Cinderella Unit: Intermediate Level
By Bette Nelson
Illinois State Standards
State Goal 1: Reading
Apply word analysis and vocabulary skills to comprehend selections.
Apply reading strategies to improve understanding and fluency.
Comprehend a broad range of reading materials.
State Goal 2: Literature
Understand how literary elements and techniques are used to convey a meaning.
Read and interpret a variety of literary works.
State Goal 3: Writing
Use correct grammar, spelling, punctuation, capitalization and structure.
Compose well-organized and coherent writing for specific purposes and audiences.
Communicate ideas in writing to accomplish a variety of purposes.
State Goal 4: Listening and Speaking
Listen effectively in formal and informal situations.
Speak effectively using language appropriate to the situation and audience.
State Goal 5: Researching
Locate, organize, and use information from various sources to answer questions,
solve problems, and communicate ideas.
Analyze and evaluate information acquired from various sources.
Apply acquired information, concepts and ideas to communicate in a variety of
formats.
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Students will read a variety of Cinderella stories from the fun and silly to tales from
around the world.
Students will locate common traits that are used in all of the versions. Students
will also look for these common traits in books like Rudolph the Red Nosed
Reindeer.
Students will write their own versions of a Cinderella story.
Students will present plays, choral readings, and poetry around the Cinderella
theme.
Display several versions of Cinderella around the room. Put up a bulletin board with a
Cinderella theme. Use this board to display various pieces of work that students will be
doing during the duration of this project.
Time: 4-5 weeks
Tasks

Read any of these fun fractured fairy tales:
1. You Read to Me, I Read to You by Mary Ann Hoberman
This book has several fairy tales in it. It is told in “two voices” and uses
traditional reading techniques—alliteration, rhyme, repetition, and short
sentences-to invite children to read along.
2. Fairy Tale News by Colin and Jacqui Hawkins
This book is set up like a newspaper with articles from several fairy tales.
3. The Stinky Cheese Man by Jon Scieszka
1
This is a spoof on several fairy tales.
4. Cinderella Chant by Cochrane and Gallagher
This book is a rap. The students enjoy seeing the teacher take on the role
of a rapper.
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Read the traditional story of Cinderella from Fairy Tale Hidden Picture Coloring
Book, page 26, Doyer Coloring Book, Doyer Publications. Do not give them the
hidden picture page until you finish reading the story.
Students will look for hidden pictures in the following page, 27.
Discuss the history and common traits among fairy tales and what traits we see in
the traditional version of Cinderella.
 Good
 Evil
 Magical Element
 Happy Ending
Read any different version of Cinderella
Review the common traits of a fairy tale. Assign different versions of Cinderella to
students and take class time to read them silently. Remind students to look for the
common traits. Students will complete a graphic organizer.
Differentiated Activity: Invite older students to come in and listen to students read
or have the older students read to the student.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
Awful Cinderella
Bigfoot Cinderrrella
Bubba, the Cowboy Prince (A boy favorite)
Cinder Edna
Cinderella—Art Deco Love Story
Cinderella Bigfoot
Cinderella Chant
Cinderella, Countdown to the Ball Step into Reading Level 1
Cinderella – Wegman (dogs)
Cinderella’s Rat (Easier version)
Cinderfella Level 5 (Very easy reader)
Cinder Hazel
Dinorella (A boy favorite and easier version)
Gospel Cinderella
Cinderella Skeleton
Cinder Elly
Chickerella
Joe Cinders (A boy favorite)
Paper Bag Princess
Prince Cinders (A boy favorite)
Princess and the Pizza
Rexerella (A pop-up dinosaur book, a boy favorite and easier version)
Rufferella
Slender Ella and Her Fairy Hogfather
Smokey Mountain Rose
Ella Enchanted (more serious, harder reading level)
Moss Gown (more serious)
2
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Read another version of Cinderella to the class. Then do a sample Venn
Diagram on the overhead, comparing that version to the traditional Cinderella.
Students will reread their book to a classmate. Attempt to match up students so
that one story is longer than the other to save time. After reading, each person
will complete a Venn Diagram, comparing their story to their partners. (Time
Consuming Activity)
Differentiated Activity: Match up struggling readers with stronger, more fluent
readers.
Read Rudolph the Red Nosed Reindeer and have students apply the fairy tale
traits to this story.
Who was evil?
