Bibbity Bobbity BOOOOOOOOOO!

Bibbity Bobbity
BOOOOOOOOOO!
A cross curricular unit including
ELA, Social Studies, and Math
By Nancy VandenBerge
(inspired by the summer 2013 curriculum writing team  )
Firstgradewow.blogspot.com
Graphics by melonheadz, scrappin doodles, thistle girl, dj inkers
This little unit will take you around the globe
and around the curriculum! Some books you
may want to look for:
Cinderella as Retold By Kath Jewitt
Cinderella By Susan Jeffers
Mufaro’s Beautiful Daughters By John Steptoe
The Persian Cinderella By Shirley Climo
Yeh-Shen By ai-Ling-Louie
The Korean Cinderella By Shirley Climo
Abadeha The Philipine Cinderella By Myrna J. de la Paz
Cinder Edna By Ellen Jackson
Cindy Ellen By Susan Lowell
Prince Cinders By Babette Cole
Cinderhazel By Deborah Nourse Lattimore
Cinderella Penguin By Janet Perlman
Adelita By Tomie dePaola
This unit includes:
A quote about fairy tales
Information about folktales, fairytales, and legends
Compare fiction/nonfiction
Compare fantasy/realistic fiction
Fairy Tale Song
A poem about Cinderella
Tell Me Tower –retelling activity
Retelling puppets
Reader’s Theater for boys and girls
Comparing Cinderella Stories venn and chart
Mapping Origins of story
Acrostic Poem Written Expression and Hands on Visual
Design a new coach ,shoe
Inferring Shoe Activity
ABC Order activity
POOF! Word work (Onset and rime) game
Word search
6 math tub activities- place value, expanded notation,
greater,/less than, problem solving, strategy
“If you want your
children to be
intelligent,
read them fairy tales.
If you want them to be
more intelligent,
read them
more fairy tales.”
Albert Einstein
Folk tales
To be a true folk tale, a story must have its origins in what we
call the oral tradition. This means the story was first passed
down orally by storytellers. Along the way it may have had things
added or subtracted as each storyteller made it his or her own. It
eventually was written down, which is why you're able to read it in
a book now, but ti wasn't written down first. For example, Paul
Bunyan reads like a folk tale and has many folk tale elements in it,
but it is not a true folk tale because ti was a written story to
begin with and not something passed down through the generations
orally.
Folk tales are instructive. They caution
readers/listeners about the consequences of certain kinds of
behaviors or attitudes.
Characters are not complex. Instead they are
stereotypes: the thief, the liar, the clever youth, the evil
stepmother, etc.
Even when written down, they are sometimes told in a
way that sounds like the spoken word: directly addressing the
reader, use of dialect or slang, etc.
The structure may be repetitive. Things that happen in
threes are common. Repetition of lines is also common and would
have been helpful to whoever was memorizing and telling a story
in the oral tradition.
Fairy tales
Surprise! Fairy tales often don't have any fairies in them at all. There isn't much
difference between folk tales and fairy tales. But the presence of witches,
dragons, trolls, magic spells, or other magical elements help distinguish fairy tales
from folk tales.
Both folk tales and fairy tales may involve a character learning an
important lesson. Both may put the heroes in mortal danger. Like folk tales, fairy
tales may serve as cautionary tales to teach their listeners what not to do.
Some fairy tales have roots in the oral tradition, but others, called
literary fairy tales, were made up and written down, so technically, these are not
folk tales. However, they may share many of the same traits as fairy tales from
the folk tale tradition.
Like folk tales, fairy tales in their original forms often have less than
happy endings. Because the stories were invented to be instructive and
cautionary, they often feature a main character who suffers for his or her failure
to do things the "right" way. Little Red Riding Hood talks to a stranger in the
woods and gets eaten by a wolf. In the original story, that's the end of her. No
woodcutter comes along to save her. In the original version of Cinderella, the
wicked stepsisters cut off their toes to try to fit their feet into the glass
slipper, and then on the way back to the castle after Cindy and the prince are
reunited, birds come along and peck out the stepsisters' eyes! Ouch! Folk tales
and fairy tales are meant to disturb you and teach you to be careful. They may
entertain you, but on the other hand, they may scare you. In Irish folklore, fairies
are not like Tinkerbell. They have a dark and dangerous side and can make you very
sorry if you cross them. The modern, cleaned up versions of fairy tales you may
have read as a youngster may be very different from the original versions of these
stories.
