Disney s Cinderella KIDS Synopsis

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2 Disney s Cinderella KIDS Synopsis Far away in cottage in a small kingdom, the beautiful young girl, Cinderella spends long days as a servant in her own home bowing to every whim of her cold stepmother and cruel, jealous stepsisters, Anastasia and Drizella ("The Tale of Cinderella"). One day, the town criers invite all the young ladies of the kingdom to attend the Royal Ball where they can meet the dashing Prince Charming. When Cinderella humbly inquires about the ball, her stepsisters laugh at her mockingly. But her conniving Stepmother agrees to let her go if she finishes an impossibly long list of chores. Cinderella is not disheartened by all this work, for going to a ball would be a dream come true ("A Dream Is a Wish Your Heart Makes"). To make things harder for Cinderella, Anastasia and Drizella dump all their dirty laundry at her feet, adding to the list of chores. Cinderella s mice friends including Perla, Jaq, Luke, and Gus try to help her forget these horrid tasks, by reminding her of how wonderful the ball will be ("A Dream Is a Wish Your Heart Makes Reprise"). When Cinderella exits to perform another of her stepsisters chores, the mice lament Cinderella s awful situation ("The Work Song"). To make Cinderella feel better, the mice scurry to stitch together a lavish ball gown from scrap fabrics and accessories the Stepsisters have cast off ("The Work Song Reprise ). The mice surprise Cinderella with the dress, only to have Anastasia and Drizella tear it to shreds in a fit of jealousy. Stepmother and the Stepsisters leave for the ball, leaving Cinderella behind in a pool of tears, with nothing left to believe in. Magically, a Fairy Godmother appears, ready to perform a few miracles and get Cinderella to the ball. Using a magic spell, the Fairy Godmother transforms household items and Cinderella s furry friends into an elegant entourage ("Bibbidi-Bobbidi-Boo"). The Fairy Godmother reminds Cinderella that the spell only lasts until midnight, at which point everything will be as it was before. She then waves goodbye, and sends the enchanted coach on its way to the palace ("To the Ball"). At the Royal Ball, Prince Charming is unenthusiastic about the ladies the King presents to him-until Cinderella enters and lights up the room. The pair dance until midnight, when Cinderella rushes out before the spell breaks, leaving behind a single glass slipper. Left with only the slipper as a guide, the King orders the Grand Duke to scour the kingdom until he can find the foot that will fit it perfectly. After a long search, the Duke finds a perfect fit on Cinderella's foot, and she is invited back to the castle to marry the Prince, and be the new Princess ("Cinderella/Dream Finale"). The kingdom rejoices at the marriage of Cinderella and Prince Charming as the curtain falls ("Bibbidi Bobbidi Bows"). 2

3 Lesson 1 Musical A musical is a form of storytelling that uses elements of music, song, dance and dialogue to tell the tale. The combined elements bring forward an event or series of events, real or fictional, with emphasis on character, setting, plot, and theme. Cinderella is one such musical, and is best known as an animated musical from the Walt Disney Company. Its story plot is one well recognized and told in many versions, worldwide. Objective Students will: Understand the makeup and structure of a musical. Understand the function for how music and lyrics add to a dramatic production (play) to create a musical and help tell a story. Assessment Students will be able to: Describe how music is used in theatrical productions (plays). Demonstrate how music communicates meaning of text, feelings and moods or images. Identify, discuss and respond to music written for specific purposes. Identify the role of a composer and of a lyrist. Sample items to gauge student understanding: 1. A musical has a. music b. song c. dance d. all the above (all the above) 2. A person who writes lyrics (words) to a song is a? (lyrist) 3. Identify ways music and song play help to tell the story in a play. (e.g., character presence and mood, action tempo, support setting detail, etc.) Vocabulary Musical Composer Lyrics/lyricist Materials Printed copy of the story Cinderella Examples of other stories, in the format of text or film, made into musicals. 3

