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Multi-Text Unit: CinderellaA Cinderella Journey Around the WorldBy: Katie Ramsey, Adrienne Kinder, Ashley Mullet and Valerie CottrellWhy We Chose Cinderella:There are many reasons why our group chose to focus on the books and theme of Cinderella. Each of us enjoys reading different Cinderella stories, and thought that 4th grade students would enjoy it as well. Fiction stories seem to catch the interest of young, and even older, students. Most students have either read or seen Walt Disney’s version of Cinderella, but are probably not very familiar with the different Cinderella fairytales from around the world. Our group thought this would be a great way to introduce and inform the students of the different Cinderella versions that come from many different countries.Our group had several different Cinderella book’s to choose from, however we narrowed it down to our favorite ten. Two of the books we chose were Ashpet and Smoky-Mountain Rose, which are two Appalachian Cinderella tales. Not only do these talk about the area of North Carolina in which they are set, they are very humorous. We also used Perrault’s Cinderella and Grimm’s Aschenputtel. These two stories are from France and Germany. Aschenputtel’s version is how the American version came to be. Some of the other books we did were Adelita, The Irish Cinderlad, The Rough-Face Girl, Bigfoot Cinderrrrrella,Cendrillon, and Yeh-Shen. All of these different versions of the fairytales allows the students to see how different countries view Cinderella.One of the reasons we chose the Cinderella theme is because many of the activities we chose to do matches the North Carolina Standard Course of Study for English Language Arts and Social Studies. Fourth grade focuses mainly on North Carolina History. Since they are reading and learning about these two books, they are learning about the Appalachian area of North Carolina. Along with Social Studies, the students are also doing several activities that go along with the English Language Arts objectives.Some of the activities that we thought would be most interesting and beneficial for fourth grade students include creating I-Poems on certain characters as a part of character traits. They could also choose, instead of an I-Poem, to create a Character Sketcher. This deals with implied traits of the characters along with an illustration. Another activity is the Wanted Poster. Students have to be creative and follow a set of guidelines to create a Wanted Poster for one of the characters from the Cinderella tale. These activities will allow the students to “get to know” the characters.Another reason we chose to focus on Cinderella because we thought it would be great for the students to get to compare and contrast different versions. In order to this, we included a DRC(Data Retrieval Chart) in which the students have to fill in the different categories about the Cinderella stories. The students will also participate in a Reader’s Theatre in which they will create their own script and act out the Cinderella tale Smoky-Mountain Rose. Also, along with the DRC and Reader’s Theatre, they will also define the meaning of different vocabulary words, which will enhance their already known vocabulary.Our group feels strongly that the students will learn a great deal from this multi-text unit. They will learn things about Cinderella that they never knew, and we think that this will bring a lot of interest to them. We felt that it was important to not only know things from our culture, but to incorporate other cultures as well all while fitting into the fourth grade North Carolina Standard Course of Study for Language Arts and Social Studies. It’s time to broaden your horizons!Resources:Non- Fiction:San Souci, Robert. Cendrillon:A Caribbean Cinderella. 1998. New York, NY. Aladdian Paperbacks.Author Robert San Souci puts a new spin on the old story Cinderella, adding his own delightful Caribbean touches. The story is told by Cendrillon's godmother, or nannin'. Her godmother is a woman who spends years as a servant to Cendrillon's rotten stepmother and sees and shares the girl's privations. The godmothers magic wand is a simple mahogany stick inherited from her own mother. The traditional sparkly, ice-white gown is supplanted by a beautiful, sky-blue velvet gown, a "shoulder-scarf of pale rose" and a turban with a tremblant (gold ornament). The glass slippers are replaced by slippers of pink velvet embroidered with roses. As a final touch the godmother conjures herself a red dress, goes to the ball too and pleases herself with helpings of chocolate sherbet. This book is on a fourth grade reading level. A unique feature of this book is that it defines the Caribbean dialogue that is used within the sentences of the text.Climo, Shirley. The Irish Cinderlad.1996. With his new stepmother and her three step sisters in the picture, Becan feels unwelcome and gets made fun of because of his large feet. They also feed him crusts of bread and banish him to work in the fields. In the fields he makes a friend, who happens to bull. The bull leaves Becan a gift after he dies, which helps him defeat a giant and slay a dragon to rescue the princess. After slaying the dragon, Becan disappears and leaves his huge boot behind. The princess scours the kingdom for the owner of the giant boot. The princess finds Becan after a year and they marry and live happily ever after. This book is on a fourth grade reading level. Like the Cendrillon story, this book also defines the Irish dialogue within the sentences of the text.Johnson, A.E. Perrault’s Fairy Tales: Cinderella .pg.55-65. 