GRADE 10 ACADEMIC UNIT PLAN

Shannon Taylor & Taylor Sparling

Rationale:
This unit plan explores folk tales and the cultural social values passed down to youth
throughout the ages. Students will creatively explore a variety of texts from different cultures,
adaptations, and belief systems. Through media exemplars the students will also be able to
visually and audibly experience folklore in cinema and critique their experience in handouts and
classroom discussions. Students will learn how to identify a folktale as well as create their own
through in class writing, imaginative exploration of perspective, and group projects. They will
also learn how to critique and compare different versions of folklore and construct a comparison
essay in proper format. The students will be challenged in this unit to question the text regarding
social and cultural values, as well as accept and respect differing cultures. They will explore the
meaning of success, love, heroism versus anti heroes and villains, gender debates, moralism, and
conflict resolution. Furthermore students will be able to see how folklore has shaped and
contributed to todays society and actively apply these morals.
The course readings are predominantly from a Folks and Fairy Tales book (Hallett, Martin,
and Barbara Karasek. Folk & Fairy Tales. 4th ed.) that provides the students with a wide variety
of folklore. What it means to teach a folklore unit effectively is to give students a variety of
stories and adaptations of those tales to compare and contrast with one another. This allows
students to witness a variety of cultural and social morals and question these values through
critical thinking, engaged discussion, and creative evolvement of the text. This further develops
student personal values, school and community contribution, and awareness of todays society.
These lessons are active and reflective, providing students ways to organize their thoughts with tcharts, venn diagrams, stimulate active learning through group debates, discussions and
applications, and use critical thinking in comparison essays and reflective journals. This reaches
all types of differentiated learning as students can visually and audibly experience the literature,
they can use a tactile approach by participating in the literature through drama and they can
extend their knowledge through class critiquing and analysis, concluding their own personal
values in todays culture and society with the teacher acting as the facilitator.
As a multicultural nation, folk and fairy tales provide a means of exploring cultural values,
morals, and beliefs. It also questions past and present values and raises concerns of what is
socially appropriate in society. Through the study of this unit students will be able to confront
hard topics such as sexism, racism, domestic abuse and violence, religion governing action, good
versus evil, etc. and challenge or support these literary themes in the context of which they were
written with todays modern world.
The theoretical orientation to teaching in this lesson plan promotes an active classroom with
facilitative teaching. Students will not only be evaluated on their finished project work, but also
on the process of learning. Students are able to discover for themselves the connections and
lessons that folklore has to offer, as the teacher provides the tools and atmosphere for students to
experiment and discuss communal questions regarding the works. These series of lessons allow
students to be creative and express themselves by embracing the text in study, changing and
challenging the text, and creating their own text. It is a very hands on learning experience, but
also a reflective one as students are encouraged to consider moral values and further apply them

to how they interact in society. Therefore this unit promotes the importance and influence of
literature, which will encourage students to see English in a new light.
On a practical theoretical level students will write a comparative essay and learn how to
properly construct a thesis and format their arguments and evidence. The goal of this is to
establish intelligent writers with clear concise approaches to writing, as well as social skills
where they can accurately format comparisons and critical observations.
Employing this unit is to challenge students in their own thinking which though may seem like
a challenge, is an eye opener for not only the teacher but the students themselves. Students have
a lot to say and as a growing generation, exploring their beliefs is what will engage active change
in societys future as they go on to develop into productive beneficial contributors in society. The
methodology of English is not simply to teach them to quote Shakespeare by heart, but to live
enriched cultured lives.
This unit will enable students to be aware of social cultural values, and to develop and
enhance their own so that they may act upon those values to benefit the world. For instance, if
they learn from Cinderella to be truthful, honest, and enduring throughout hardships, they may
yet be able to persevere challenges through that core value which has developed through engaged
discussion and practical application. Even better if they think to pass on those values to someone
who is hurting and display empathy towards them, that is another way that they are applying
their knowledge. It is not always the story that will stick with them, but the values behind it. This
unit promotes that application and forward mindset. Therefore the nature of the school
community benefits as well as students are expected to explore and further establish their
connection to society and their inner values.