4 Activity1 It s Magical Music, Song and Dance Teacher will: 1. Read aloud the story Cinderella. 2. Facilitate discussion how music and song are added to such stories to create dramatic productions called musicals. 3. Present for viewing a film segment from a musical film version of Cinderella. Note: Consider fair use practice in the viewing of audiovisual works and playing of sound recordings. Performance must be presented by teachers or students only for a specific class Performance must occur in the course of face-to-face teaching activities directly related to the curriculum Performance must take place in a classroom in a nonprofit educational institution Performance must be of a legally required copy of the work One cannot transfer a video clip from a full featured film to another tape. Clip must be viewed from the full copy of video. Viewing of commercial film may require public performance rights. 4. Discuss the role of a composer (one who writes music) and of a lyricist (one who writes the words of a song or lyrics for a musical play). 5. Introduce other stories that have been made into musical productions through the addition of music, song and dance (e. g., Beauty and the Beast, Snow White and the Seven Dwarfs, Sleeping Beauty and Peter Pan, etc.) 6. Have students discuss how the addition of music helps to tell the story. 7. Have students discuss other impacts music has on the story of a dramatic production/play (e.g., character presence and mood, audience perception, etc.) 8. Assist and have students as a class write a short story and incorporate known children s songs into the story to create a musical. 9. Facilitate discussion on why certain songs were chosen and how the songs added to the story. 10. Have students perform the story with narration and added songs. Students will: 1. Listen to a story of Cinderella read aloud. 2. View a segment of a filmed musical production of Cinderella. (See fair use practice stated previously) 3. Discuss the role and function of a composer and of a lyrist. 4. Discuss how music and song helps to tell a story. 5. Write and perform a short story with added music and song. 4

5 Objective Students will: Recognize and distinguish between major and minor events of the plot sequence in Cinderella, book and play. Understand how these events bring forward conflict, solution and future action in the Cinderella story. Assessment Student will be able to: Identify main and minor incidents of the plot sequence. Identify the main and minor events of the plot and explain their impact on moving the story forward from beginning to end. Sample items to gauge student understanding: 1. Which is considered a major event in the story of Cinderella? a. Cinderella must do all of her sisters chores. b. Cinderella leaves the ball at midnight c. Cinderella loses her glass slipper. d The stepsisters attend the ball. (b and c) 2. Explain your chosen answer(s) and tell why the event qualifies as a major event. 3. Explain how the chosen main event(s) helped to move the story forward, and bring it to conclusion/an end. Vocabulary Main events Minor events Conflict (problem) Solution Materials Handout A: Cinderella Jeopardy Handout B: Cinderella Jeopardy Score Sheet Overhead Projector Bells for each team Various versions of Cinderella (books) 5

6 Activity 2 The Many Ways to Tell the Same Story Cinderella is one character her tale is known worldwide. There are many versions of the Cinderella story and they are told through words, images, music and song. While characters and settings may change, the major event of a innocent maiden winning Prince Charming s heart is recognizable as in the Native American tale, Rough Face Girl, and the Hmong tale, Jouanah: A Hmong Cinderella. Cinderella Jeopardy Teacher will: 1. Introduce/review and define the concept of main and minor events of a story plot. (*Minor events generally have less of an affect on the story outcome). 2. Introduce various versions of the Cinderella story to demonstrate characteristics of a main or minor event. 3. Introduce the concept of the game, Jeopardy. 4. Have students divide into groups of four or five in order to team for a game of Cinderella Jeopardy. 5. Review with students the vocabulary words as listed in the Jeopardy category titles. 6. Discuss the rules for the Jeopardy game. Rules: a. Teams will have thirty seconds to present an answer. b. Teams may have only one speaker at a time. Speakers will rotate. c. Teams will answer game questions with a question. d. Team members will ring a bell when they think they know the answer. e. Teams will sign their names in the boxes of the questions that they answer correctly. Writers rotate. f. The team with this highest score when all questions are answered, wins. 7. Facilitate a round of Cinderella Jeopardy. Include time to discuss how the main or minor events helped to move the Cinderella story forward to conclusion. 8. Crown the winners. Students will: 1. Play a simulated version of the game, Jeopardy, called Cinderella Jeopardy. 2. Explain why identified events are classified as a main or minor event. 6

