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LESSON ONE: INTRODUCTION TO VARIANTS
By the end of class, you will be able to tell a story by incorporating at least three strategies for storytelling. Be ready to have fun!
Essential Questions:
Why do people remember childhood stories differently? How does memory and culture affect dramatic interpretation?
Activity One:
Everybody: Please search the internet. Decide 10 elements that are necessary for telling a good story. Write them down. 12H: Become discussion directors and lead your group in this activity. Also, remember to guide your group through the next activity by reminding them of these elements.
Activity Two:
Please plan out a storytelling performance of "Little Red Riding Hood." Each student in the group needs to have an acting or speaking role. Follow the directions on this Google Doc: Small Group Dramatization of the "Little Red Riding Hood" Story.
Homework: Everybody: Finish your Dramatization of the "Little Red Riding Hood" Story. Be ready to present at the beginning of class.
LESSON TWO: A FAMOUS FAIRY TALE AND ITS VARIANTS
By the end of class, you will be able to distinguish different interpretations of a famous fairy tale and describe why people recall different versions. Now that you know the different types of oral tradition stories that cultures share, we'll be engaging in more of our own storytelling.
Activity One: (Optional) Please click through and make a copy of this Document: Student Performances of the Little Red Story.
Activity Two: Small groups perform their versions of "Little Red Riding Hood."After the performances, we'll discuss the variations and why different people remember their childhood stories differently.
How is this fairy tale different from others with which you have familiarity? Is the ending predictable? Why, or why not? How would you describe the characters? Write down three adjectives for each.
Do variations of these characters appear in other fairy tales/ stories? If so, which ones?
Activity Three: Sign out a copy of the Folk and Fairy Tales anthology from the cabinets in the back.
Dr. Carolyn reads, "The Story of Grandmother,” by Paul Delarue (32-33). Discuss! Reminder: In A Streetcar Named Desire, Blanche is curious about Mitch and asks Stella, "Is he a wolf?"
Homework: “Little Red Riding Hood,” by Charles Perrault (33-35); Make a copy of and complete the first column of Discussion Elements for Variants in Children's Literature. 12H: Be ready to stand up before the class and lead everybody in a discussion, focusing on the Discussion Elements. Make it interesting!
Sign Up Sheet for The Willoughbys Lessons
LESSON THREE: CULTURAL PERSPECTIVES ABOUT CHILDHOOD
By the end of class, you will be able to describe ways that variants represent different cultural perspectives about children.
Let's Get Started! Please have open Folk and Fairy Tales to “Little Red Riding Hood,” by Charles Perrault (33-35). Also open up your Discussion Elements for Variants in Children's Literature.
12H: Stand up before the class and lead everybody in a discussion, focusing on the Discussion Elements. Make it interesting!
Together, let's listen to “What Bugs Bunny Said to Red Riding Hood,” by Tim Seibles (61-62). What's it all about?
In-Class Reading Time: Please read...
12H: “The Company of Wolves,” by Angela Carter (47-55) and one of the following:
12CP-A: “Little Red Cap" (35-38) OR
12CP-B: "The Chinese Red Riding Hoods,” by Isabelle C. Chang (38-40)
Use the Discussion Elements template to analyze the text(s) you have read.
Homework: Finish any assignment that you did not get to finish today in class.
LESSON FOUR: MOVING FROM COMPARISON TO ANALYSIS OF VARIANTS
Objectives: By the end of class, you will be able to... answer the following questions: What is the purpose of teaching a variant of a story to different generations of children? In other words, why do we teach the same story with different details across generations?
Let's Get Started! Please open up Folk and Fairy Tales to the text(s) that you read yesterday in class. Also, please open up "Discussion Elements" with your comparisons of these variants.
Activity #1: Pair and Compare with students who haven't read at least one of the stories you have.
Activity #2: With a heterogeneous small group, begin to collaboratively compose a slideshow that deconstructs and compares these Little Red variants. Make sure you have the foundation of symbolic representation in each slide, that you share "Public on the Web," and that you tag each slide you contribute with your pseudonym.
