Glass+Slipper,+Gold+Sandal+Reinforcing+Activity

**NCSS Notable Trade Book Lesson Plan** Lesson Plan Author: Danilo M. Baylen

//Glass Slipper, Gold Sandal: A Worldwide Cinderella// (2007) by Paul Fleischman (Notable Book, 2008). New York, NY: Henry Holt and Company. Illustrated by J. Paschkis Suggested reading level: Grade K-4; ISBN-13: 978-0-8050-7953-1 ||
 * Title of NCSS Notable Trade Book** ||


 * Book Summary** ||

The author drew from a variety of folk traditions, including images and texts, to put together a version of a Cinderella story. The writing blended various elements from Cinderella stories in twenty countries and places to create a tale full of culture-specific images and perspectives. The book illustrates the diversity in people’s lives yet continuously connected through our similarities and differences. ||

I. Culture
 * NCSS Standards** ||

II. Time, Continuity, and Change

III. People, Places, and Environments ||

1. 6-8 copies of //Glass Slipper, Gold Sandal: A Worldwide Cinderella// by Paul Fleischman
 * Materials** ||

2. Worksheets

3. Colored markers and cutting tools

4. Poster board and construction paper

5. Access to software applications, such as, PowerPoint, Excel

6. Access to the Internet ||


 * Objectives** ||

Students will –

· Identify the countries/places represented in the picture book.

· Locate the countries/places represented in the picture book in a world map.

· Research basic information about the past and present culture of one of the countries/places represented in the picture book using the electronic resources (Internet).

· Create a poster that showcases information comparing the past and present cultures of one of the countries/places represented in the book ||


 * Procedures**

//Exploration/ Introduction//

||

A. Prior to showing the picture book, and reading it aloud, the teacher will do the following –

1. Ask students -- What is your favorite story?

2. Ask students – What makes a story engaging? NOTE: Do board work as students share their responses. Possible answers: characters, images, conflict, etc.

B. Show the picture book and ask students the following questions –

· What do you see on the cover? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What does the text tells you about the picture book? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What does the image tells you about the picture book? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What do you think the story is about? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Anybody familiar with this story? How did you come to know the story?

C. Ask students if they heard of a Cinderella story. Pick 2-3 volunteers to retell the Cinderella story that they are familiar with. Ask students the following questions (W-H pattern) after each retelling --- ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Who are the characters in the story? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What happened at the beginning, middle and end of the story? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Where did this story take place? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> When did this story take place? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Why did (insert character name) do this? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How did the story end? ||

//Development// ||

D. Prior to the read aloud activity, the teacher needs to provide each student with a piece of paper to write down the names of places mentioned or spelled out in the picture book.

E. Then, read the story in the picture book to the whole class. NOTE: If the images in the picture book can be projected using an electronic device (e.g., ELMO), then it is highly suggested to do this while doing the read aloud.

F. After reading the story, ask students to share the names of places they heard or saw to the class. Possible answers – Appalachia, China, France, Germany, India, Indonesia, Iraq, Iran, Ireland, Japan, Korea, Laos, Mexico, Poland, Russia, West Indies, Zimbabwe ||


 * //Differentiated Instruction//**

A. Show the book cover of //Glass Slipper, Gold Sandal: A Worldwide Cinderella// by Paul Fleischman. Ask students the significance of Glass Slipper, Gold Sandal, and Worldwide Cinderella in the title of the picture book.

B. Provide pieces of paper with names of places identified in the picture book. Bring out a world map and invite students to find the places on the map.

C. Divide the students into groups of 3 or pairs and ask them to read the story in the picture book. After reading, ask students in a whole class format the following questions –

·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Who are the characters in the story? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What happened at the beginning, middle and end of the story? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Where did this story take place? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> When did this story take place? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Why did (insert character name) do this? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How did the story end?

D. In groups of 3 or pairs, have the students complete the table as shown below (see appendix for handout) as they go over the picture book.

Example Worksheet (see Appendix A) || Name of a Place || Animal || Food || Object || People ||

China || || || || ||

France || || || || ||

Germany || || || || ||

India || || || || ||

E. As a class discussed about similarities and differences about artifacts, animals, food, and people across places named in the picture book.

F. Finally, in small groups, students will conduct a frequency count for each category (animal, food, object, people) and then use the results create a bar graph. NOTE: This is an opportunity to use //Excel// spreadsheet if available in the classroom.

Example of a Bar Graph

|| ||  ||  ** 100 ** || ** 80 ** ||  ||  ||  || ||  ** 60 ** ||  ||  || ||  ||  ** 20 ** ||  || ||  ||  ||  || Animal || Food || Object || People || || ||  || ||  ||  || ||

//Expansion// ||

Ask students to **select one of the following assignments** and complete it using electronic sources (see Websites) --

1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Compare and contrast two places based on the following categories: animal, food, object, and people using pre-selected websites in response to the prompt questions below. Working in pairs or group of 3, students will research and then write 100-200 word essays about the similarities and differences of their two places.

Prompt Questions

·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What types of animals can be found in this place? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What kind of food do people eat in this place? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What unique objects can be found in this place? How are they being used? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Who are the people who live in this place? What are they called?

