Comparing Cinderella Stories Around the World

Isaac School District No. 5
English Language Arts Curriculum Map: Grade 1

Unit 6: Around the World with a Glass Slipper – In this unit, students compare and contrast multiple versions of Cinderella while
learning about continents and cultures.
Overview: In the previous unit, students were introduced to writing opinion pieces in the context of American contributions. In this unit,
students look beyond America, but continue to focus on opinion writing. Each child chooses a favorite version of a fairy tale, such as
“Cinderella”, and supports their choice with reasons. They continue to focus on similarities and differences in fiction and non-fictional texts.
As the unit closes, the students examine artistic masks from various cultures and use descriptive words to tell about the masks.
Big Ideas: Essential Questions: Vocabulary:

Different cultures have different versions of What can different versions of the same compare closure
the same story. story teach us about different cultures? contrast fluency
culture fairy tales
Good readers compare and contrast Why should readers compare and contrast dialogue fantasy
characters in stories to help them characters in stories? version scene
understand what they are reading. adventure setting
How does a writer explain their opinion? experiences pronouns
Opinions need to be supported by reasons. publish conjunctions
sequence prepositions

ELA Standards/ELP Standards: Sample Activities/Assessments:
Reading Foundations (RF)
1.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words.

II-R-2: The students will identify and
manipulate the sounds of the English
language and decode words, using
knowledge of phonics, syllabication, and
words parts.

BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards *ELD Methodology 6-8-2011
(ELP Direct Alignment) -1-


1.RF.3c Know final-e and common vowel Instructional Routine Template: Card 7 (1.RF.3c)
team conventions for representing long
vowel sounds.
*Language Warm-Up (II-LS-2: HI-1)
II-LS-2:HI-1: Articulating the 44 phonemes
accurately.

1.RF.3e Decode two-syllable words Instructional Routine Template: Card 10 (1.RF.3e)
following basic patterns by breaking the
words into syllables. *Language Warm-Up (II-LS-2: HI-1)

II-R-2(D): HI-5: Reading multi-syllabic
words, using syllabication rules. (LI-5)

II-LS-2: HI-1: Articulating the 44 phonemes
accurately.

1.RF.3f Read words with inflectional Instructional Routine Template: Card 10 (1.RF.3f)
endings.
*Morph House (II-R-2(D): HI-6
II-R-2(D): HI-6: Identifying inflectional
endings (-s,-ed,-ing) and their functions
(tense, plurality, comparison and part of
speech).



1.RF.3g Recognize and read grade Instructional Routine Template: Card 3 (1.RF.3g)
appropriate irregularly spelled words.
Identify learned inflectional word forms in connected text, reading them with accuracy and
II-R-2(D): HI-7: Reading high frequency fluency. (1.RF.3g)
words and irregular sight words fluently.

1.RF.4 Read with sufficient accuracy and
fluency to support comprehension.

II-R-3: The student will read with fluency
and accuracy.

1.RF.4a Read on-level text with purpose By year’s end, read fifty to sixty words correct per minute in unrehearsed grade level text
and understanding. with 96% accuracy or better, and demonstrate comprehension through retelling. (1.RF.4a)

II-R-4: HI-9: Identifying the author’s
purpose for writing a book. (LI-9) Ask students to keep reading logs, recording about 20 minutes daily of time spent reading
with a peer, parent, or other volunteer. (1.RF.4a,b,c)
1.RF.4b Read on-level text orally with
accuracy, appropriate rate, and expression
on successive readings.

II-R-3: HI-2: Using punctuation, including
commas, periods, question marks, and
exclamation marks to guide reading for
fluency.



1.RF.4c Use context to confirm or self-
correct word recognition and understanding,
rereading as necessary.

II-R-2(D): HI-9: Using knowledge of word
order (syntax) and context to confirm
decoding of text.

Reading Literature (RL)
1.RL.1 Ask and answer questions about
key details in a text.

II-R-4: HI- 3: Locating facts and answering
questions about text.

II-R-4: HI- 4: Asking questions to clarity
text.

II-LS-2: HI-5: Asking and responding to
academic questions using complete
sentences. (e.g., expressing probabilities,
and hypothetical questions, etc.). (LI-5)
1.RL.2 Retell stories, including key details, *Collaborative Story Re-tell
and demonstrate understanding of their
central message or lesson.