What did the main character wish to do?
What was magic?
Was it a “happily ever after” ending?
Use bulletin board paper to make a chart with the basic fairy tale traits on it.
Students will come forward to share how their story differs from the traditional
Cinderella story by filling in the sections on the chart.
Title of
story
Main
Main
Evil
Character’s
Character
Character
Wish
Problem
Conflict
Magic
Element

Students will read versions of Cinderella from North America.
NORTH AMERICA
1. Adelita Mexico
2. Cendrillon Caribbean
3. Cenicienta Mexico
4. Cinder Edna Modern Day
5. Fanny’s Dream America
6. Rough-Face Girl Algonquin Indians
Canada near Great Lakes
7. Salmon Princess Alaska
8. Smokey Mountain Rose Appalachia
9. Sootface Ojibwa Indians
10. Talking Eggs America south
11. Turkey Girl Zuni Indians
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Students will locate the setting of the story on a North American map.
Students will complete a North American Cinderella Graphic Organizer.
Students will be assigned a version of Cinderella from another country.
Ending
AFRICA
1. The Egyptian Cinderella
2. Mufaro’s Beautiful Daughters
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2.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
2.
3.
4.
5.
6.
ANTARCTICA
Cinderella Penguin
Rudolph the Red Nosed Reindeer
ASIA
Anklet for a Princess India
Baba Yaga and Vasilisa the Brave Russia
Chinese Cinderella China
Gift of the Crocodile Indonesia
The Golden Sandal Middle East
The Korean Cinderella Korea
The Persian Cinderella Old Persia/New Iran
Raisel’s Riddle Jewish
Tam’s Slipper Vietnam
Yeh-Shen China
EUROPE
Cinderella France
Fair, Brown and Trembling Ireland
Irish Cinderella Ireland
Little Gold Star Spain
Princess Furball Germany
Tattercoats England
Students will be asked to look for the following facts from their book.
Country
Type of Community (rural, urban, etc.)
Foods Mentioned in the Story
Buildings or Homes in the Story
Clothing in the Story
Gender of Main Character
Positive Characteristics of Main Character
Who Lives with the Main Character
Main Character’s Wish
The “Important Person” in the Story
How the Main Character Receives a Wish
Magical Element in the Story
Evil Character
Characteristics of the Evil Character
What Happens to Evil Character/s
 Students will use a world map to color in the area from which their story takes
place. (Teaching With Cinderella Stories from Around the World, Scholastic
Books)
 Students will complete a Graphic Organizer for their book.
 Students will get in groups according to the continent that their story came from to
find any similarities from their books and prepare to present these findings to the
class.
 Differentiated Activity: Furnish paper dolls and outfits for Cinderella and let the
students make a picture using them.
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Differentiated Activity: Plot and Setting Elements page using words like heroine,
persecuted, etc. Higher level thinking.
Students will make an 8-slide Power Point presentation about the book they read
and present it to the class.
Slide 1:
Slide 2:
Slide 3:
Slide 4:
Slide 5:
Slide 6:
Slide 7:
Slide 8:
Title of Book
Country from which it originated
Main Characters
Main Character’s wish
Problem/Conflict
Evil component
Magic element
Ending
Differentiated Activities
1. Find paper dolls, stickers, and both ABC and counting flash cards at
http://irelandmyst.bravepages.com/cinderella/index1.htm
2. The Envelope Please
http://www.robertandrews.com/cinderella/kids.html
(Writing Fairy Tale Award Speeches)
How Long It Will Take: 2 blocks of 30 to 45 minutes each
What You Will Need: "Fairy Tale Characters" list (see below), student journals,
pencils or pens
Cinderella has been waiting for weeks for a letter to arrive by mail. Finally it is
delivered, and she eagerly tears open the envelope and begins reading. With a
whoop of joy, she reads that she has been voted the all-around most enchanting
fairy tale character of the year and that she will receive the much coveted Golden
Wand Award.
Each year this prestigious award is given to one lucky fairy tale hero, heroine, or
villain who has proven their utmost nastiness or goodness in living up to their
fairy tale reputation. Cinderella has been invited to the nationally televised
FTCAPT (Fairy Tale Characters Are People Too) awards night to receive her
award personally. The only problem is that she lacks a well-written speech; this is
where your students become involved.
Here's How it Works!