Here is the Rubric for the LRRH Slideshow.
The Willoughbys presentations #1
Homework: Read One or More Critical Analyses of LRRH
12H: Subtexts in Little Red Riding Hood plus one 12CP text (below)
12CP- A: A Critical Theory Approach
12CP-B: Annotations for Little Red Riding Hood
LESSON FIVE: INTERPRETING CRITICAL ANALYSES THROUGH DISCUSSION BOARDS
By the end of class, you will be able... to draw details from three critical analyses and form your own brief interpretation.
Let's Get Started! Please click through to the Critical Analysis you read for last night's homework. Now we'll head to Discussion Boards that Dr. Carolyn has set up. You'll have two total tasks:
1) create a post in response to the article you read last night for homework;
2) reply to another student's post. It is the reply on which you will be graded.
Rubric for discussion board posts
Here are some of Dr. Carolyn's discussion board excerpts directly from the articles that might serve as models for you as you try to identify important textual evidence in your reply.
Post-Discussion Board Writing Prompt: Interpreting Critical Analyses of the Little Red Story
Afterward, The Willoughbys presentations #2
With any time, continue to collaboratively compose a small group slideshow that deconstructs and compares Little Red variants.
Homework: None (unless you have not finished your Discussion Board reply)
LESSON SIX: VISUAL ANALYSIS PROTOCOL
By the end of class, you will be able to... analyze graphic images by breaking the whole into parts, called deconstruction.
Note: This is a two-day lesson plan.
Let's Get Started! Please log into the Discussion Boards from our last class. In groups, you'll create posters titled, "The Ten Most Interesting LRRH Discussion Board Ideas.'
Next, we'll do quick analyses of the visual effects and content decisions of each of these texts, remembering the Discussion Elements document for guidance:
o Learn English/ British Council (2 min.)
o 2011 Film Trailer (1:23 min.)
o Monty Python’s Little Red Riding Hood (2:28 min.)
The Willoughbys presentations #3
Keep working on the LRRH slideshow project. Here is the Rubric for the LRRH Slideshow.
Homework: Post-Visual Analysis Reading and Contemplation: "Be Brave, Be Safe: Advice to my Teen Daughter on Handling the Inequities of Campus Life". Complete the Response Protocol as you read
LESSON SEVEN: PLAYING LITTLE RED FORWARD TO CONTEMPORARY SOCIETY
By the end of class, you will be able to demonstrate your ability to interact with a text through a variety of response methods.
Let's Get Started! Please retrieve your homework: "Be Brave, Be Safe: Advice to my Teen Daughter on Handling the Inequities of Campus Life" and the Response Protocol. Carousel sharing on posters.
Finish working on the LRRH slideshow project. Here is the Rubric for the LRRH Slideshow.
The Willoughbys presentations #4
Homework: Finish your part of the LRRH Slideshow, if you did not do so today in class.
LESSON EIGHT: FINAL THOUGHTS ON LRRH AND THE WILLOUGHBYS
By the end of class, you will be able to... reflect on recent readings and lessons through visual and written modalities.
Let's Get Started! C Period: Please retrieve your homework: "Be Brave, Be Safe: Advice to my Teen Daughter on Handling the Inequities of Campus Life" and the Response Protocol. Carousel sharing on posters.
Next, we'll review sample LRRH Slides as a way to set goals for our own LRRH slideshows.
Homework... Everybody: Revise your part of the LRRH Slideshow. It is due at the beginning of tomorrow's class.
LESSON NINE: TRANSITIONING TO THE CINDERELLA MYTH
By the end of class, you will be able to... you will be able to decipher elements of the Cinderella story that are not necessarily grounded in evidence from contemporary society.
Let's Get Started! Reflection on The Willoughbys... please post below your LRRH Slideshow on your Unit 3 page of your personal Google website
Transition to the Cinderella story...
