the step siblings jealous?
Audience participation is important.

After the students have heard the lesson, the librarian will ask students five questions for guided
practice. The students will hold up their Plicker cards to show mastery of the learning objective.

Guided Practice

Questions:

1. How is the main character different from the original Cinderella, in the contemporary version
Bubba the Cowboy Prince?
a. The Cinderella characters are the same.
b. The original Cinderella is a girl and the in the contemporary fractured fairy tale version
Cinderella is a man.
c. The Cinderella characters in both books are girls
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2. When comparing the fairy Godmother, in the contemporary version the Godmother was

a_____?

a. Pig
b. Wolf
c. Dog
d. Cow

3. The setting for the Ball changed from a palace to a what?

a. Barn
b. Pasture
c. Field
d. Ranch House

4. Did the original plot stay basically the same where Cinderella/Bubba was found and lived
happily ever after in a wealthy marriage?

a. Yes
b. No

5. How was the Cinderella figure in Bubba the Cowboy Prince found, by what item?

a. A Cowboy Hat
b. A Lariat
c. A Shoe/ Boot

If the majority of the class has a clear understanding, the librarian will move on to the assessment
portion. If not, she will review the two story lines and the comparisons of the setting, characters,
and plot.

Modification of the Lesson

To modify the lesson due to time constraints, the librarian could engage in storytelling with
Bubbu the Cowboy Prince, summarizing the story. It would be critical to emphasize the
differences in the fractured fairy tales so that the students understand the irony of Cinderella
being a man. (Explain that during the 1800s, the idea of a woman being saved by a Prince/man
was the only logical answer but today that is not as prevalent of a perception.) (Pettingell)

If there is extra time, the students can complete their storyboard and print it for the librarian.
This authentic assessment utilizes a storyboard for the foundation of the comparison.

Assessment
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The students will demonstrate mastery of this learning objective: The student will be able to
compare two versions of the Cinderella story; the traditional and the fractured fairy tale by
comparing the setting, characters, and plot. The students will demonstrate this by creating an
authentic assessment. The students are expected to create a Storyboard That with 3-5 slides.
Their storyboards will represent a retelling of the story elements: setting, characters, and plot
while comparing the original Cinderella and the fractured fairy tale version. Mastery will be
demonstrated with the students creating a storyboard that includes all three-story elements:
setting, characters, and plot. It must include a comparison of each element. Students have prior
knowledge of Storyboard That from an earlier lesson when they were asked to pick an animal
and research it and have the animal discuss its habitat, food, and an interesting fact.
Prior Lesson on Storyboard That This authentic assessment will be finished by the end of the
next library period. The students can print out the storyboards they created.

A Student Example of their Storyboard That


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Resources

Haven, Kendall F., and MaryGay Ducey. Crash course in storytelling. Westport, CT, Libraries
Unlimited, 2007.

Ketteman, Helen, and James Warhola. Bubba the cowboy prince: a fractured Texas tale. New
York, Scholastic, 1998.

Pettingell, Phoebe. "The Hard Facts of the Grimms' Fairy Tales." The New Leader, 22Feb. 1988,
p. 15+. General OneFile, go.galegroup.com/ps/i.do?
p=GPS&sw=w&u=j220918109&v=2.1&id=GALE%7CA
6427505&it=r&asid=b55e8587bf9b6c4945cc1990f4ee7f1d. Accessed 5 Apr.2017.

Plickers. Plickers, Plickers, 2017, www.plickers.com/. Accessed 23 Apr. 2017.

Prototypes, LLC Clever. Log on to Storyboard That. Storyboard That, Clever Prototypes LLC
, 2017, www.storyboardthat.com/portal/dashboard. Accessed 23 Apr. 2017.