Choose your favorite character from the Cinderella story that deserves the
Golden Wand Award. The character should be one that is traditionally known as
"good" or "bad."
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List of Characters:
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Cinderella
Prince Charming
Ezmerelda (stepsister)
Hortense (stepsister)
The Wicked Stepmother
Fairy Godmother
Once you have chosen a character, they will need to write a speech that
addresses the following points:
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Whom the character wants to thank (those who helped the character get to
this point in his or her fairy tale "career").
Why the character is honored to receive this award.
Where the character will keep the award trophy.
Other interesting and creative tidbits the character might say in an awards
speech.
Hold a class brainstorming session to create an outline for each sample speech
so that students will have a working knowledge of what to include. Emphasize
creativity, depth, and imagination, and then set your students free to explore their
speech-writing talents.
After your speech is complete share it with your class.
Note For Teachers:
This activity is a wonderfully creative way for students to explore character
development. They will get the chance to choose a fairy tale character they think
is worthy of the Golden Wand Award and create an awards night speech for that
character. Beg in by encouraging each student to choose a favorite fairy tale
character, one that deserves this award. The character should be one that is
traditionally known as either "good" or "bad."
3. Cinderella on Trial
YOU BE THE JUDGE!
By: Pete Jones (edited)
http://www.robertandrews.com/cinderella/page5.html
I hope that you will enjoy this activity. It should take two 75-minute classes!
Please feel free to print it out and use it for your class. The only thing I ask
is that you recognize where it came from and to give me feed back on the
adaptations, which you made.
Here's how it works!
1. First, click on and print out the Cinderella on Trial activity sheets below.
Print one copy of "At the King's Court" and give it to your teacher. Print
several copies of each character question sheet:
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If your class has:
16 students
20 students
24 students
28 students
32 students
36 students
print out:
4 copies of each sheet
5 copies of each sheet
6 copies of each sheet
7 copies of each sheet
8 copies of each sheet
9 copies of each sheet
2. Arrange your class into groups of four. Give each group a copy of each
character question sheet. Everyone will also need a pencil. In each group,
each student should choose a different number (1, 2, 3, or 4).
3. From the number you chose, you would assume the role listed as
follows:
Student 1 is Prince Charming,
Student 2 is Cinderella,
Student 3 is an Ugly Stepsister,
Student 4 is the Fairy Godmother.
4. Now take your character's question sheet.
5. All students should now regroup into expert groups. (All Cinderellas in
one group, Prince Charming’s in another group, etc.)
6. Ask your teacher to read aloud "At the King's Court" to your class.
7. In the expert groups, answer the questions on your particular character
sheet. You must all agree on and write the same answer to each one of the
questions.
8. After all of the questions have been answered by all groups, return to
your home groups. In your home groups all students take turns at being
the prosecuting lawyer.
Whoever was playing the role of Prince Charming will read out loud the
questions from the Ugly Stepsister's sheet and the group will listen to and
take notes on the answers the Ugly Stepsister gave.
Next the Ugly Stepsister reads the questions for the Fairy Godmother to
answer. The Fairy Godmother reads the questions for Cinderella to answer.
Finally, Cinderella reads the questions for Prince Charming to answer.
9. Your group now decides from the evidence assembled if Prince
Charming and Cinderella are mature enough to get married and if they will
regret their decision later on. Discuss your decision and select *one*
member of your group to present your group's opinion to the entire class.
After all groups have presented their opinion, have everyone in your class
vote to reach a final verdict. Does your class think Prince Charming and
Cinderella are mature enough to get married? Yes or no?
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Cinderella on Trial activity sheets:
AT THE KING'S COURT
THERE ARE FOUR ROLES TO BE DISTRIBUTED:
1. PRINCE CHARMING
2. CINDERELLA
3. THE UGLY STEPSISTERS
4. THE FAIRY GODMOTHER
4. Write a new version of Cinderella
http://www.abcteach.com/FairyTales/storyplanner.htm
Fairy Tale Story Planner
Title__________________________________________
Setting
_______________________________________________________
_______________________________________________________
_______________________________________________________
Characters
__________________________ ________________________
__________________________ ________________________
__________________________ ________________________
Problem/Conflict
________________________________________________________
________________________________________________________
________________________________________________________
Main Events
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Conclusion
________________________________________________________
________________________________________________________
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________________________________________________________
________________________________________________________
Assessments
1. Sequence cards…Students will be given a sheet with sentences from a Cinderella
story. They will number them in the correct sequence of the story.