Legends
Legends are stories told about a person
or a place. This person may be a real person or
a character based on a real person. Legends
may be rooted in oral tradition but changed
through the generations by storytellers and
writers. For example, the stories of King
Arthur and the Knights of the Round Table are
legends. They are based on someone who might
have actually lived but who was probably not
much like the King Arthur in our stories.
Fairy Tales…
Often begin with “Once Upon A Time… “
or “Long Ago…”
Often have characters such as kings and queens
Often take place in far away lands
Often contain magic
Often have good and bad characters
Often have talking animals
Often have unusual names
Often uses numbers like 3 or 7
Often have happy endings
Fiction Nonfiction
Not Real
Real
Story Talk
Fact Talk
Read to
Enjoy
Read to
Learn
Read in
Order
Read in Any
Order
Illustrations
Photos, Charts,
Graphs
Beginning,
Middle, End
Table of
Contents
Characters,
Setting
Index,
Glossary
Problem,
Solution
True info.,
Directions
FICTION
Fantasy
Fantasy stories have unrealistic
characters and/or a story that
could not really happen.
Realistic Fiction
Realistic fiction stories have
characters who are realistic and a
story t hat could really happen.
The following activity is
designed to challenge
students to determine if
something might be
found in a fantasy story
or a realistic fiction
story. Print cards and
cut apart. Students
organize cards into the
two categories and then
record findings on the
recording sheet.
Fantasy
Realistic
Fiction
Name __________
Fantasy
Fiction
Realistic Fiction
Fairy Tale Song
(Tune- Jingle Bells)
Author unknown
Once upon a time
In a land so far away,
A princess kissed a frogWell that just made his day!
Far across the town,
Red Riding Hood took frightShe found a wolf in Granny’s bed
When she told her good night!
OH!
Fairy tales! Fairy Tales!
Read them every day!
Oh what fun it is to hear
How Goldilocks got away!
Fairy Tales! Fairy Tales!
Full of joy and laughter!
Do you know how this one ends?
Why, it’s Happily Ever After!
IN SEARCH OF CINDERELLA
by Shel Silverstein
From dusk to dawn,
From town to town,
Without a single clue,
I seek the tender, slender foot
To fit this crystal shoe.
From dusk to dawn,
I try it on
Each damsel that I meet.
And I still love her so, but oh,
I've started hating feet.
Retelling
An important component in
determining comprehension is a
student’s ability to retell a
story. The following pages will
help in exploring the elements of
story and act as a reminder
while retelling. Students will
learn the parts and assemble a
“Tell Me Tower” with icons.
Print story part cards and cut
apart. Go over with kids.
Recording page can be used for
any story.
Setting
The setting is the time and the
place where the story occurs.
Characters
The character are the people
or animals who act out the
story.
Problem
The problem is the struggle the
main character is having.
Happenings
BEGINNING
MIDDLE
END
The happenings are the events
that build from the problem.
Solution
The solution is how the
problem was solved
Elements
of a Story
Tell
Me
Tower
Tell Me Tower-Small Student Icons
Color, cut out and glue to cardboard
tube.
Name ________________
Story Retelling
Title_______________________
The next few pages can be used
as props/puppets for a retelling
of the classic fairy tale,
Cinderella.
Print, cut, glue to sticks, and put
into a center, or divide kids into
small groups. Have each group
present a retelling. Kids should
be sure to include the elements
of a story, setting, characters,
problem, beginning, middle, end,
and resolution. Kids can have
their “Tell Me Towers” with
them as a reminder. Limited
color ink? Simply print using
grayscale and have kids color.
Cinderella
As
Retold By
_________
Reader’s Theater
The following 5 pages include two
different reader’s theater
opportunities, one for girls and one
for boys along with “Magic Wand”
stars. Divide class into small groups
and let them decide who will read
each part. Have each group
practice reading their scripts. Work
on reading individual parts with
fluency.
