This two part lesson in which students will compare and contrast Cinderella stories and discuss the meaning of that phrase, begins with the use of props to pique the students' curiosity. A fancy woman's shoe and a "princess" hat will be used to represent the traditional European Cinderella story. A cowboy hat and cowboy boot will be used to represent the wild west Cinderella story, Cindy Ellen by Susan Lowell. After getting their attention, the librarian will read Cindy Ellen. Students will gain confidence in their ability to brainstorm and use analogy as they compare and contrast the plot, setting and characters of the two stories with assistance from the librarian, if it is needed. Once students have successfully created a list of similarities and differences, the librarian will demonstrate how to use the computer program Inspiration to create a graphic representation of the list. Following this demonstration, which may have created some anxiety in students unfamiliar with Inspiration, a task well within their comfort level is given. The students are formed into groups and asked to find another Cinderella story in the library by first searching the online catalog and then the shelves. Once each group finds a book, they are given a choice about whether to read the book aloud or to themselves. The second lesson begins with the students sharing some of the Cinderella stories they found. This should contribute to the attention and relevance of the lesson. Each group will then create a graphic representation of the similarities and differences in plot, setting and characters of their book and either the traditional Cinderella story or Cindy Ellen. Giving the groups choice will increase motivation and make the presentations to follow more interesting. The use of a job aide to assist students in using Inspiration should increase the students' expectation of success as should the reassurance of the librarian the he/she will be available if the students need assistance. Having each group present their findings to the group should increase relevance and will provide an opportunity for positive feedback from the librarian and classmates. To increase curiosity at the end of the lesson, the librarian should initiate a discussion of whether the stories read are really Cinderella stories or are they more genereally stories about individuals overcoming adversity. The librarian might want to ask if a story such as The Young Abe Lincoln be considered a Cinerella story?

Instructional Goals: 1. Students will be able to make text-to-text comparisons. 2. Students will be able to use a variety of resources in the library. 3. Students will be able to present information orally to classmates. Learning objectives: 1. Students will successfully brainstorm similarities and differences, and complete analogies, in regard to two versions of the Cinderella story using the framework of character, setting and plot. 2.Working in groups, students will successfully locate an additional Cinderella story in the library, by using the online catalog. 3. Working in groups, students will successfully create a graphic representation of the similarities and differences between the story they just read and either the traditional Cinderella story or Cindy Ellen, using the computer program Inspiration. 4. Working in groups, students will successfully present their results to the class. Motivational Goals: 1. Upon completion of this lesson, students will continue to think about the types of stories that might be considered Cinderella stories. 2. Upon completion of this lesson, students will express interest in reading and discussing other Cinderella stories.

The following books would be useful in implementing this lesson. Harness, Cheryl. 1996. Young Abe Lincoln: The Frontier Days 1808-1837. Washington D.C.: National Geographic Society. Huck, Charlotte.1989. Princess Furball. New York: Greenwillow Books. Louie, Ai-Ling. 1982. Yeh-Shen: A Cinderella Story from China. New York: Philomel Books. Lowell, Susan. 2000. Cindy Ellen: A Wild Western Cinderella. U.S.A.:Joanna Cotler Books. Pollack, Penny. 1996. The Turkey Girl: A Zuni Cinderella. Boston: Little

1. Show the students a fancy woman's shoe and a "princess" hat. Ask the students what story they think these items represent. Show students a cowboy hat and cowboy boots and ask them if these items could also represent a Cinderella story. 2. Give students an overview of the two lessons. 3. Read aloud Cindy Ellen by Susan Lowell. 4. Use brainstorming and analogies ( The stepsisters in Cinderella are like which characters in Cindy Ellen?) discern similarities and differences in setting, characters and plot between the traditional Cinderella story and Cindy Ellen.Review the meaning of setting, cahtracters and plot if necessary. Write the class' answers on a flip chart or white or black board. 5. Using a teacher's computer workstation with projection, create a graphic representation of the class' answers using Inspiration. 6. Form the students into groups which will locate and read an additional Cinderella story in the library by using the online catalog. Allow the students to decide whether they will take terms reading the story aloud or read it silently. 7. Each group will design a graphic representation of the similarities and differences between their new Cinderella story and either Cindy Ellen or the traditional Cinderella story. The choice as to type of graphic representation used and which story to compare/contrast should be left up to each group. 8. Each group will present their graphic representation to the class.

Were the students able to brainstorm at least 10 similarities and differences as a class? Did each group produce a graphic organizer containing at least six differences and six similarities? Did each group successfully complete a graphic organizer and present it to the class?

Holly Mc Cabe, Library Media Specialist, Allen Road Elementary School, North Syracuse, New York Beth Erhlich, Graduate Student, Syracuse University, Syracuse, New York