



















9th Grade Honors English
Cultural Fairy Tales
Literature and Resources
Statement of Learning Goals
Favorite Fairy Tales: Told in Spain
 Analyze and critique cultural literature
retold by Virginia Haviland
 Begin to understand some other cultures of
The Fairy Tales by Jan Pieńkowski
the world
Lon Po Po: A Red-Riding Hood Story
 Gain an understanding of reasoning behind
from China by Ed Young
why the literature is written with the details
Beauty and the Beast by Binette
it has
Schroeder
Accommodations
The Korean Cinderella by Shirley
For short summary/presentation:
Climo
 This is done in groups, but if a group
The Persian Cinderella by Shirley
chooses to do so, they can make a
Climo
comparison of a different version of the
Yeh-Shen: A Cinderella Story from
same story
China retold by Ai-Ling Louie
 For students from another country or
Baba Yaga retold by Katya Arnold
culture, share and present information on
Baba Yaga and Vasilisa the Brave by
their own culture’s fairy tales
Marianna Mayer
For the “Create Your Own Fairy Tale”
The Frog Princess by J. Patrick Lewis
Project:
Grimm’s Fairy Tales adapted by Roy
 This is also in groups, but for more
Nemerson
advanced groups, they can include the
Enchantment by Orson Scott Card
college vocabulary learned earlier in the
Robin Hood by Louis Rhead
semester
Jacob and Wilhelm Grimm Fairy Tales  For struggling groups, they can join with
by the Jacob and Wilhelm Grimm
another group to make a larger skit/paper
Trollbridge: A Rock ‘n’ Roll Fairy
or create a combination story of existing
Tale by Jane Yolen and Adam Stemple
fairy tales; could also start out in another
Hanson: Three Car Garage CD—song
group for brainstorming and if they feel
“Soldier”
comfortable, break off into their own group
Enchanted movie
 Create a new ending to a previously
Ella Enchanted movie
existing fairy tale
Cinderella painting by Kinuko Y.
Craft
Castle Waiting: Volume One by Linda
Cross-Subject Connections
Medley
Studying cultural fairy tales, the students will
also see the locations of the countries of origin
for the tales which can assist in Geography.
Content Expectations
1.1—Understand and practice writing as a recursive
process—particularly standards 2, 7, and 8.
2.1—Develop critical reading, listening, and viewing
strategies—particularly standards 3, 4, 5, 8, 9, and
12.
2.2—Use a variety of reading, listening and viewing
strategies to construct meaning beyond the literal
level (e.g., drawing inferences; confirming and
correcting; making comparisons, connections and
generalizations; and drawing conclusions—
particularly standards 1 and 3.
2.3—Develop as a reader, listener, and viewer for
personal, social, and political purposes, through
independent and collaborative reading—particularly
standards 5, 6, 7, and 8.
3.1—Develop the skills of close and contextual
literary reading—particularly standards 1, 4, 5, 7, and
9.
3.2—Read and respond to classic and contemporary
fiction, literary nonfiction, and expository text from a
variety of literary genres representing many time
periods and authors—particularly standards 5.
4.1—Understand and use the English language
effectively in a variety of contexts and settings—
particularly 5.