7 Self-Selected Reading Suggestions Jones, C. (2005) Rapunzel. Minneapolis, Minn.: Picture Window Books. Jones, C. (2005) Beauty and the Beast. Minneapolis, Minn.: Picture Window Books. Chronicle Books. (2004) Princess Stories : A Classic Illustrated Edition. San Francisco: Chronicle Books. Ljungkvist, L. (2003) Snow White and the Seven Dwarfs. New York, N.Y.: H.N. Abrams, Publishers. Coburn, J. R. and Lee, T. C. (1996) Jouanah: A Hmong Cinderella. Freemont, CA.: Shen s Books. Martin, R. (1992) The Rough-Face Girl. New York: Putnam. Levine, G. C. (1997) Ella Enchanted New York: HarperCollins. Writing Tiered Activities Introductory Students will identify three major events and three minor events from the Cinderella story and write an explanation for their choices. Intermediate Students will choose one major event and on minor event to alter from the Cinderella story that will change the final story outcome, and then write a narrative to explain how the changes made a difference. Advanced Students will read another classic fairy tale and create a grid of Jeopardy questions with the same category titles. Students will then divide into teams and play the new game to practice recognizing the differences between major and minor events and their influence on future actions in the story. Activity Extensions View another filmed version of Cinderella and ask students to point out any subtle changes in major events or minor events of the story and their influence on a happily ever after ending. (See fair use practice disclaimer stated previously) Make new copies of the Jeopardy grid and have students sequence the major and minor events to illustrate the story plot sequence from beginning to end. Use graphic organizer software to create a story map of Cinderella that reflects the main events of the story. 7

8 Student Handout A Sample Cinderella Jeopardy Name Symbols Problems Main Events Minor Events Fairy Godmother (Who makes dreams come true?) or (What is a symbol of hope?) The Prince is looking for a. (What is a bride or princess?) Mice sew for Cinderella to wear at the ball. (What is a dress?) The king declared a royal proclamation that there would be. (What is a ball?) Happily Ever After Quotes A is a wish your heart makes when you re fast asleep. (What is a dream?) Glass Slipper (What is the anticipation of good fortune?) or (What is an object of foretelling?) Cinderella is without a and cannot attend the ball. (What is a ball gown or dress?) Stepsisters did this to Cinderella s dress. (What is to rip and tear?) The Stepmother s reaction at Cinderella s request to attend the ball. (What is first you must finish your chores?) Even take a little time. (What are miracles?) Stepsisters (What is a symbol of mistreatment or evil?) The Fairy Godmother s spell only lasts until. (What is midnight) arrives to assist Cinderella. (Who is the Fairy Godmother?) The stepsisters throw a pile of on Cinderella s head to clean. (What are socks?) Believe! (What must you do to make your dreams come true?) Pumpkin (What is a symbol of transportation?) The Prince is upset. (What is the Prince s reaction when Cinderella leaves the ball?) The tower attic (In what room does the stepmother lock Cinderella into?) Neither one fits (What is the foot of each step-sister? Living with the prince at the palace (What is Cinderella s happily ever after? Mice (What is a symbol of friendship?) The glass slipper breaks. (What happens before Cinderella is able to try on the slipper? The second glass slipper (What does Cinderella give to the Grand Duke proving she danced with the Prince?) Cinderella is invited to join Prince (What happens after Cinderella presents the second glass slipper? Snow White, Rapunzel, and Sleeping Beauty (What are other fairy tales with a Prince and a happy ending?) 8

9 Student Handout B Cinderella Jeopardy Scoresheet Name Symbols Problems Main Events Minor Events Happily Ever After Quotes

10 Activity 3 How Many Feet Is That? Measurement It was all in the shoe for Cinderella; having the right measurement, size and foot for the perfect fit into the glass slipper. Objective Student will: Understand the concept of units of measure, non-standard and standard. Establish personal or common referents for units of measure to make estimates and comparisons. Find perimeter and area of a foot tracing using a non-standard unit of measure and a standard unit of measure. Describe and compare the relationships among units of measure. Recognize and explain the need and benefit for fixed units and tools for measuring an object s length. Assessment Students will be able to: Measure objects that are not uniform. Measure and calculate perimeter. Measure and calculate area. Measure the perimeter and area of their foot using a non-standard and a standard unit of measurement for comparison of data. Explain the reason and benefit for using fixed standard units of measure and appropriate tools. Sample items to gauge student understanding: 1. Why is it important to have a standard unit of measure? a. Everyone can measure the exact same way. b. Everyone can measure for consistent results. c. Everyone can measure accurately for precision. d. Everyone can measure using appropriate tools. f. All of the above (all of the above) 2. What is a job that someone may do at your house that would require knowledge and skill to measure area? (e.g., carpet installation) 3. If you were going to position a fence around a pond, would it be more helpful to know the perimeter or area of the pond? Explain your answer. (perimeter) Vocabulary Unit of measurement Perimeter Area 10