2004. Woodsworth Editions Limited. This well known classic is about a step daughter who is forced by her new step mother and two step sisters to complete all the housework. After completing the housework she sat in the cinders, where the name “Cinderella” was originated. One day the Prince invited all the young ladies to attend a ball where he would choose a wife. As Cinderella helped her two sisters get ready, they taunted her by telling her a maid could never go to a ball. As the sisters left for the ball, Cinderella cried in despair. Cinderella’s fairy Godmother magically appeared and mad her dream of going to the ball come true. She also attended the second ball the next day with her Godmothers help. The Prince fell in love with Cinderella at first sight and at the second ball she lost track of time, causing her to rush out of the ball without saying goodbye. As Cinderella ran out of the ball, she lost her glass slipper. The Prince tried the glass slipped on all the women in the kingdom to find his future wife. When the Prince approached Cinderella’s house, the stepsisters tried to force their feet into the glass slipper. Of course the glass slipper was a perfect fit on Cinderella’s foot. This book is on a fourth grade reading level. This book is easy to comprehend and it also has a very good moral. Grimm, J.L.C & W.C. Grimm’s Fairy Tales: Aschenputtel. Ware, Hertfordshire; Woodsworth Editions Limited, 1993.This book shares several fairy tales written and created by the Grimm Brothers. The selected story, Aschenputtel, is the German version of Cinderella. It is about a young girl who’s mother passes away. Her father takes another wife and her two daughters are mean and snooty. Aschenputtel is treated harshly. This book shows the relationship between the German version and the version that most students are familiar with, Walt Disney’s Cinderella. The Grimm Brothers use great book language in this story. Students will enjoy this fairy tale and began to be able to relate it with different Cinderella versions. This book is on a fourth grade reading level. This story is the only version out of the Cinderella stories that we read that the stepsisters made an attempt to cut off their toes and heels in order for their toes to fit inside the slipper.Schroeder, Alan. Smoky-Mountain Rose: An Appalachian Cinderella. New York, New York; Puffin Books: Penguin Group, 1997This book is a great book for children to read! It will keep their attention and teach them about a Cinderella tale that takes place in the Appalachian Mountains. This book also includes great illustrations that will help students follow along and draw them into the story. This book is on a fourth grade reading level. It uses mountain-like dialect that allows for readers to get a feel for the cultural aspects of this story. Instead of a ball, the big event that Cinderella was trying to attend was a square-pton, Joanne. Aspet: An Appalachian Tale. United States; Library of Congress Cataloging-in-Publication Data, 1994.This version of Cinderella will entertain its readers to a great degree. Joanne Compton does such a great job of telling this fairy tale of Cinderella set in Eagles Nest Mountain. This is a great book to connect to 4th grade Social Studies since it is set in North Carolina. I think that the students will really enjoy the way the characters in this book talk. The story would not feel as authentic without the language it uses. I highly recommend that students read this! This book is on a fourth grade reading level. Like Smoky-Mountain Rose, this story is also set in the Appalachian region. Instead of a square-dance, the Cinderella figure tries to attend a church meeting.Johnston, T. (1998). Bigfoot cinderrrrrella. New York, NY: Scholastic Inc.This book is a Bigfoot interpretation of the classic Cinderella story. Rrrrella lives in the woods with her evil stepmother and stepsisters, and all day they force her to do all of their chores and they stick flowers and twigs in her matted fur. She’s much bigger than them, and she is made fun of constantly. She only wants to be loved. The Bigfoot prince holds a yearly fun-fest and is determined to find his wife at the festival this year. Rrrrella’s stepmother won’t allow her to go, but her beary godfather shows up and gives her a pair of bark clogs to compete against the prince in the log dunking game. Will she win Bigfoot prince’s heart? Read this beautiful story and find out. This book is on a fourth grade reading level. This story shows how true beauty can shine through anyone, even the biggest Bigfoots!dePaola, T. (2002). Adelita. New York, NY: Penguin Young Readers Group.This book is a Mexican interpretation of the Cinderella story. Long ago, in a village in the heart of Mexico, there lived a young merchant named Francisco and his beautiful wife Adela. They had a daughter and they named her Adelita. Soon after little Adelita was born, her mother fell ill and passed away. Adelita’s father later remarried, after his heart healed from the loss of his beloved Adela. Adelita’s father passed away thereafter with an illness, and Adelita was left with no one but the housekeeper Esperanza, and her evil stepmother and stepsisters. She falls in love with her childhood friend and prince Javier, but disappears from his sight at midnight of the fiesta. Will she and Javier find each other again, and will Adelita ever be truly happy? Read this wonderful story and find out! This book is on a fourth grade reading level. This story shows how even through the toughest moments in life, victory can be found. Adelita keeps her head held high throughout this Mexican interpretation of the Cinderella story.Martin, Rafe, Shannon, David. (1992). The Rough-Faced Girl. New York, NY.This is a story about a girl who saw beauty in the Earth when nobody else did. Everyone desired to marry the Invisible Being, but only the one who could see him would be able to marry him. The Rough-Faced Girl’s sisters tried to convince the Invisible Being’s sister that they could see him, but they failed at proving it. One day the Rough-Faced Girl got dressed in her finest, which wasn’t much, and walked through the village to see the Invisible Being. When his sister questioned her about his appearance, The Rough-Faced Girl was able to describe him, and therefore was able to marry him. This story is on a fourth grade reading level. This story encourages readers to seek true beauty in natural settings.Louie, Ai-Ling, Young, Ed. (1982). Yeh-Shen. New York, NY.This is a story of a girl who overcomes the cruelty of her stepmother. Yeh-Shen is beautiful young girl who lives with her stepmother who is jealous of Yeh-Shen because her own daughter isn’t as lovely. Yeh-Shen’s only friend is a fish, who is tricked and killed by her stepmother. Yeh-Shen is upset, but discovers that the bones of her fish have powers that will help her when in need. When a festival is being held by the King, the bones provide her with beautiful clothes and slippers. She is able to go to the festival, but on her way home looses one of the slippers. A search is put out by the King to find the owner of the slipper and one day he discovers it is Yeh-Shen’s. They get married and she never had to deal with her stepmother again. This book is on a fourth grade reading level. This story displays