Students can make a simple “magic
wand” out of a straw and a star to
use as pointers to smoothly read.
After sufficient practice have
students present in front of the
class.
Cinderella
Waiting
A Reader’s
Theater
(For Girls)
Author Unknown
Cinderella Waiting
Reader 1Reader 2Reader 3Reader 1-
My foot!
It hurts!
I lost my crystal shoe!
I don’t know where I left
it!
Reader 2- Whatever shall I do?
Reader 3- My Prince will find
Reader 1- My fallen shoe,
Reader 2- The one I left behind
Reader 3- He’s looking hard for me
just now,
Reader 1- I hope he isn’t far.
Reader 2 - I know he’ll find me soon…
AllBut how?
In Search of
Cinderella
A Reader’s
Theater
(for Boys)
Shel Silverstein
In Search of Cinderella
Reader 1- From dusk to dawn
Reader 2- From town to town
Reader 3- Without a single clue.
Reader 1- I seek the tender, slender
foot
Reader 2- To fit this crystal shoe.
Reader 3- From dusk to dawn,
Reader 1- I try it on
Reader 2- Each damsel that I meet.
Reader 3- And I still love her so,
but oh,
AllI’ve started hating feet!
Magic Wand Pointers. Cut out and attach to straws.
Read several versions
of Cinderella from
different cultures.
Compare and contrast
the different stories.
There are two
different recording
sheets to document
ideas about stories.
both
Comparing Cinderella
As you introduce
the different
versions of
Cinderella, have
students find the
origins of each
story on the map
of the world. Put
a star sticker for
each area.
Cinderella Around the World
Put a star near the place
where each story originated!
Brainstorm a list of things you
might see in a fairy tale. Have kids
create an acrostic using some of
those words. Then have them
design the shoes in which they
went traveling. Patterns follow if
needed.
Name ___________
Design a new pair of shoes
for Cinderella.
Write 3 sentences about them
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Name ___________
Design a new coach for
Cinderella.
Write 3 sentences about it.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Name _____________________
Cinderella’s Fairy Godmother turned a
pumpkin into a coach for her. What can
you really do with a pumpkin?
If The Shoe
Fits…
Who will wear it?
A LESSON ON INFERRING
WITH SHOES!
Bring in some different shoes, or use the
following pages of shoes, and take them out
one at a time. Ask students to tell who the
owner of the shoes might be? What would
that person do with those shoes on? What are
the clues?
Name_____
If the shoe fits…
This shoe might
be just right for
___________!
It would be just right because
__________________
__________________
__________________
__________________
Cinderella Was
A Match!
Match the Cinderella
vocabulary words
with the pictures.
Then put the words
in alphabetical order.
Write the words on
the recording page.
Cinderella
sister
mother Godmother
coach
Prince
shoe
castle
Name ________________
Cinderella is a match!
ABC Order Recording Page
Poof
The following 8 pages are
intended for the practice
understanding onsets and rimes.
Students will have the
opportunity to manipulate
onsets to create short vowel
words.
Students will then read and
record words on the recording
sheet. Words may be real or
nonsense words.
Onsets and rimes
• Similar to teaching beginning readers about rhyme,
teaching children about onset and rime helps them
recognize common chunks within words. This can
help students decode new words when reading
and spell words when writing.
• The "onset" is the initial phonological unit of any
word (e.g. c in cat) and the term "rime" refers to the
string of letters that follow, usually a vowel and
final consonants (e.g. at in cat). Not all words have
onsets.
• Research shows that very young children can
make links between known words and new words,
when the word is split into two parts called onset
and the rime. Children make these analogies in
both reading and writing. They use their ability to
hear onsets and rimes to make letter-sound
correspondences. It is easier to distinguish initial
onsets rather than individual phonemes. When
children understand that different onsets can be
spliced onto the same rime, they can make new
and different words
POOF
Use the letter cards (onsets)
to make words.
Place one on a star.
POOF!
Blend the onset and rime
(chunk) . Did you make a real
or a nonsense word?