11 Materials Graph paper Pencil String Rulers Tape Measure Teacher will: 1. Introduce the concept of measurement and the various ways to measure objects non-standard and standard. 2. Introduce the glass slipper from Cinderella as an object of that can be measured. 3. Instruct each student to trace one of their own feet on a piece of graph paper and cut it out. 4. Have students measure and record a variety of different objects in the classroom using the foot cut out as a common referent for a unit of measure (e.g., height of a door, distance from back of the room to front of room, length of the chalk board, etc.) 5. Facilitate student discussion to explore how the measurements of various objects and the same object differed and why. 6. Guide and extend the discussion to address the concepts of perimeter and area. 7. Instruct students to measure the perimeter of their foot cut out, suggesting student brainstorming for various measurement strategies (e.g., use a string to outline the perimeter of the foot cut out, and then measure the length of the string). 8. Instruct students to measure the area of their foot cut out, suggesting student brainstorming for various measurement strategies (e.g., counting all of the squares on the graph paper using the following criteria--whole squares count as one, and partial squares count as halves or quarters). 9. Instruct students to order their individual foot cut outs from smallest to largest based on their measurements of perimeter (or area). 10. Have students observe and comment on the range of sizes of the foot cut outs and how the sizes alter the measurement of the same object. 11. Facilitate student discussion on how results would differ if everyone used their own personal unit of measure verses a standard unit of measure such as a ruler or tape measure 12. Have students identify the benefits of using standard units of measure. 11

12 Students will: 1. Participate in teacher lead discussion about units of measurement. 2. Trace one of their feet on graph paper and cut out for use as a common referent of measure. 3. Measure various objects around the room using their foot cut out. 4. Recognize that the same length or width may have different measurements if different units of measure vary. 5. Comprehend the concept and meaning of perimeter and area. 6. Measure the perimeter of their foot cut out. 7. Measure the area of their foot cut out. 8. Arrange their foot cut outs and order them from smallest to largest, based on perimeter (or area). 9. Explain how the results differ when personal units of measure are applied vs. standard units of measure. 10. Compare the results of non-standard and standard units of measure. 11. Identify benefits for the use of standard units of measure. Self-Selected Reading Suggestions Adler, David A. (1999). How Tall, How Short, How Far Away? New York: Holiday House. 12

13 National Standards: Fine Arts>Music NA-M.K-4.7 Evaluating Music and Music Performances (Grades K-3) Devise criteria for evaluating performances and compositions. Explain, using appropriate music terminology, their (students) personal preferences for specific musical works and styles. NA-M.K-4.8 Understanding relationships between music, the other arts, and disciplines outside the arts (Grades K-3) Identify similarities and differences in the meanings of common terms (e.g., form, line, contrast) used in the various arts. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. Kentucky: Arts and Humanities>Music Standards 2. Develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives Elements of Music (1.14, ) (Grades K-3) 2.23 Students analyze their own and others' artistic products and performances using accepted standards Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities. AH-E Timbre: instrument families (brass, woodwind, string, percussion, folk), voice parts (high, low), sounds of voices and instruments (1.14, 2.24) AH-E Identify and discuss simple musical forms (see list under elements) (2.23) Ohio: Arts> Music Standards> Valuing Music/Aesthetic Reflection Demonstrate an understanding of reasons why people value music. Demonstrate a respect for diverse opinions regarding music preferences. Articulate the significance of music in their (students) lives. Benchmark(s) Grades K-3 C. Demonstrate how music communicates meaning of text, feelings, moods or images, and influences personal preferences. Ohio: Arts> Music Standards> Connections, Relationships and Applications Identify similarities and differences between music and other arts disciplines. Recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects Develop a desire for lifelong learning in music. Benchmark(s) Grades K-3 A. Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts. C. Identify and describe roles of musicians in various music settings. 13

14 National Standard>Language Arts NL-ENG.K-12.2 Understanding the Human Experience (Grades 4, 5 &6) Read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. NL-ENG.K-12.3 Evaluation Strategies (Grades 4, 5 &6) Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate text. Draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). NL-ENG.K-12.5 Communication Strategies (Grades 4, 5 &6) Employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. NL-ENG.K-12.6 Applying Knowledge (Grades 4, 5 &6) Apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique and discuss print and nonprint texts. Kentucky: Language Arts 1. Use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives. Reading (1.2) 1.2 Students make sense of the variety of materials they read. (Grade 4) RD-E Describe characters, plot, setting, and problem/solution of a passage. (Grades 5 and 6) RD-M Describe literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage. Reflective Writing (1.11) 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. (Grades 4, 5 &6) WR-E-1.1 strategies used during the development of pieces selection of portfolio pieces application of writing process (prewriting, drafting, revising, editing, publishing) 14