how one can find the good in all situations.Outline of UnitSection 1- Perrault’s CinderellaDay 1-Read Perrault’s Cinderella & complete vocabulary meanings & Synonyms & AntonymsDay 2-Sketch to StretchDay 3-Response JournalSection 2- The Irish CinderladDay 4-Read The Irish Cinderlad & complete vocabulary meanings & Word Networks Day 5 -Character Sketcher for BecanDay 6-Double Entry DiarySection 3- Caribbean CendrillonDay 7-Read Cendrillon & complete vocabulary meanings & Vocab-o-gram/Predict-o-gramDay 8-Double Entry DiaryDay 9-Character Trading CardsSection 4- AschenputtelDay 10-Read Aschenputtel and complete vocabulary meanings & Words in a Sentence &Word WebsDay 11-Character Sketcher for AschenputtelDay 12-Discussion DirectorSection 5- AshpetDay 13- Complete activity Before You ReadDay 14-Read Ashpet & complete vocabulary meanings & Synonyms & Antonyms & Idea CompletionsDay 15- Create I-Poem for AshpetSection 6- Smoky-Mountain RoseDay 16- Read Smoky-Mountain Rose & complete vocabulary meanings & vocabulary questionsDay 17- Create a Wanted PosterDay 18- Create and participate in Reader’s TheaterSection 7- Bigfoot CinderrrrrellaDay 19- Read Bigfoot Cinderrrrrella & complete vocabulary meanings & Word NetworksDay 20- Complete Character SketcherDay 21- Complete Wanted PosterSection 8- AdelitaDay 22- Read Adelita & complete vocabulary meanings & Synonyms and AntonymsDay 23- Complete I-Am PoemDay 24- Complete Sentence StemsSection 9- The Rough-Faced GirlDay 25-Read The Rough-Face Girl & complete vocabulary meanings & Making Choices activityDay 26- Complete Character Sketcher Day 27-Create Cinquain poemSection 10- Yeh-ShenDay 28- Read Yeh-Shen & complete vocabulary meanings and activity Making ChoicesDay 29 Create a Wanted PosterDay 30- Create Trading CardsSection 1: Perrault’s Fairy Tales-CinderllaPgs. 55- 64?VocabularyYou will complete the following chart by writing definitions for these words. ?WordMeaninghaughtiestpg. 55 par.1?garretpg. 55 par.2?parquetpg.55 par. 2?liveriespg.59 par.1?superbpg. 60 par. 1?proclamationpg. 63 par. 2?Synonyms and AntonymsSynonymWordAntonymhaughtiestgarretparquetliveriessuperbproclomationSketch to StretchSelect a scene or part of the story from Cinderella in the Perrault’s Fairy Tales book that really stuck out in your mind and create an artistic impression that represents your interpretation of it.? Do not compose an illustration, or a picture of what is described in the text; rather, compose something that symbolizes or represents the feeling, emotion, or meaning related to a scene.? You may compose graphs, symbols, etc. Be ready to share your artistic impression and explain it to us.As you form your groups to share your sketches, think about the following:Invite the students in your group to interpret your sketch.You may wish to ask:"What is this a picture of?""What do you think I found important or interesting in the story?"After members of your group provide their interpretations, feel free to comment on your sketch.5194300-368300Response JournalCinderella is faced with many hardships in her life, but never gives up. I invite you to choose one of the following topics below and write your own journal entry that relates to Cinderella’s life.1) How would you feel if your step brothers or sisters were rude to you, would you be able to act as kind as Cinderella was?2) How would you stay motivated through tough obstacles throughout life?3) How could you encourage someone else who is going through a tough time in life?Have faith in your dreams and someday your rainbow will come smiling through. No matter how your heart is grieving, if you keep on believing, the dream that you wish will come true.-- CinderellaSection 2: The Irish CinderladVocabulary?You will complete the following chart by writing definitions for these words. WordMeaningladpg. 2 par. 1?amisspg. 4 par. 3?frettingpg. 4 par. 7?hiepg. 8 par. 2?arhachp.g. 12 par. 3?Word Networks?What people things, situations, or words come to mind when you think about the word lad????? ______________________________________________________________________________________________________________________________________What people things, situations, or words come to mind when you think about the word amiss?______________________________________________________________________________________________________________________________________What people things, situations, or words come to mind when you think about the word fretting?______________________________________________________________________________________________________________________________________What people things, situations, or words come to mind when you think about the word triumphant?______________________________________________________________________________________________________________________________________What people things, situations, or words come to mind when you think about the word hie?______________________________________________________________________________________________________________________________________What people things, situations, or words come to mind when you think about the word arhach?______________________________________________________________________________________________________________________________________Character Sketcher – BecanYou are invited to learn more about Becan. Please take notes on how Becan acts and looks. To begin, reread the following passages, determine “descriptive words” that capture Becan’s personality and explain why the words describe Becan. Reread page 5. Which words describe Becan, paragraph 5? ______________________________________________________________________________________ He acts _____________________________________because___________________________________________________________________________________________________________________.Reread page 8, paragraphs 1-5. Which words describe Becan?______________________________________________________________________________________ He acts _____________________________________because___________________________________________________________________________________________________________________.Focus on pages 15-20.Which words describe Becan?