II-LS-1: HI-4: Summarizing the main idea
and key points/details of a presentation
using complete sentences. (B-4)



1.RL.5 Explain major differences between Have students read one of the nonfiction books about a continent or country. After the
books that tell stories and books that give students finish, have them find and look through the fairy tale version that is set in the
information, drawing on a wide reading of a similar culture. Elicit from students what they saw in both books (e.g., geography, people,
range of text types. clothing, food, places, and customs). Discuss how the books are different (e.g., one tells a
story, the other gives factual information). (1.RL.5)
II-R-4: HI- 1: Identifying the differences
between fiction and nonfiction.

1.RL.9 Compare and contrast the As you begin the set of Cinderella stories, create a wall chart to organize similarities and
adventures and experiences of differences in each version of the story. Use categories that review the literary terms of this
characters in stories. school year, such as: characters, setting, beginning, events (middle), and ending. This
activity can be configured many ways: teacher-led, student-led, partners. (1.RL.9, 1.RL.1,
1.RL.2)
No Alignment
*This or That
Reading Informational Text (RI)
1.RI.2 Identify the main topic and retell key Choose two books about the same continent such as “Look What Came From Australia”
details of a text. and another resource. Discuss how the books are similar because they are about the same
continent. Show how they are also different because they are written by different authors
II-R-4: HI-7: Summarizing the main idea and have different purposes. Then, read the books as a class. Make a chart with two
and details from text, using complete columns, one for each book. Work together to make a list of what is learned in each book
sentences. (B-7) and then look for similar information in both books. This activity can be configured many
ways: teacher-led, student-led, partners. (1.RI.2, 1.RI.3, 1.RI.9, 1.RI.10, 1.RF.4)
1.RI.3 Describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
*Collaborative Story Re-tell (II-R-4: HI-7)
No Alignment



1.RI.9 Identify basic similarities in and
differences between two texts on the
same topic (e.g., in illustrations,
descriptions, or procedures).

II-R-4: HI-1: Identifying the differences
between fiction and nonfiction.

1.RI.10 With prompting and support, read
informational texts appropriately complex for
grade 1.

No Alignment

Writing (W)
1.W.1 Write opinion pieces in which they Read many different versions of Cinderella. Then, give students this prompt: “Choose your
introduce the topic or name the book favorite version of the story. Write an opinion piece based on your choice. Be sure to
they are writing about, state an opinion include the title of the book and at least two reasons why you think it is the best one.
supply a reason for the opinion, and Remember to close with a strong ending.” (1.W.1, 1.L.2a,b,d,e)
provide some sense of closure.
II-W-1: HI-8: Writing a short response to a
literary selection that connects text to self,
text to world, or text to other text.

ll-W-2: The student will identify and apply
conventions of standard English in his or her
communication.

Il-W-3: The students will use the steps of
the writing process as a writing piece moves
toward completion.


II-W-4: The students will integrate elements
of effective writing to develop engaging and
focused text.

1.W.3 Write narratives in which they recount
two or more appropriately sequenced
events, include some details regarding what
happened, use temporal words to signal
event order, and provide some sense of
closure.

II-W-1: HI-1: Writing a narrative or short
story that includes a main idea, character,
setting, and a sequence of events.

ll-W-2: The student will identify and apply
communication.


toward completion.

II-W-4: The students will integrate elements
of effective writing to develop engaging and
focused text.

1.W.6 With guidance and support from
adults, use a variety of digital tools to
produce and publish writing, including in
collaboration with peers.



toward completion.

1.W.7 Participate in shared research and
writing projects (e.g., explore a number of
“how-to” books on a given topic and use
them to write a sequence of instructions).

II-W-5: The students will demonstrate
research skills by using a variety of
reference materials to complete a variety of
writing tasks.

Language (L)
1.L.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.

II-L-1: The student will identify and apply
communications.

1.L.1d Use personal, possessive, and *Concept Chart # (II-L-1(PRO): HI-1)
indefinite pronouns (e.g., I, me, my, they,
them, their, anyone, everything).

II-L-1(PRO): HI-1: Using personal singular
subjective pronouns (I, you, he, she, it) and



plural subjective pronouns (we, they) in oral
communication.

II-L-1(PRO): HI-2: Using singular and
plural personal objective pronouns (me, you,
him, her, it, us, them)in oral communication.