Write your word on the
recording page. Then pick a
new onset!
b
f
j
m
c
g
k
n
d
h
k
p
q
r s
t v w
x y z
ap
ip
an
in
at
it
op
ug
ot
ut
og
un
ed
et
en
Name _______
POOF! Words Recording Page
Real Words
Nonsense
Words
Name ___________
Find all the words in the puzzle.
C I N D E R E L L A
P R I N C E C I N C
U C O A C H D Y T A
M E S I S T E R S S
P R H E L O L I O T
K A O C I M B A L L
I N E D E R E F L E
N M I D N I G H T L
CINDERELLA
MOTHER SISTER
FAIRY
PUMPKIN
COACH
PRINCE
BALL
SHOE
LOST
MIDNIGHT
CASTLE
Pumpkin Place Value Game:
Students use number cards to create
the largest number possible.
Materials:
Deck of digit cards for each set of partners
(2-4 each of #0-9)
Directions:
Place cards facedown .
Partner A turns over the first card and decides
where to place that card on his/her place value
mat. Once the card is placed, it may not be moved.
Partner B turns over a card and decides where to
place that card on his/her place value mat. Again,
the card may not be moved once it is placed.
Play continues with each partner turning over a card
and deciding where to place it on the place value mat
in hopes of building the largest number.
When tens and ones places are filled on the place
value mats, partners compare numbers to see who
created the larger number. That partner wins a
point for the round.
Partners record both numbers on their recording
sheet and circle the larger number.
Students clear their mats, shuffle the cards and
play additional rounds, as time allows.
For Pumpkin Place Value Game
0
2
4
6
8
1
3
5
7
9
Pumpkin Place Value
tens
ones
Pumpkin Place Value
tens
ones
Name __________
Pumpkin Place Value
Recording Sheet
My Number
My Friend’s Number
My Number
My Friend’s Number
My Number
My Friend’s Number
My Number
My Friend’s Number
1
2
3
4
5
6
7
8
11
12
13
14
15
16
17 18
9
10
19 20
21 22 23 24 25 26 27 28 29 30
31
32 33 34 35 36 37 38 39 40
41
42 43 44 45 46 47 48 49 50
51
52 53 54 55 56 57 58 59 60
61
62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99
100
Cinderella’s Pumpkin Coach
Mystery Picture
Color the boxes on the
hundreds board
Blue-
All numbers less than 24.
28, 29, 30, 31, 32, 39, 40, 41, 50,
60, 69, 70, 79, 80
Green- All numbers greater than 80
71, 72, 73, 78, 61, 62, 51,
Gray Numbers 24-27
Numbers 33-38
Numbers 42-49
Numbers 52-59
Numbers 63-68
Numbers 74-77
1
2
3
4
5
6
7
8
11
12
13
14
15
16
17 18
9
10
19 20
21 22 23 24 25 26 27 28 29 30
31
32 33 34 35 36 37 38 39 40
41
42 43 44 45 46 47 48 49 50
51
52 53 54 55 56 57 58 59 60
61
62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99
100
Name _______________
Cinderella’s
Coach Has
4 Wheels!
2 coaches would have
____ wheels.
3 coaches would have
____ wheels.
4 coaches would have
____ wheels.
5 coaches would have
____ wheels.
6 coaches would have
____ wheels.
7 coaches would have
____ wheels.
Continue the pattern on the back!
Slippin’ Slipper
Place Value Game
Individual play.
Choose 2 glass slipper cards.
Make the biggest number and write
how many in tens and ones on the
recording sheet. Write the number
in expanded notation, and then in
standard notation.
Then make the smallest number
using the same cards. Repeat with
tens and ones, expanded notation
and standard notation.
Choose a new set of cards.
9 1 2
3 4 5
6 7 8
Name _________________
Slippin’ Slipper Recording Page
Tens
Ones
Expanded Notation Standard
Cinderella
and
The Prince
Hi-Lo Game
For
Cinderella
and The
Prince
Game
Cut apart and tape together to form number line to 20
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
Each player gets 3 game pieces of the same color. Take turns putting the pieces on
a slipper on the game board. When all 6 pieces are used, take turns moving pieces
along the lines until one player gets three in a row across, up and down, or diagonally.
That player is the winner! No jumping is aloud! Plan your strategy!! Clear the board
and play again!