_____________________________________________________________________________________ He acts _____________________________________because___________________________________________________________________________________________________________________.Then, use the passages that describe Percy’s actions and appearance to help you complete an artistic impression of Percy. Use the following passages to help you:Pages two and four.Other passages you noticed. Double Entry DiaryYou are invited to complete a Double-Entry Diary involving dialect from the book The Irish Cinderlad,that you just read. Remember to write down the quotation or passage and the page number on the left side of your paper. On the right side of your paper, write your response or personal reactions and connections to what was written in the left column.Include at least three passages and their responses from the section of the book that you just completed.Quotation/Passageand page number:Your response, reactions, and connections to the quotation or passage:Section 3: CendrillonVocabularyYou will complete the following chart by writing definitions for these words. ?WordMeaningCaribbean Seapg. 1 par. 1?MonsieurPg. 9 par. 2?blanchisseusepg. 1 par. 3?good riddancepg. 11 par. 5?gildedpg. 13 par. 3?agoutisp. 15 par. 2?Vocab-o-gram / Predict-o-gramVocabulary Words – Caribbean Sea, Monsieur, blanchisseuse, good riddance, gilded, agoutisUse the vocabulary words above along with the title of the book to make predictions about the following elements of the story:SettingWhat is the setting likely to be?CharactersWho are possible characters in the novel?ProblemWhat might some problems be for the characters?Characters’ GoalsWhat are likely goals for some of the characters?SolutionWhat are possible solutions to the problems?Prediction/QuestionsAny other predictions?Do you have any questions about how the story might evolve?Double Entry DiaryYou are invited to complete a Double-Entry Diary (DED) based up the book Cendrillon: A Caribbean Cinderella. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.You must include 6 passages in your DED. Here is a sample DED to get you started:Quote: “Her smile was sunshine even when clouds hid the sun.” Page 8, paragraph 1Metaphor: This quote is comparing Cendrillon’s smile to the sunshine, even when you are unable to see it behind the clouds.Double Entry DiaryQuoteResponseCharacter Trading CardsYou are invited to create character trading cards about Cendrillon. You will think about the following questions before creating your trading card. After you have thoroughly examined your character you are to create a trading card complete with a description of the characters appearance and actions, personality traits, the characters thoughts and feelings, quotes by the character, what you like and what you dislike about the character, a personal connection you have with the character, and an artistic representation. Questions to consider before making your trading card:What are the characters most important thoughts?What does the character look like?How would you describe the characters personality?What do you like most about the character?How does the character get along with other characters?What problems or conflicts does the character encounter?Front of the trading card:Artistic RepresentationName:Setting:Appearance:Personality Traits:Quote:Back of the trading cardCharacters thoughts and feelings:What I like about the character:What I dislike about the character:My personal connection:Section Grimm’s AschenputtelVocabularyYou will complete the following chart with child-friendly definitions for these words. Then, you are invited to complete a daily activity to go with these words.WordMeaningPiousPg. 119ObligedPg. 120BiddenPg. 120HastePg. 122SplendourPg. 124Words in a SentenceWrite the three following words in a sentence using the correct meaning from the context: PiousObligedBiddenHere is an example using the word pious (You may not use this sentence. Please create a new sentence with this word): Although her friend had mistreated her, Maggie’s mom told her to remain pious and kind.Word WebsUsing the two words haste and splendour, create a word web for each word.Discussion DirectorYour job is to involve the students in your group by thinking and talking about the section/book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up along the reading.Your job as Discussion Director is to come up with 5 thinking questions. Your teacher really wants you to help the students in your group to go back to the book to find their answers, if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answer to your questions, and the page numbers where the students can reference the text to justify their responses to your questions.When developing your questions, think about the way Aschenputtel was treated by her step sisters and step mother and how her life changed. Remember that your questions need to be high dollar questions or what we talked about as “thick juicy” questions. Stay away from the cheap questions and the skinny ones!Character SketcherYou are invited to create a Character Sketcher to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (this is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete a sketch or illustration of the character. This Character Sketcher will be a character from the book Grimm’s Aschenputtel.You need to be aware that the character traits you will choose will be implied character traits. In other words, they are directly stated in the passage. You need to use descriptive words for your character traits. You do not want to use words like good, bad, nice, or mean. You will need to come up with a solution for your character. When you begin to artistically represent your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example how your paper may with the character information.Before You Read: Look carefully at the front and back covers of Ashpet. Write down your predictions about the following.Setting (Time and Place): When and Where do you think this book takes place? _________________________________________________________________________________________________________________________________________________________________________.Characters (The people, animals, or objects around which the action of the story is centered): Who do you believe the main characters will be? _________________________________________________________________________________________________________________________________________________________________________. Problem(s) and Solution(s) (What goes wrong in the story and how is it solved?): What do you predict will be the most significant problems in this book? How do you believe the problems may be solved? _________________________________________________________________________________________________________________________________________________________________________.Write down any other questions or predictions: _________________________________________________________________________________________________________________________________________________________________________.Section AshpetVocabularyYou will complete the following chart with child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.WordMeaningMendingPg. 