Carole Underwood & Leigh Holder 
St. Thomas More School
Baton Rouge, Louisiana
Grade 3
Cendrillon, A Carribean Cinderella
by Robert San Souci

Our 3^rd grade classes compared 2 versions of the Cinderella story, the classic tale by Charles Perrault and Cendrillon, a Carribean version.  After listening to both stories, we discussed them and completed a slipper version of a Venn diagram.  Then we wrote diamante poems about the different characters.  Later we wrote paragraphs about the characters and illustrated them.  We have continued with other Cinderella tales.  We especially enjoyed a Reader’s Theater version of The Rough-Face Girl.  This was a great way to begin the year, combining new lessons (poetry, character analysis, Reader’s Theater) in an exciting way.  We are looking forward to a trip to the computer lab to try the online activities.

Click HERE to see some more of our Cinderella work. 

Student Work: Organized by Character
Cendrillon

Cendrillon

pretty     nice

running     losing     wishing

optimistic     girl

princess

by Mary Grace

Cendrillon

pretty      nice

charming     dancing    entertaining

sweet     poor

washingwoman

by McCall

Paul

My character is Paul.  He was handsome.  He was the son of a very rich man.  Paul was very kind.  At the end of the story, Paul married a very kind woman.  Paul was gentle with things and in the story he never did anything wrong.  So we could tell he was very smart. 

by Dylan

Paul

handsome     rich

dancing    loving    generous

kind    sweet

charming

by Danielle

Godmother

 Cendrillon’s godmother was a washerwoman.  She had a godchild named Cendrillon.  Cendrillon had a stepsister named Vitaline.  She was really mean to her.  Her godmother had a wand that her mother gave to her for a gift.  Cendrillon and her godmother went to the ball together.  The godmother waved her wand “to, to, to” and Cendrillon was beautiful.

 by Kaitlyn

Cendrillon’s  Godmother 

magical     washer 

eating    working    washing 

nice     kind 

lady 

by Ricky 

godmother 

kind        nice 

loving   washing   giving 

poor    funny 

grandmother 

by Haley 

Vitaline

by Brad

Vitaline 

greedy     mean 

forcing     trying    pushing 

hideous    selfish 

stepsister 

by Preston 

Vitaline 

mean    evil 

hating    bossing   bratting 

sausage toes 

sister 

by Jake 

Stepmother

stepmother

selfish     mean

yelling    teasing     cheating

poor     hateful

stepmom

by Josh

Cendrillon’s stepmother

mean    selfish

bossing    hating     punishing

not loving

bad

by Jacob

Scenes From the Ball

LOUISIANA ENGLISH LANGUAGE ARTS CONTENT

STANDARD ONE

Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. What students know and are able to do includes:

ELA-1-E4 : identifying story elements (e.g., setting, plot, character, theme) and literary devices (e.g., figurative language, dialogue) within a selection;

 STANDARD TWO

Students write competently for a variety of purposes and audiences.

What students know and are able to do includes:

ELA-2-E4 :  using narration, description, exposition, and persuasion to  develop compositions (e.g., notes, stories, letters, poems, logs

 STANDARD FOUR

Students demonstrate competence in speaking and listening as tools for learning and communicating. What students know and are able to do includes:

ELA-4-E3:   telling or retelling stories in sequence;

 STANDARD SIX

Students read, analyze, and respond to literature as a record of life experiences. What students know and are able to do includes:

ELA-6-E1:   identifying, recognizing, and  responding to United States and world literature that represents the experiences and traditions of diverse ethnic groups;

 STANDARD SEVEN

Students apply reasoning and problem solving skills to their reading, writing, speaking, listening, viewing, and visually representing. What students know and are able to do includes:

ELA-7-E1:   using comprehension strategies (e.g., sequencing, predicting, drawing conclusions, comparing and contrasting, making inferences, determining main ideas) in contexts;