Anticipatory Set
Monday
Listen to the song
“Soldier”
Tuesday
Read Lon Po Po
Wednesday
Read Beauty and
the Beast
Week One of Fairy Tale Unit—General Fairy Tales
Objectives
Standards
Mini
Independent
Covered
Lesson
Work
 Know basic
information about
the history of
fairy tales
 Understand
basically what
makes a good
fairy tale
 Be able to search
on their own for a
quality written
fairy tale
 Know the criteria
that is observed
and gauged when
writing and
reading a fairy
tale
 Understand the
archetypes of a
fairy tale and
symbolism
behind different
types of evil
characters
 Be able to
recognize these
symbols and
characters as they
read
 Know that even
the same stories
change from
culture to culture
 Understand that
different cultures
yield different
types of fairy
tales in respect to
Wrap-Up and
Homework
Assessment
1.1.2, 2.2.1
Lecture and notes
about the history
of where fairy
tales started
Brainstorm about
what makes a
good fairy tale;
give examples
Ask students to go
home and research a
culture and its fairy
tales (briefly) for
Wednesday
Class discussion of
what they feel
makes a good fairy
tale; fill out
worksheet set up
for this information
1.1.2, 2.1.3,
2.1.4, 2.2.3,
2.3.5, 2.3.6,
2.3.7, 3.1.1,
3.1.4
Lecture and notes
about the
elements of a
fairy tale
Work in groups
and discuss
symbols/
archetypes of
beasts, witches,
and other evil
fairy tale
creatures; share
answers with the
class
Begin reading
Trollbridge
Read p. 15 – 47
Part of assessment
will be notes taken
over Trollbridge
that will be checked
after the last day of
the reading
1.1.2, 2.1.3,
2.1.4, 2.2.3,
2.3.5, 2.3.6,
2.3.7, 3.1.1,
3.1.5, 3.1.7,
3.1.9, 3.2.5,
4.1.5
Read a chapter of
Robin Hood and
discuss the
elements existing
in Lon Po Po,
Beauty and the
Beast, and Robin
Hood; discuss
each of the
Get into groups,
choose a fairy tale
(each must be
different), and
research the fairy
tale (chosen from
J & W Grimm
Fairy Tales or
Grimm’s Fairy
Continue reading
Trollbridge
Read p. 48 – 95
Exit question on
what he or she has
learned from the
story so far. No
repeats.
Thursday
Friday
the morals of
their own culture
 Be able to
research about
these tales and
begin to be able
to explain their
reasoning
Read Favorite
 Know the base
Fairy Tales: Told
meanings of color
in Spain—“The
in literature
Enchanted Mule”
 Understand that
authors use color
to convey
messages to the
reader in a
symbolic way
 Be able to find
these colors in the
literature and try
to decipher some
meaning
Read The Fairy
 Know numerous
Tales—Hansel and
facts about the
Gretel
fairy tale that they
have been
researching
 Be able to create
a collaboration of
these facts
Anticipatory Set
Monday
Read The Persian
Cinderella
cultures they are
from
Tales)
1.1.2, 2.1.3,
2.2.3, 2.3.5,
2.3.6, 2.3.7,
3.2.5, 4.1.5
Present overhead
on the meanings
of color both in
literature and
movie media
Do more research
if necessary; begin
creating
PowerPoint or
poster to give a
summary and
explanation for
the fairy tale
Continue reading
Trollbridge
Read p. 96 – 131
Short Quiz on
Trollbridge
p. 48 – 95
1.1.8, 2.1.3,
2.2.3, 2.3.5,
2.3.6, 2.3.7,
2.3.8, 3.2.5,
4.1.5
Work on the
PowerPoint for
the duration of the
period to ensure
enough time
Finish up
PowerPoint or
poster and
practice
presentation for
Monday (5-8
minutes)
Continue reading
Trollbridge
Read p. 132 – 203
Work on
PowerPoint/poster
over the weekend if
necessary
Short Quiz on
Trollbridge
p. 96 – 131;
overhead on
characters and their
roles (participation)
Wrap-Up and
Homework
Finish Trollbridge
Read p. 204 – end
Assessment
Week Two of Fairy Tale Unit—Cinderella Stories
Objectives
Standards
Mini
Independent
Covered
Lesson
Work
 Know more facts 2.1.3, 2.3.5, Present fairy tale
Take the entire
about other fairy
2.3.6, 2.3.7, summaries and
hour to watch
tales based on the 3.1.7
explanations
presentations.
presentations of
Students critique
the other students
each others’ work
 Be able to present
the information
that they have
researched
Short Quiz on
Trollbridge
p. 132 – 203
Tuesday
Wednesday
 Know that the
story of
Cinderella has
changed
numerous times
through different
cultures and times
 Understand that
many of these
stories will be
brought up over
the rest of the
week and that
many other fairy
tales see this
change as well
 Be able to
recognize the
themes and
archetypes
previously
studied in the unit
1.1.2, 2.1.3,
2.1.4, 2.1.5,
2.1.8, 2.1.9,
2.2.3, 2.3.7,
3.1.5, 3.1.7,
3.2.5
 Discuss cultural
changes in fairy
tales,
particularly
Cinderella
 Read out loud J.