3PeculiarPg. 4CommotionPg. 14ScurriedPg. 30GapedPg. 35Synonyms And AntonymsSynonymWordAntonymPeculiarScurriedMendingIdea CompletionsThe children were causing a commotion because__________________________.He gaped at his sister because _________________________________________.I PoemYou are invited to write an I Poem from the point of view of Ashpet from the book Ashpet. Try to get inside her character and help the reader identify with the character’s thoughts, actions, emotions, and personalities. You may wish to use the format presented below, or you may also want to create your own format.FIRST STANZAI am (two special characteristics you have)I wonder (something you are actually curious about)I hear (an imaginary sound)I see (an Imaginary sight)I want (an actual desire)I am (the first line of the poem repeated)SECOND STANZAI pretend (something you actually pretend to do)I feel (a feeling about something imaginary)I touch (an imaginary touch)I worry (something that really bothers you)I cry (something that makes you very sad)I am (the first line of the poem repeated)THIRD STANZAI understand (something you know is true)I say (something you believe in)I dream (something you actually dream about)I try (something you really make an effort to do)I hope (something you actually hope for)I am (the first line of the poem repeated)Section Smoky-Mountain RoseVocabularyYou will complete the following chart with child-friendly definitions for these words. Then, you are invited to complete a daily vocabulary activity to go with these words.WordMeaninghitchedPg. 1SowbelliesPg. 8Chortlin’Pg. 10Thrustin’Pg. 17ShindigPg. 19Multiple ChoiceCircle the answer that best describes the given vocabulary word.Which of the following could be best described as feeling “cross”?You found $5 lying in the parking lot of the mall.You’ve been up all night, and you’re very tired.You fell off your bike and scratched your knee up.Your best friend told a lie on you.When you go to a restaurant, you order sowbellies. What item are you ordering?RiceSalt PorkA SodaBreadYou tell your friends that you want to get hitched. What does this mean?Run away and get marriedGet your ears piercedGet your car fixedAdopt an animalA group of your friends invites you to a shindig coming up on Friday. What they are inviting you to?The doctor’s officeOn a walk outsideGet your haircutA gathering with dancingReader’s TheatreAlan Schroeder reveals the characters in Smoky-Mountain Rose by how they speak, what they do, and by how they look. The narrator allows for the reader to “hear” the character’s voices. You are invited to prepare a Reader’s Theatre presentation for a scene from the book. The scene should be no less than 2 pages and no longer than 8 pages. If you need help, read Reader’s on Stage: A Guide to Reader’s Theater by Aaron Shepard to help you with the process. one form of Reader’s Theatre, students are assigned to read both the narration and the dialogue in certain sections of a book. A narrator(s) reads the non-dialogue parts. If the non-dialogue parts become long, or are more than paragraph at a time, there is often more than one narrator. The students sit on stools or chairs in the front of the classroom. No scenery or props are necessary.The focus is for students to read and re-read the script so that in the end, they perform the reading with fluency, appropriate prosody (phrasing and expression), and a complete and thorough understanding of the text. Because props are minimal, students read from their scripts, and use their expression, intonation, rate and other prosodic features to convey the meaning of the story to audience members.You are invited to create a “Wanted Poster” for one of the following Characters from Smoky-Mountain Rose:RoseThe Fairy Godmother (the Pig)AnnieLiza JaneThe stepmotherYou will complete an artistic representation of the character and then complete the following information for your character:WantedThe characters nameThe character’s physical descriptionPlace last seenThe character’s likesThe character’s dislikesWhat the character is wanted for It is very important that you make sure your wanted poster is as creative as possible! Also, please be sure to include a picture of the character you choose!Section 7: Bigfoot CinderrrrrellaVocabulary Directions: Find each vocabulary word in the text. Use context clues as a strategy to figure out the meaning of each word.Vocabulary WordsYour definitionsOdoriferous (p. 1)Lurching (p. 3)Puny (p. 11)Glowered (p. 19)Slow-witted (p. 23)Lugging (p. 25)Tantrums (p. 27)Word NetworksWhat people, things, situations, or words come to mind when you think about the word odoriferous? ___________________________________________________________________________________________________________________________________________________________________________________________What people, things, situations, or words come to mind when you think about the word lurching? _____________________________________________________________________________________________________________________________________________________________________________________________What people, things, situations, or words come to mind when you think about the word puny? _________________________________________________________________________________________________________________________________________________________________________________________________What people, things, situations, or words come to mind when you think about the word glowered? _____________________________________________________________________________________________________________________________________________________________________________________________What people, things, situations, or words come to mind when you think about the word slow-witted? __________________________________________________________________________________________________________________________________________________________________________________________What people, things, situations, or