2. Differentiated Activity: Use sequence picture cards
http://members.abcteach.com/content/c/cinderellasequencecards.pdf
3. Cinderella activity pages, word finds, scrambled words, sequencing, crossword
puzzle, and comprehension questions.
http://members.abcteach.com/content/f/fairy_cinderella.pdf
4. Plot and Setting Elements Worksheet
http://edsitement.neh.gov/view_lesson_plan.asp?id
5. Graphic Organizers
6. Venn Diagrams
7. Fairy Tale traits chart
8. Maps
9. Class Participation
10. Individual book activity pages
11. Power Point Rubric
Cinderella Power Point Project
CATEGORY 4
3
2
1
Sequencing of
Information
Information is
organized in a
clear, logical
way. It is easy to
anticipate the
type of material
that might be on
the next card.
Most information
is organized in a
clear, logical
way. One card or
item of
information
seems out of
place.
Some
information is
logically
sequenced. An
occasional card
or item of
information
seems out of
place.
There is no clear
plan for the
organization of
information.
Content Accuracy
All content
throughout the
presentation is
accurate. There
are no factual
Most of the
content is
accurate but
there is one
piece of
The content is
generally
accurate, but one
piece of
information is
Content is
typically
confusing or
contains more
than one factual
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errors.
information that
might be
inaccurate.
clearly flawed or error.
inaccurate.
Spelling and
Grammar
Presentation has
no misspellings
or grammatical
errors.
Presentation has
1-2 misspellings,
but no
grammatical
errors.
Presentation has
1-2 grammatical
errors but no
misspellings.
Presentation has
more than 2
grammatical
and/or spelling
errors.
Originality
Presentation
shows
considerable
originality and
inventiveness.
The content and
ideas are
presented in a
unique and
interesting way.
Presentation
shows some
originality and
inventiveness.
The content and
ideas are
presented in an
interesting way.
Presentation
shows an
attempt at
originality and
inventiveness on
1-2 cards.
Presentation is a
rehash of other
people's ideas
and/or graphics
and shows very
little attempt at
original thought.
Text - Font
Choice &
Formatting
Font formats
(e.g., color, bold,
italic) have been
carefully planned
to enhance
readability and
content.
Font formats
have been
carefully planned
to enhance
readability.
Font formatting
has been
carefully planned
to complement
the content. It
may be a little
hard to read.
Font formatting
makes it very
difficult to read
the material.
Use of Graphics All graphics are
attractive (size
and colors) and
support the
theme/content of
the presentation.
A few graphics
are not attractive
but all support
the
theme/content of
the presentation.
All graphics are
attractive but a
few do not seem
to support the
theme/content of
the presentation.
Several graphics
are unattractive
AND detract from
the content of the
presentation.
Comments:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________
12. Fairy Tale Rubric
http://www.abcteach.com/FairyTales/fairy_tale_rubric.htm
©abcteach Fairy Tale Elements Rubric
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Use this rubric to help assess your fairy tale. Do you have all the elements of a fairy tale?
Common
Beginnings
4
Magical
Occurrence
Happy Ending
The play has at
least one good
character with
actions that
support those
characteristics.
The magical
occurrence will
be an integral
part of the plot
with characters
involved with the
magic.
The play ends
with
characters
resolving their
problems,
being
rewarded and
living happily
ever after.
3
The play has a
good character
and an evil
character.
Something
magical occurs,
it may relate to
the plot.
Characters
resolve their
problems and
live happily
ever after.
2
The play has either Something magic The characters
a good character
occurs.
live happily
or an evil
ever after.
character.
1
The play begins
with "Once
upon a time…"
"A long, long
time ago..."
Characters
The play does
not begin with
"Once upon a
time…" etc.
The roles of the
characters are
undefined.
No magic occurs. There is no
apparent
ending to the
story.