Name those Characters
Homework--- "My Ideal Cinderella Evening"
Imagine that you were Cinderella and you could enjoy one special night as you wished. What would you do that night? Who would you meet? Where would you go? What would you wear? What would you eat? Describe how you would spend your special evening in as much detail as possible. Your response should be about 100-200 words in length [max]. Take about 20 minutes to write.
LESSON TEN: APPLYING PRIOR KNOWLEDGE OF VARIANTS
By the end of class, you will be able to... distinguish narrative and authorial elements in Cinderella variants.
Let's Get Started! Please retrieve your homework --- "My Ideal Cinderella Evening"
Activity #2: Survey the Cinderella children's books on the white board railing. What Discussion Elements for Variants in Children's Literature stand out
for you?
Activity #3: Unveil variants to select among for co-production among assigned groups:
“Cap O’ Rushes,” by Joseph Jacobs (CP)
“Cinderella: Or the Little Glass Slipper,” by Charles Perrault (CP)
“Cinderella,” by Anne Sexton (CP)
“Little Gold Star, A Spanish American Cinderella Tale,” by Robert D. San Souci (CP and H)
“The Indian Cinderella,” by Cyrus Macmillan (CP and H)
“Vasilisa the Beautiful,” by Aleksandr Afanas’ev (H)
“The Wicked Stepmother’s Lament,” by Sara Maitland (H)
Homework: Read your assigned Cinderella variant. Complete the Discussion Elements for Variants in Children's Literature, based on your Cinderella variant.
LESSON ELEVEN: IT'S YOUR TURN TO TELL A CINDERELLA VARIANT STORY
By the end of class, you will be able to deconstruct a Cinderella variant and prepare for an original storytelling performance.
Let's Get Started! Share your "Discussion Elements for Variants in Children's Literature" for your assigned variant.
Mini-Lessons: Marxist Theory, Children's Literature and Performing the Story (Prezi).
Your Assignment: You will be dramatizing a variant of Cinderella with your small group in front of the class. Collaborate with your Cinderella variant group. Here's a Planning Sheet and a Cinderella Variants Chart to help you out. The presentation should follow the ideas within both the Mini-Lessons. Use the time available to you to do a final planning session for your Cinderella storytelling performance, which takes place in our class tomorrow.
Constantly check the rubric as you plan your performance: Cinderella Variants Storytelling Rubric.
Optional Suggestions: Get ideas by viewing NPR's Scott Simon: How to Tell a Story.Something extra: Listen to one of the fine storytelling performances on the The Moth: Non-Profit Organization Dedicated to Storytelling.
Homework: Complete all tasks in preparation for your Cinderella storytelling performance in class tomorrow.
LESSON TWELVE: CINDERELLA STORYTELLING PERFORMANCES
By the end of class, you will be able to relate the special elements of your selected Cinderella variant through a storytelling performance.
As the different groups perform, complete the Cinderella Variants: Summarizing, Explaining, and Responding Handout.
Reflect on the Cinderella storytelling performances by completing the print handout: "Cinderella Variants Chart"
Read Branaugh's Cinderella Deconstructed --- Choose one line and do a close reading
Homework: None
LESSON THIRTEEN: COMPOSING YOUR OWN ORIGINAL CINDERELLA VARIANT
By the end of class, you will be able to... select among a variety of elements and construct your own Cinderella variant.
Let's Get Started! Please click through to this document--- Taking a New Perspective: Writing Your Own Cinderella Variant, which includes our Writer's Workshop Prompts
Revisit the writing prompt you did at the beginning of this unit on Cinderella variants. Brainstorm a list of 5 possible ways you could adapt this to create you own original Cinderella variant, written in the third person.
Need additional ideas: Click here for "Another Cinderella Story" clips
Homework: Write your own Original Cinderella Variant... Here's the Rubric, as a reminder of the assignment expectations. It is due at the beginning of our class tomorrow.
Extra Resources: Variants across Children's Literature
The Importance of Oral Tradition from PBS
Google Sites
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