words come to mind when you think about the word lugging? ________________________________________________________________________________________________________________________________________________________________________________________________What people, things, situations, or words come to mind when you think about the word tantrums? _____________________________________________________________________________________________________________________________________________________________________________________________Character SketcherYou are invited to learn more about Rrrrella! Take good notes on how Rrrrella acts and looks in the story. Reread the following passages, choose your own “describing words” that accurately portray Rrrrella’s personality/mood, and explain why the words describe Rrrrella.Reread page 8. Which words describe Rrrrella?She acts________________because____________________ __________________________________________________Reread page 11. Which words describe Rrrrella?She acts________________because____________________ __________________________________________________Reread page 15. Which words describe Rrrrella?She acts________________because____________________ __________________________________________________Reread page 21. Which words describe Rrrrella?She acts________________because____________________ __________________________________________________Use these passages that describe Rrrrella’s personality/mood to help you to come up with an individual artistic impression of Rrrrella! Feel free to use the back of this activity sheet.Wanted PosterDirections: Imagine you are the Bigfoot prince. The girl of your dreams has scampered away after throwing you off of the log at the annual fun-fest. You need to find her! A wanted poster usually describes the missing person’s characteristics and always has a picture to go along with the description. Create a wanted poster for the lost Bigfoot Cinderrrrrella!Section 8: AdelitaVocabulary Directions: Find each vocabulary word in the text. Use context clues as a strategy to figure out the meaning of each word.Vocabulary WordsYour definitionsCharming (p. 5)Widow (p. 5)Amid (p. 11)Fiesta (p. 14)Stunning (p. 17)Unison (p. 25)Honored (p. 28)Synonyms and AntonymsDirections: Use your new vocabulary words from this wonderful story and come up with your own synonyms and antonyms for each word in the table below.SynonymsVocabularyAntonymsCharmingWidowAmidFiestaStunningUnisonHonoredI Am PoemImagine you are Adelita. You are going to write a poem as if you were actually in her shoes. Below is a poem guide you will go by. Use passages in the story to gather information to fill in the poem. You will be more familiar will Adelita as you complete this assignment! I am (two describing words)I wonder (something Adelita might think about)I hear (an imaginary sound)I see (a real/imaginary sight)I long for (something Adelita wishes she had)I am (repeat first line here)I feel (the way Adelita feels)I touch (something imaginary)I worry (something Adelita worries about)I cry (something Adelita cries over) I am (repeat first line here)I understand (something Adelita can understand)I say (something Adelita might say)I dream (something Adelita might dream about)I try (something Adelita tries to do everyday)I hope (something Adelita hopes for)I am (repeat first line here)Sentence StemsDirections: Use your new vocabulary from Adelita, and choose the best word to fit in each sentence below.The cheerleaders all shouted in _____________ as the football team scored 6 more points.There was food, dancing, and games at Saturday’s _____________.The jeep was a concealed _______________ pine trees in the woods.The princess was absolutely ______________ as she entered the ballroom.The _____________ mourned over the loss of her beloved husband.The boy’s personality was quite _______________.The bride’s sister felt ________________ as she was asked to give a speech at the wedding.Section 9: The Rough-Faced GirlWordMeaningWigwam p. 2Charred p. 4Moccasins p. 6Haughtily p. 6Stammered p. 10 Feverishly p. 10Quiver p. 12Making ChoicesDirections: Read the following scenarios and follow the directions provided.If any of the things I say might be an example of a wigwam, say wigwam. If it is not an example, say nothing.A type of tepee An animal in the forestIf any of the following things I say might be an example of a moccasin someone, say moccasin. If not, say nothing.Something you wear on your feetA soft, leather slipperIf any of the following things I say are an example of something that might be charred, say charred. If not, say nothing. A steak on the grillNewspaper that has been thrown into a fireIf any of the following things I say have to do with someone doing something haughtily, say haughtily. If not, say nothing.She accepted her trophy with her nose stuck up in the air, looking down on those who did not receive one.He received his award, giving thanks to those who had helped him get it.If any of the following things I say might be an example of a quiver, say quiver. If not, say nothing.Something that shakes uncontrollably A case for carrying arrowsIf any of the following things I say might be an example of a situation where someone has stammered, say stammered. If not, say nothing.Someone who is being questioned by the police.Someone who is talking on the phone to their best friendCharacter SketcherYou are invited to learn more about The Rough-Faced Girl. Please take notes on how a The Rough-Faced Girl acts, thinks, feels, and looks. To begin, reread the following passages, to find out more about The Rough-Faced Girl.Reread page 4 paragraph 2. Describe how The Rough-Faced Girl looks. ________________________________________________________ ________________________________________________________Reread page 14. How do you think The Rough-Faced Girl feels when she finds out her father has given all of his nice things to her older sisters? _________________________________________________________________________. Reread page 16 paragraph 3. How does The Rough-Faced Girl react when people are making fun of her? ____________________________________________________________________________________________.According to page 21, what did the Invisible Man’s sister think of The Rough-Faced Girl before she ever spoke to her? _______________________________________________________.Reread page 26. How do you think The Rough-Faced Girl felt when she was finally told she