II-L-1(PRO): HI-3: Using singular and
plural personal possessive pronouns (mine,
yours, his, hers, its, ours, theirs) in oral
communication.

1.L.1g Use frequently occurring conjunctions
(e.g., and, but, or, so, because).

II-L-1(C): HI-1: Using coordinating
conjunctions.

1.L.1i Use frequently occurring prepositions *Prepositions for Location (II-L-1(PREP):HI-1)
(e.g., during, beyond, toward).

II-L-1(PREP): HI-1: Using prepositions of
location.

II-L-1(PREP): HI-2 Using prepositions of
direction.

time.

action and movement.



opposition.

II-L-1(PREP): HI-6: Differentiating among
prepositions of location, direction, and time.

II-LS-1: HI-6: Following multiple-step
directions, which include prepositions of
location (on, in, near, behind), direction (up,
down, over), time (on, at, in, by), and
“frequency” adverbs (always, never,
sometimes).

1.L.1j Produce and expand complete *Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15)
simple and compound declarative,
interrogative, imperative, and *Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15)
exclamatory sentences in response to
prompts. *Function Junction (II-W-2: HI-12, HI-13, HI-14, HI-15)

II-W-2: HI-12: Using declarative sentences

(S-V, S-V-C, S-V-O), positive (I am tall.) and
negative (I am not tall.) sentence
construction forms, in a variety of writing.

II-W-2: HI-13: Using interrogative
sentences in a variety of writing
applications.

II-W-2: HI-14: Using exclamatory
sentences in a variety of writing
applications.

(ELP Direct Alignment) - 10 -


II-W-2: HI-15: Using imperative sentences
in a variety of writing applications.

1.L.1k Write multiple sentences in an order
that supports a main idea or story.

1.L.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.

communications.

II-W-2: The student will identify and apply
communications.

1.L.2a Capitalize dates and names of
people.

II-W-2: HI-6: Capitalizing the pronoun “I,”
the first word of a sentence, proper nouns
(names, days, months, and titles).

1.L.2b Use end punctuation for sentences.

II-W-2: HI-7: Using periods, question
marks, exclamation points, commas for
items in a series (e.g., eggs, milk, bread,
bananas, etc.), and apostrophes
(possessives, contractions).


1.L.2d Use conventional spelling for words
with common spelling patterns and for
frequently occurring irregular words.

II-W-2: HI-5: Spelling high frequency
words.

II-W-2: HI-3: Using common spelling
patterns, simple prefixes (re-,un-), suffixes
and regular inflectional endings (-ed) to spell
words.

1.L.2e Spell untaught words phonetically,
drawing on phonemic awareness and
spelling conventions.

II-W-2: HI-3: Using common spelling
patterns, simple prefixes, (re-,un-), suffixes
and regular inflectional endings (-ed) to spell
words. (LI-3)

1.L.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 1 reading and
content, choosing flexibly from an array of
strategies.

II-L-2: The student will acquire English
language vocabulary and use it in relevant
contexts.



1.L.4b Use frequently occurring affixes *Morph House (II-L-2: HI-8)
as a clue to the meaning of a word.

II-L-2: HI-8: Constructing meaning by
applying knowledge of prefixes.

II-L-2: HI-9: Constructing meaning by
applying knowledge of suffixes.

1.L.5 With guidance and support from
adults, demonstrate understanding of word
relationships and nuances in word
meanings.

contexts.
1.L.5c Identify real-life connections
between words and their use (e.g., note
places at home that are cozy).

No Alignment
1.L.6 Use words and phrases acquired
through conversations, reading and
being read to, and responding to texts,
including using frequently occurring
conjunctions to signal simple
relationships (e.g., because).

contexts.



Speaking and Listening (SL)
1.SL.3 Ask and answer questions about *The Big Cheese
what a speaker says in order to gather
additional information or clarify something
that is not understood.

II-LS-2: HI-6: Asking and responding to
social and academic questions using
complete sentences.

1.SL.4 Describe people, places, things, and Discuss how countries and continents, as depicted in the literature in this unit, are very
events with relevant details, expressing different. Introduce the collection of masks from different continents. As each mask is
ideas and feelings clearly. viewed, think of describing words (i.e., adjectives) you would use to tell someone about the
mask. Ask if students can imagine anyone using the mask for a play. (1.SL.4)
II-LS-2: The student will express orally his
or her own thinking and ideas.