2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Based on the research using electronic resources, students in pairs or group of 3 will create an electronic poster that showcases a place. This is an opportunity to use PowerPoint application as a presentation tool. ||


 * Assessment** ||

As students submit their completed assignments, check for the following –

|| || No || Unsure || Yes || Narrative description is well-supported by information from electronic resources || || || || Ability to identify similarities and differences || || || || Presentation of ideas is logical and sequential || || || || Writing is free of spelling and grammatical errors || || || || Followed directions very well as specified by the teacher || || || || ||

1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> **Retelling** -- Invite students to look at similar Cinderella picture books (see list of picture books below). After reviewing them, ask them to retell the story and discuss with their classmates how different or similar is it to the initial picture book read -- //Glass Slipper, Gold Sandal: A Worldwide Cinderella//
 * Suggested**
 * Extension**
 * Activities** ||

2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> **Rewriting** -- Ask the class to write a new Cinderella story using a “jigsaw approach” based on what they learned from their readings and research. At the end, students use poster boards, construction papers, and colored markers to produce a poster where they can showcase their story as well as incorporate colorful illustrations. ||


 * Additional**
 * References & Web Links** ||


 * Picture Books**

Mehta, L., & Brucker, M. B. (2002). //Anklet for a princess: A Cinderella story from India//. Shen’s. Illustrated by Y. Tang. ISBN-13: 978-1885008138 Climo S. (1992). //The Egyptian Cinderella//. HarperCollins. Illustrated by R. Heller. ISBN-13: 978-0064432795 Climo S. (1996). //The Korean Cinderella//. HarperCollins. Illustrated by R. Heller. ISBN-13: 978-0064433976

Climo, S. (2001). //The Persian Cinderella//. HarperCollins. Illustrated by R. Florczak. ISBN-13: 978-0064438537

Coburn, J. R. (2000). //Domitila: A tale from Mexican tradition//. Arcadia, CA: Shen’s. Illustrated by McLennan. ISBN-13: 978-1885008138

Coburn, J. R., & Lee, T. C. (1996). //Jouanah: A Hmong Cinderella//. Arcadia, CA: Shen’s Books. Illustrated by A. S. O’Brien. ISBN-13: 978-1885008015

Coburn, J. R. (1998). //Angkat: The Cambodian Cinderella//. Fremont, CA: Shen’s Books. Illustrated by E. Flotte. ISBN-13: 978-1885008091

de la Paz, M. J. (2001). //Abadeha: The Philippine Cinderella//. Auburn, CA: Shen’s Books. Illustrated by Y. Tang. IS BN-13: 978-1885008176

Jaffe, N. (1998).// The way meat loves salt: A Cinderella tale from the Jewish tradition //. Henry Holt and Co. Illustrated by L. August. ISBN-13: 978-0805043846

Louie, A. (1996). //Yeh-Shen//. Putnam Juvenile. Illustrated by E. Young. ISBN-13: 978-0698113886

Lum, D. (1994). //The golden slipper: A Vietnamese legend//. Troll Associates. Illustrated by M. Nagano. ISBN-13: 978-0816734061 Quoc, M. (2006). //Tam and Cam: The ancient Vietnamese Cinderella story//. East West Discovery Press. Illustrated by M. Long. ISBN-13: 978-0970165442

San Soucci, R. D. (2000). //Little gold star: A Spanish American Cinderella//. HarperCollins. Illustrated by S. Martinez. ISBN-13: 978-0688147808

San Soucci, R. D. (2002). //Cendrillon: A Caribbean Cinderella//. Aladdin. Illustrated by B. Pinkney. ISBN-13: 978-2914692281

Schroeder, A. (2000). //Smoky Mountain Rose: An Appalachian Cinderella//. Puffin. Illustrated by B. Sneed. ISBN-13: 978-0140566734

Sierra, J. (2000). //The gift of the crocodile: A Cinderella story//. NY: Simon & Schuster Books for Young Readers. Illustrated by R. Ruffins. ISBN-13: 978-0689821882


 * Websites**

//National Geographic Sites//

Cambodia []

China []

France []

Germany []

India []

Indonesia []

Iran []

Iraq []

Ireland []

Japan []

Korea (North) []

Korea (South) []

Laos []

Mexico []

Poland []

Russia []

Vietnam []

West Indies []

Zimbabwe []

//Other Sites//

Appalachia: History of Mountains and People []

Introduction to Cambodia []

Germany []

Lao Language and Culture Learning Resources []


 * Bibliography**

Bishop, R. S. (1997). Selecting literature for a multicultural curriculum. In V. J. Harris (Ed.), //Using multiethnic literature in the K-8 classroom// (pp. 1-20). Norwood, MA: Christopher-Gordon Publishers, Inc.

Brown, M.I. (1999). Issues in selection and evaluation of multicultural literature for young people. //Journal of Children's Literature//, //25//(1), 60-69.

Elleman, B. (1998). Evaluating illustration. //Journal of Children's Literature//, //24//(1), 20-27.

Hurley, S. R., & Chadwick, C. D. (1998). The images of females, minorities, and the aged in Caldecott award-winning picture books, 1958-1997. //Journal of Children's Literature//, //24//(1), 58-65.

Levy, M. (2000). //Portrayals of Southeast Asian refugees in recent American children’s books//. Lewiston, NY: The Edwin Mellen Press.

Martinez, M., & Nash, M. (1998). Children's books: A look at how we evaluate and select them. //Journal of Children's Literature//, //24//(1), 6-19.

Norton, D. E. (2001). //Multicultural children's literature: Through the eyes of many children//. Upper Saddle River, NJ: Prentice-Hall, Inc.

Ramirez, G. Jr., & Ramirez, J. L. (1994). //Multiethnic children's literature//. Albany, NY: Delmar Publishers, Inc.

Strehle, E. (2001). Constructing a multicultural orientation: Ten books that fit. //Journal of Children's Literature//, //27//(1), 39-41.

Ting, N. (1974). //The Cinderella cycle in China and Indo-China//. Helsinki: Academia Scientiarum Fennica. ||