was beautiful? _______________________________________________ _______________________________________________________. Then, use the passages that describe The Rough-Faced Girl’s actions and appearance to help you complete an artistic impression of The Rough-Faced Girl.Page 4 paragraph 2. Other passages you noticed. CinquainDirections: You are invited to write a Cinquain about a main event, object, person, place, or idea that occurred during the reading of The Rough-Faced Girl. Remember, a Cinquain is a five-line poem or stanza. Use the following format to help you write your own Cinquain.Line 1 – one word for the topic (subject or noun)Line 2 – two words that describe your topic (adjectives)Line 3 – three words that describe actions related to your topic (action verbs)Line 4 – four words that describe feelings related to your topicLine 5 – one word that is another name for your topic (synonym for line 1 or something that sums it up)Section 10:Yeh-ShenWordMeaningCoarsestp. 6Beauteousp. 9Fineryp. 10Marveledp. 19Undauntedp. 21Tatteredp. 23Making ChoicesDirections: Tell whether each item or scenario is a description of the vocabulary word given. If so, say the word. If not, don’t say anything.1) If any of the things I say might be a finery, say “finery.” If not, don’t say anything.A crystal vaseA ripped pair of jeansA diamond necklaceA nice carA bottle of water2) If any of the things I say might be beauteous, say “beauteous.” If not, don’t say anything.A bag of trashA pile of tiresA flower arrangementAn emerald ringA wet dog3) If any of the things I say could tattered, say “tattered.” If not, don’t say anything.Your very first teddy bearYour new tennis shoesYour baseball uniformYour unwrapped birthday present4) If any of the things I say are undaunted, say “undaunted.” If not, don’t say anything.SupermanA “scaredy-cat” A principal5) If any of the things I say is an example of garments, say “garments.” If not, don’t say anything. DressesBooksPantsCoatsPencils 6) If any of the things I say is an example of something being marveled over, say “marveled.” If not, don’t say anything.A baby being bornMaking an F on a report cardReceiving a trophyGraduating high schoolWanted: Owner of a Precious SlipperThe king has traveled all over his kingdom in order to find the owner of a precious shoe that was left behind at his festival. Use your knowledge of Yeh-Shen and clues given in the book to help create a Wanted poster for the king. Be sure to include several clues as well as a picture or some sort of artistic representation of the shoe, or the possible owner. Also include the reasons that the king is looking for to find her. Your wanted poster should include at least five clues of who the owner might be from the book.For more information on the owner of the slipper, look on the following pages:Page 19Page 21Page 23Page 26Before beginning your wanted poster, fill in the diagram on the following page to aid you in including factual information in your poster. You may add bubbles as necessary.Character Trading CardsYou are invited to create character trading cards for self selected characters in the story. You will think about the following questions before creating your trading card. After you have thoroughly examined your character you are to create a trading card complete with a description of the characters appearance and actions, personality traits, the characters thoughts and feelings, quotes by the character, what you like and what you dislike about the character, a personal connection you have with the character, and an artistic representation. Questions to consider before making your trading card:What are the characters most important thoughts?What does the character look like?How would you describe the characters personality?What do you like most about the character?How does the character get along with other characters?What problems or conflicts does the character encounter?Front of the trading card:Artistic RepresentationName:Setting:Appearance:Personality Traits:Quote:Back of the trading card:Characters thoughts and feelings:What I like about the character:What I dislike about the character:My personal connection:Internet Workshopfor “Real Life Cinderellas”This internet workshop will introduce you to real life Cinderella figures. You will have an opportunity to explore information on the internet. Take notes in your reader’s notebook. Come prepared to share your information at our workshop session. We will discuss possible ways of presenting your information (inspirations, power points, posters, graphic organizers, collages, and theatrical skits). Please complete the following workshop. See rubric for presentation information:Read about different Cinderella figures throughout the world by clicking on the following links below: answer the following questions in your reader’s notebook. Be sure to use your critical thinking skills:According to the websites, how would you describe the characteristics of each Cinderella figure?In what ways does each figure resemble Cinderella?Considering these figures as real life Cinderellas, who in your life would you define as a real life Cinderella and why? Be specific.Now that you have been exposed to different websites of real life Cinderellas and the fairy tale Cinderellas, in what ways are they the same and different? (Examples: how they dress, their culture, their family life, what they did for other people, etc.)Multi Text Assessment Word NetworksWhat people, things, situations, or words come to mind when you think about the word slow-witted? ____________________________________________________________________________________________________________________________________________________________________________________________What people, things, situations, or words come to mind when you think about the word lurching? ______________________________________________________________________________________________________________________________________________________________________________________________What people, things, situations, or words come to mind when you think about the word puny? _________________________________________________________________________________________________________________________________________________________________________________________________What people, things, situations, or words come to mind when you think about the word