Week+1

====In a box have a pumpkin, a mouse, a magic wand, a rag and a slipper. Ask students to draw a conclusion about the text that they will be studying. ====

The students should come up with Cinderella.
====Begin by asking students if they all know the basics of the Cinderella story, either from reading a book or watching a movie. Most will know it. For those who do not, have them shadow another student during the next activity. Have students pair up to tell the story to each other. Then have pairs meet with other pairs to tell the story among themselves again. They will find that they agree on some parts and disagree on others. ==== ====This is a great opportunity to talk about how stories develop and are interpreted differently all over the world. Clarify that Walt Disney is not the author of Cinderella, but that he interpreted it from Perrault’s early version that most of us know. Read aloud and discuss elements of the fairy tale. ====

====Illustrate how fantasy and realism play important roles in the development of a fairy tale. Introduce the concept of point of view in storytelling. ====

Consider one of the Unit Questions, //Of all the fairy tales ever written, why has the story of Cinderella been the one to capture the hearts of so many generations and cultures?//

Discuss with students the elements of a fairy tale. (AUCTION activity?)

Tell students there are many versions of Cinderella from different countries and that they will have an opportunity to read several versions. Provide stimlus materials for students.

Students might consider using Active Listening / Reading Prompts as a guide for their reflections by modelling how to use focus questions, mental images, inferences, and big ideas as they read a version of Cinderella from around the world.

In LOTE teachers will read the stories from the LOTE country and identify similarities and differences. All students create a Venn diagram to plot similarities and differences between the LOTE version of their story and a 'traditional'/Disneyfied (sp?) versions of Cinderella.

Teachers will model how to unpack the cultural context of the story to enhance the reading of the text. Both French and Indonesian teachers will model this through the Korean Cinderella example and will then support students to complete the task with the LOTE specific version of the story. Highlighting historical and cultural factors within the LOTE.

 After reading the[| Korean Cinderella], LOTE teachers show students how to use the Cinderella connection graphic organizer to map key components of the story. The model shows how to create a list of new and unusual words, particularly those with cultural importance. Discuss how customs, family structure, setting, and time period influence the story of Cinderella.

**Cultural Focal Points Within the Story**
====The description of the magical helper as a goblin is particularly interesting in this version of Cinderella. Typically we would think of a goblin as a bad thing, but in Korean folklore goblins can be good and bad. The festival scene is also interesting, especially the long white ribbons attached to the men’s hats. The palanquin originated in eastern Asia.====