& W. Grimm’s
“Cinderella”
 Discuss
Trollbridge and
answer any
questions
 Talk about the
themes and
archetypes in it
Read the back of
the Enchantment
novel as well as the
introduction and
write a hypothesis
of what the book
might be about
Short Quiz on
Trollbridge
p. 204 – end (240)
Read Yeh-Shen and  Know that there are
many differences
discuss differences
between the
between this and
Chinese Cinderella
The Persian
and the Persian one
Cinderella
1.1.2, 2.1.3,
2.1.5, 2.2.1,
2.2.3, 2.3.5,
2.3.6, 2.3.7,
3.1.5, 4.1.5
Short debate on
violence in fairy
tales compared to
innocence and
happy endings
Divide into preselected groups
and brainstorm
ideas for creating
fairy tale; may be
skit or short story
Start Enchantment
Read p. 1 – 47
Participation in the
group during class
and how much is
accomplished by
the end of the class
period. Will talk to
the students a few
times throughout to
see where they are
with things.
Watch a clip from
Ella Enchanted
 Understand that as
people created the
different variations
of a fairy tale, that
they have the
ability to take their
creativity and do
the same
 Be able to start
creating ideas for
their own type of
fairy tale based on
aspects previously
talked about:
elements of a fairy
tale, archetypes,
symbols, and color
Thursday
Observe and talk
about the painting
Cinderella
Friday
Read The Korean
Cinderella; write a
short comparecontrast list
between this, YehShen, Persian
Cinderella, and
Grimm’s
Anticipatory Set
Monday
Read The Frog
Princess
 Know the general
meanings of
colors in literature
and artwork and
what they are
typically used to
represent
 Understand how
to use certain
combinations of
colors to convey a
particular
meaning
 Be able to draw a
picture that
exhibits their
understanding of
color usage
 Know how to
compare and
contrast multiple
stories
 Be able to use
creative abilities
to come up with
their own fairy
tale in order to
convey a moral or
message
1.1.2, 2.1.3,
2.1.4, 2.1.9,
2.3.5, 2.3.6,
3.2.5, 4.1.5
Observe and
discuss colors
shown in clip
from Tuesday and
books so far—
both in illustration
and written work
 Draw an
illustration,
using the
understanding of
color meanings,
that shows a
scene from
Enchantment or
another story
that has been
read so far
 Work on created
fairy tale
 Continue
Enchantment
Read p. 48 – 102
 Finish drawing if
necessary
Grade illustration
on completion of an
illustration of sorts
demonstrating at
least a basic
understanding of
color meaning in
literature
1.1.2, 2.1.3,
2.1.4, 2.1.5,
2.3.5, 2.3.6,
2.3.7, 3.1.5,
3.2.5, 4.1.5
Work entire class
period on created
fairy tale.
Work entire class
period on created
fairy tale.
Continue
Enchantment
Read p. 103 – 201
Short Quiz
p. 48 – 102
Week Three of Fairy Tale Unit—Russian Fairy Tales
Objectives
Standards
Mini
Independent
Covered
Lesson
Work
Discuss The Frog
1.1.2, 1.1.7,
 Enhance
Finish, edit and
Princess as well as other
1.1.8, 2.1.3,
proofreading skills
proofread created
stories that contain
2.1.4, 2.1.5,
 Gain a basic
characters like Ivan and
fairy tale skit/short
2.3.5, 2.3.6,
how they are in Russian
knowledge of
story
folktales compared to
Russian fairy tale
2.3.7, 2.3.8,
3.2.5, 4.1.5
Enchantment.