15 Ohio: Language Arts>Reading Applications> Literary Text Standard Enhance understanding of the human story by reading texts that represent a variety of authors, cultures and eras. Apply the reading process to the various genres of literature. Demonstrate comprehension by describing and discussing the elements of literature. Explain, analyze and critique literary text to achieve deep understanding. Benchmark(s) Grades 4, 5 &6 C. Identify the elements of plot and establish a connection between an element and a future event. Ohio: Language Art> Writing Processes Standard Engage in the major phases of the writing process prewriting, drafting, revising, editing and publishing. Plan writing for different purposes and audiences. Apply writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Benchmark(s) Grade 4 A, B, C, D, E, F, G, H, and I (see all: writing and editing processes) Benchmark(s) Grades 5 and 6 A, B, C, D, E, F, G, and H (see all: writing and editing processes) Ohio: Language Arts> Writing Applications Standard Understand various types of writing require different language, formatting and special vocabulary. Learn about the various purposes of writing. Use a small range of familiar forms. Select text forms to suit purpose and audience. Use content-specific vocabulary to achieve communication goals. Benchmark(s) Grade 4 B. Write responses to literature that summarize main ideas and significant details and support interpretations with references to the text. Benchmark(s) Grades 5 and 6 B. Write responses to literature that extend beyond the summary and support judgments through references to the text. 15

16 National Standards: Mathematics>Measurement NM-MEA.3-5.1, NM-MEA (Grade4 and 5) (Grade 6) Understand measurable attributes of objects and the units, systems, and processes of measurement. understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute compare and order objects according to these attributes understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems carry out simple unit conversions, such as from centimeters to meters, within a system of measurement understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume. understand that measurements are approximations and how differences in units affect precision NM-MEA.3-5.2, NM-MEA (Grades 4 and 5) (Grade 6) Apply appropriate techniques, tools, and formulas to determine measurements. use repetition of a single unit to measure something larger than the unit, for instance, measuring the length of a room with a single meter stick use tools to measure develop common referents for measures to make comparisons and estimates select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles; angle measures to appropriate levels of precision select and use benchmarks to estimate measurements select and apply techniques and tools to accurately find length, area, volume develop and use formulas to determine the circumference of circles and the area of triangles, parallelograms, trapezoids, and circles and develop strategies to find the area of more-complex shapes Kentucky: Mathematics Standard 2. Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives. Measurement (2.8, 2.10, 2.12) 2.8 Students understand various mathematical procedures and use them appropriately and accurately Students understand measurement concepts and use measurements appropriately and accurately. (Grades 4 and 5) MA-E Use nonstandard and standard units to measure weight, length, perimeter, area (figures that can be divided into rectangular shapes), and angles MA-E Choose appropriate tools (e.g., protractors, meter sticks, rulers) for specific measurement tasks. 16

17 MA-E Identify measurable attributes of an object and make an estimate using appropriate units of measurement MA-E Use measurements to describe and compare attributes of objects (Grade 6) MA-M Use appropriate tools and strategies (e.g., combining and subdividing shapes) to find measures of both regular and irregular shapes MA-M Estimate measurements in standard units MA-M Use formulas to find area and perimeter of triangles and quadrilaterals, area and circumference of circles, and surface area and volume of rectangular prisms Ohio: Mathematics> Measurement Estimate and measure to a required degree of accuracy and precision. Select and use appropriate units, tools and technologies. Benchmark(s) Grade 4 A. Select appropriate units for perimeter, area, weight, volume, time and temperature. B. Know that the number of units is inversely related to the size of the unit for any item being measured. D. Identify appropriate tools and apply counting techniques for measuring side lengths, perimeter, and area of squares, rectangles, and simple irregular two-dimensional shapes. Benchmark(s) Grades 5 and 6 A. Select appropriate units to measure angles, circumference, surface area, mass and volume. C. Identify appropriate tools and apply appropriate techniques for measuring angles, perimeter or circumference and area. F. Analyze and explain what happens to area and perimeter or surface area and volume when the dimensions of an object are changed. Ohio: Mathematics> Mathematical Processes Standard Use mathematical processes and knowledge to solve problems. Apply problem-solving and decision-making techniques, and communicate mathematical ideas. Note: The following benchmarks are embedded within the grade level indicators. Benchmark(s) Grade 4 A, B, C, D, E, F, G, H, I, J and K (see all) Benchmark(s) Grades 5 and 6 A, B, C, D, E, F, G, H, I, J and K (see all) 17