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Name/# _______________
Cinderella Graphic Organizer
_________________________________
Title of Story
______________________________________________________________________________
________________________________________
Setting
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
Main Charact
______________________________________________________________________________
________________________________________
Problem or Conflict
______________________________________________________________________________
______________________________________________________________________________
_____________________
Main Events
______________________________________________________________________________
________________________________________
Conclusion
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Name ____________________________________________________
Comparing and Contrasting
___________________
_________________
Make a transparency of this page
Comparing and Contrasting
13
___________________
Cinderella
Plays, choral readings, and poems
Cinderella Limerick Everyone
There was a girl—Cinderella
Who had a sad story to tella
Her stepsisters were mean,
Made her sew, cook and clean,
Until she wed a prince of a fell
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Cinderella Outgrows the Glass Slipper
Cinderella Outgrows the Glass Slipper and Other Zany Fractured Fairy Tale Plays by
Joan M. Wolf
Sign Walker #1
Narrator #1
Narrator #2
Cinderella
Fairy Godmother #1
Hazelnut
Butternut
Fairy Godmother #2
Oscar
Jeeves
Sign Walker #3
Butler
Prince
Sign Walker #4
Fairy Godmother #3
The Underappreciated Fairy Godmother (Known as Roxanne to Her Friends) Gets
Really Ticked Off Silly Salamanders and other Slightly Stupid Stuff for Reader’s Theater,
Anthony Fredricks
Really Beautiful Cinderella Lady
Really Handsome Prince Guy
Roxanne
Narrator
The Cinderella Chant Everyone
Cochrane and Gallagher, Derksen Printers Ltd. 1988
Spiderella
12 Fabulously Funny Fairy Tale Plays by Justin McCory Martin
Narrator
Ladybug #1
Ladybug #2
Spiderella
Fairy Godmoth
Cicada Prince
Cinderella Around the World by Jenny Kidd
http://salem.k12.va.us/south/Cinderella/play.htm
Narrator
Cinderella
Deer
Raccoon
Squirrel
Stepsister #1
Stepsister #2
Hummingbird
Mayan Brave #1
15
Mayan Brave #2
Mayan Brave #3
Stepmother
Fishbones
Penguin Prince
Penguin #1
Penguin #2
Native #1
Native #2
Native #3
Native #4
Prince
Kangaroo
Chef
Name/#____________________
Cinderella Around the World Graphic Organizer
Country
Type of Community (rural, urban, etc.)
Foods Mentioned in the Story
Buildings or Homes in the Story
Clothing in the Story
Gender of Main Character
Positive Characteristics of Main Character
Who Lives with the Main Character
Main Character’s Wish
The “Important Person” in the Story
How the Main Character Receives a Wish
Magical Element in the Story
Evil Character
Characteristics of the Evil Character
What Happens to Evil Character/s
Any other important facts
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Name/#____________________
North American Cinderella Graphic Organizer
Part of the country that the story is set
Type of Community (rural, urban, etc.)
Foods Mentioned in the Story
Buildings or Homes in the Story
Clothing in the Story
Gender of Main Character
Positive Characteristics of Main Character
Who Lives with the Main Character
Main Character’s Wish
The “Important Person” in the Story
How the Main Character Receives a Wish
Magical Element in the Story
Evil Character
Characteristics of the Evil Character
What Happens to Evil Character/s
Any other important facts about the area
where the story takes place
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North America
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Bibliography
Internet Links
http://www.salem.k12.va.us/south/cinderella/projects.htm
http://coe.west.asu.edu/students/lmonson/wquest.htm
http://www.bsdvt.org/webquest/rthomas/cinderella/htm
http://salem.k12.va.us/south/cinderella/play.htm
http://edsitement.neh.gov/view_lesson_plan.asp?id=419#LESSON1
http://www.robertandrews.com/cinderella/page6.html
http://www.northcanton.sparcc.org/~ptk1nc/cinderella/activities.html
(Online activities like concentration, flashcards, etc.)
Activity Books
Cinderella Outgrows the Glass Slipper and Other Zany Fractured Fairy Tale Plays by
Joan M. Wolfe
Dress Up Dolls Playtime Princesses, Marty Noble, Grosset and Dunlap
Eight Cinderellas by Nancy Polette, Pieces of Learning
Fairy Tale Hidden Picture Coloring Book by Anna Pomaska, Dover Publications, Inc
Real Life Princess, Sticker Styles, Marty Noble, Grosset and Dunlap
Silly Salamanders and Other Slightly Stupid Stuff for Reader’s Theatre by Anthony D.
Fredricks, Teacher Idea Press, 2000
Teaching With Cinderella Stories From Around the World by Kathleen M. Hollenbeck,
Scholastic Professional Books
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