Wrap-Up and
Homework
Continue
Enchantment
Read p. 258 – 286
Assessment
Participation points
for taking part in
the discussion of
characters.
Tuesday
Wednesday
Look at and create
lines for a few
comic strips of
Castle Waiting
Read Baba Yaga
 Know how give a
peer grade with
reasoning (this
will only be a
small percent of
the presenters’
grades; mainly
used for the
purpose of the
students learning
to critique each
other
 Understand how
to critique one’s
peers without
being completely
negative; how to
provide
constructive
criticism
 Know that there
are different types
of magic, in
reference to
literature, and
what elements
exist in each kind
(white and black)
 Understand that
Baba Yaga’s
magic is usually
darker; noticing a
consistency in her
character
 Be able to notice
her type of magic
and compare it to
the magic of other
characters in
Enchanted and
other stories
2.1.3, 2.1.4,
2.1.5,
2.1.12,
2.3.5, 2.3.6,
2.3.7, 2.3.8
Short stories read
aloud and turned
in, skits performed
and one copy
turned in
Watch, critique,
and give peer
grade for skit
performances and
stories
Continue
Enchantment
Read p. 287 – 318
Short Quiz
p. 258 – 286
2.1.3, 2.1.4,
2.1.5, 2.1.8,
2.1.9, 2.3.5,
2.3.6, 2.3.7
Watch Enchanted
Search for the
elements of a fairy
tale in the movie
by filling in the
study guide and
guided notes
 Continue
Enchantment
Read p. 319 – 371
 Find stories of
Ivan and Baba
Yaga online
Short discussion of
types of magic used
in Enchantment
(participation)
Thursday
Friday
Share/read the
short stories found
for homework
Read Baba Yaga
and Vasilisa the
Brave
 Know what
elements to look
for in a fairy tale
 Understand that
these elements
must exist to
make the fairy
tale worth reading
or watching
 Be able to see
these elements in
a movie as well as
a book
 Understand that
different stories
convey the image
of Baba Yaga in a
different way;
appearance
 Be able to
understand, and
hopefully enjoy,
fairy tales and
their meanings
2.1.3, 2.1.4,
2.1.5, 2.1.8,
2.1.9, 2.3.5,
2.3.6, 2.3.7
Continue
Enchanted
Search for the
elements of a fairy
tale in the movie
Finish Enchantment
Read p. 372 – end
Short Quiz
p. 319 – 371
2.1.3, 2.1.4,
2.1.8, 2.1.9,
2.3.7
Finish
Enchanted
Search for the
elements of a fairy
tale in the movie
Read introduction
of Romeo and Juliet
to prepare for the
beginning of the
Shakespeare unit
Exit question on
what has been
learned from
reading fairy tales,
primarily
Enchantment.
Large Project Explanation
Story Writing: Creating a Fairy Tale
This is the largest project in the unit—the creation of ones own fairy tale. The students will be allowed to use one of two ways to write this
fairy tale; either a skit or a short story. They will be divided into groups of three or four for this project. Since they will have read or heard numerous
fairy tales by this time, they will have a lot of material and, hopefully, ideas to work with. They will start on the first day with brainstorming. They
will be paired in groups, to the best of my ability, that will be numerous people with different skills, so that students who struggle will have a student
that can either be helpful or can help them build up on their own ideas. If there is a group that is struggling as a whole, I may decide to allow them to
use a story that has been written before and rewrite the ending or edit the in between details. Allowing this may actually have them start with a
preconceived idea, but end up going off onto their own idea.
During the classroom time for this project, there would be credit given for observed participation, simply taken by me walking around over
the times of working on it and seeing that each person is working at least part of the time. Once completed, each group would be required to either
read their story or act out their skit for the class. Overall, this project would be an opportunity to display creativity. Because it is not a graded thing,
the groups could include props or not include props if they like, which may be helpful for those that are artistic; even if it isn’t completely graded,
they would be able to feel that they put something into the project, and it would be part of participation and presentation.