fiesta? _________________________________________________________________________________________________________________________________________________________________________________________________What people, things, situations, or words come to mind when you think about the word honored? ______________________________________________________________________________________________________________________________________________________________________________________________Making DecisionsDirections: Read the following scenarios and follow the directions provided.If any of the things I say might be an example of something tattered, say tattered. If it is not an example, say nothing.Your very first teddy bear. A brand new car.If any of the following things I say might be an example of a garment, say garment. If not, say nothing.Something used to decorate a Christmas Tree.A winter coat.If any of the following things I say are an example of something that might be charred, say charred. If not, say nothing. A steak on the grillNewspaper that has been thrown into a fireIf any of the following things I say have to do with something being marveled over, say marveled. If not, say nothing.Getting an “A” on a report card.Getting in trouble with your teacher.If any of the following things I say might be an example of a quiver, say quiver. If not, say nothing.Something that shakes uncontrollably A case for carrying arrowsIdea CompletionsFor the following sentences, using the underlined vocabulary word, finish the sentences with an idea.The couple decided to get hitched because __________________________________________________________________.The young girl was always pious to the ones she loved because __________________________________________________________________.She was responsible for mending to her all her younger brother’s needs because __________________________________________________________________.They threw a shindig for their friends birthday because they wanted to __________________________________________________________________.They were gaping at the people walking down the street because __________________________________________________________________.Synonyms and Antonyms Name a synonym of fretting.Name a synonym of gilded.Name an antonym of haughtiest. Name an antonym of superb.North Carolina Language Arts Standard Course of Study: Grade4 Unit ActivityNC Language Arts Grade 4For each section/Cinderella tale, students are asked to define selected vocabulary words. They are to use context clues when defining these words. For some activities, students are required to produce relevant synonyms and antonyms of their choice for the selected words. Students will openly discuss with their peers and the teacher, the meanings of the selected vocabulary for each section throughout the multi-text unit.1.03: Increase reading and writing vocabulary throughWide readingWord studyKnowledge of synonyms, antonyms, and homonymsWriting process elementsWriting as a tool for learningDiscussionsExamining the authors craftFor certain sections, the students will be participating in an activity that requires them to look at the front and back covers. The students will make predictions about what they think the story will be about based on what they observe. 2.02: Interact with the text before, during, and after reading, listening, and viewing by:Setting a purpose using prior knowledge and text information.Making predictionsFormulating questions.Locating relevant information.Making connections with previous experiences, information, and ideas.Students will be asked for several sections to complete a Character Sketcher. In order to do this, the students will need to thoroughly read the correlating section and come up with implied (meaning they are not directly stated) character traits and illustrations for the chosen character.2.05: Make inferences, draw conclusions, make generalizations, and support by referencing the text.Students will be asked to complete a DRC (Data Retrieval Chart) with two texts, Cendrillon and The Irish Cinderlad.3.02: Analyze characters, events, and plots within and between selections and cite supporting evidence.The students are expected to create and develop a Reader’s Theater presentation of sections for Smoky-Mountain Rose.4.01: Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience and purpose.For several of the sections, the students will be required to write an I-Poem based on the selected Character from the Cinderella tale.4.07: Compare a variety of fiction, non-fiction, poetry and drama using self-selected and assigned topics and forms.Rubric for Multi-textActivity/CriteriaYour Points/Total Possible PointsVocabulary Activities for Sections 1 through 10Definitions are “child-friendly”Activities are correct and complete/60(5 points per section)Sketch-to-Stretch ActivityArtistic representation is thoughtful and creative.Representation is symbolic and explanation is thorough./5Response JournalEffort is put forth into journalConnections are made from text example/10Character Sketcher(Becan, Aschenputtel, Rough faced girl) Traits are included and thoroughPage numbers are includedArtistic representation is complete and thoughtful/15(5 points per activity)Double Entry DiaryCorrect number of passages with page numbers are present.Thoughtful responses are present for each passage listed./10(5 points per activity)Trading Cards ( Cendrillon, Yeh-Shen)Artistic effort was shown in creating trading cards.Appropriate amount of facts about the characters are included and correct./10(5 points per activity)Discussion Director for Grimm’s AschenputtelAppropriate amount of questions are listed.Page numbers and paragraphs are included for each question listed.Questions show considerable effort in creating./5Before you readAll components are completeThought is apparent in predictions made about the book/5I-poem (Ashpet, Adelita)Written from characters point of view.Follows the given format of an I-poem/10(5 points per activity)Wanted Poster (Bigfoot Cinderella, Smoky Mountain Rose, Yeh-Shen)Artistic representation is thoughtful and creativeDescription of missing person/15(5 points per activity)Readers theaterScene is 2-8 pages longIncludes narration and dialogue/5Cinquain PoemAppropriate topic from the bookUses connections from the book/10Internet Workshop Responses to questions are answered completely and with accuracy in their readers notebook/20Vocabulary AssessmentAll answers are complete and correct/20TOTAL/200 ................
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