1.SL.5 Add drawings or other visual Partner students to research the contributions/inventions of a country introduced to them in
displays to descriptions when this unit. Building on the contributions of various countries through informational texts (e.g.,
appropriate to clarify ideas, thoughts, the “Look What Came From…” series), have students gather actual items that represent
and feelings. the contributions (e.g., for China, writing paper, a compass, and paper money). Create a
museum of contributions by having the students design information cards to go with each
No Alignment item. Students could stand behind their table to explain the origins of the items as visitors
come through the museum. (1.SL.5, 1.RI.2)
Ask the students to think about how all of the Cinderella stories are different because of the
time and place where they happen. Challenge the students to draw the "trying on the
slipper" scene as if it were happening right now and in the place where they live. If
possible, scan the pictures and create a Power Point slide for each image. Students
present their drawings to the class explaining their adaptation of the “slipper
scene.”(1.SL.5, 1.SL.6, 1.RL.9)
Art Connection: Have the students choose one of the characters from their favorite version


of a fairy tale. Create a mask that would be appropriate for the character, including as
many physical characteristics as he or she can from the description in the text. Students
might want to hold the mask up as they read a favorite passage from the fairy tale, as a
way of sharing their work with the class or with another class.

1.SL.6 Produce complete sentences when
appropriate to task and situation. (See
grade 1 Language standards 1 and 3.)

communications.

II-W-2: The student will identify and apply
communications.



Teacher’s Notes UNIT 6:



Suggested Works
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.
Highlighted titles indicate works referenced in Unit 6.
Literary Texts Literary Texts Informational Texts
Stories (Read Aloud) (Continued) Informational Text

Cinderella (Charles Perrault, Loek Stories (Read Aloud) Informational Text
Koopmans, and Anthea Bell) Mufaro’s Beautiful Daughters (John Steptoe)
Prince Cinders (Babette Cole) North America (Pull Ahead Books
Cinderella (Marcia Brown)
Continents) (Madeline Donaldson)
The Korean Cinderella (Shirley Climo and James Marshall’s Cinderella (Barbara Karlin
South America (Pull Ahead Books
Ruth Heller) and James Marshall)
Continents)
The Way Meat Loves Salt: A Cinderella Tale Cinderquacker (Mike Thaler and Dave Clegg)
Europe (Pull Ahead Books Continents)
from the Jewish Tradition (Nina Jaffe and
Asia (Pull Ahead Books Continents)
Louise August) Poems Australia (Pull Ahead Books Continents)
Yeh-Shen: A Cinderella Story from China (Al-
Ling Louie and Ed Young) (EA) “Star Light, Star Bright” (Traditional) Antarctica (Pull Ahead Books Continents)

The Egyptian Cinderella (Shirley Climo and Africa (Pull Ahead Books Continents)
Ruth Heller)
Informational Text (Read Aloud)
Little Gold Star: A Spanish American
Cinderella Tale (Robert D. San Souci and Look What Came from China (Miles Harvey)
Sergio Martinez) Look What Came from Australia (Kevin
Fair, Brown & Trembling: An Irish Cinderella Davis)
Story (Jude Daly) Look What Came from Egypt (Miles Harvey)
The Turkey Girl: A Zuni Cinderella Ancient Egypt: A First Look at People of the
Story (Penny Pollock and Ed Young) (EA) Nile (Bruce Strachan)
Cinderella Penguin, or, the Little Glass Look What Came from Africa (Miles Harvey)
Flipper (Janet Perlman and John Peterson)



Art (Masks from around the world) (Continued)
North America, shaman’s mask
(Inuit/Eskimo, Alaska) Informational Texts (Read Aloud)
South America, Devil Dance mask (Aymara, DK First Atlas (Anita Ganeri & Chris Oxlade)
Bolivia)
Website References
Europe, Captain Scaramouche (Venice, Italy)
Asia, puppet mask (Japan) Instructional Routines:
http://csi.boisestate.edu/readingfirst/resources/coach
Africa, mask (Dan, Ivory Coast)
es.shtml
Australia, display mask (East Sepik, Papua
New Guinea)
*ELD Methodologies
The methodologies indicated below support the identified standards that are presented in Unit 6. Standards may lend themselves to additional methodologies.
*Language Warm-Up

*Morph House

*Collaborative Story Re-tell

*This or That

*Concept Chart

*Prepositions for Location

*Syntax Surgery

*Function Junction

*The Big Cheese


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