Lesson 1: Introduction to Folk/Fairy Tales (history), Perspectives: Goldilocks & the three bears
(Goldilocks on Trial: who was the hero/villain?)
Class Question: What do you think a folktale is?
English word 'folk' derives from the German word volk, meaning people
1. A tale or legend originating and traditional among a people or folk, especially one
forming part of the oral tradition of the common people.
2. A cultural story or superstitious belief which has been passed down for generations.
These are supposed to communicate the values of the culture to the youth.
A folktale is often defined as a tale or legend that begins from and is traditional among a
people or folk. It is different from myths and legends because they do not always have
religious leanings, and are not based on historical truths. Folktales especially form a part
of the oral tradition of the common people. In simpler terms, a folktale is a story that
springs from the shared history of a particular community. This history is then passed
down through storytelling earlier oral, now including print.
This traditional folktale doesnt have an individual author; instead it is owned by the community.
The folktale contains the entire culture of the community, which also differentiates it from other
groups. Aristocrats typically used these tales as entertainment purposes and everything was
foretold elaborately
Drawing from what you know: What folktales can you recall? (write on board)
-Camelot
-Grinch/Santa/Rudolph
-Easter Bunny
-Native aboriginal tales
-Cinderella, beauty and the beast, Hansel/Gretel, Swan Princess etc.
-Trickster stories
3 groups of folktale:
1. why folktale why animals look/behave the way they do (nature folktales) (ex. fox:
trickster, how eagle got his wings)
2. how folktale (existence/creation)
3. good/evil folklore (constructed by communities to understand complex moral values,
impart knowledge on the younger generation).
Class activity: Make a chart. Place the folk tales that we wrote on the board into one of the three
groups of folk tales. Give five minutes and then take up with the class.

This unit we will focus on the good/evil folktales.

Classroom activity: Go around in a circle each student saying one sentence to tell the story of
goldilocks and the three bears.
Afterwards discuss the story: who is the hero? Who is the villain? Are bears bad just because
they are bears?

Put Goldilocks on trial. One student must be the judge, one must be goldilocks, three students
play the bears. Split the rest of the class into two and have a debate on who was the victim of the
story.
What if Goldilocks did good deeds in the house of the three bears instead of being a bad house
guest? Would the Bears treat her differently?
Homework Goldilocks assignment: Be the new and improved Goldilocks. Ask permission to
help out a friend or family member with a job in their home and/or volunteer at a soup
kitchen/elderly home etc. Minimum an hour (which can also go on your volunteer hours sheet)
Get them to sign off on your verification sheet and write a 250 word reflection on your
experience. Due Lesson 8.
Verification Sheet:

Reflection Rubric:

Unit Project: in groups of 3-4 write your own good/evil folk tale. Present it in Lesson 5, 6 and all
of 7 for overflow. Lesson 3 students will be given the chance to hand in a rough copy to monitor
their project understanding. Hard copy to be handed in at time of presentation (450 words
minimum). Remember, Become a storyteller: Reading a story out aloud is very different from
telling a story. Folktales were often passed down from generation to generation and across
communities by storytellers. Become a storyteller by creatively expressing the story. Use role
play, dynamic action, props, costumes, and acting/music to bring the folktale to life. Story only
needs to be 5 minutes maximum and must incorporate theme, moral lesson, conflict/resolution,
setting, and character development.

Remainder of Lesson 1 students will get into groups and plan their presentations.
Curriculum:
Oral Communication:
1. Listening to Understand
1.2 acting listening strategies when participating in variety of classroom interactions
1.5 interpreting texts
1.6 extending understanding of texts
1.7 Analyzing texts
Reading and Literature Studies
1. Reading for Meaning
1.3 Demonstrating Understanding of Content
1.7 Evaluating texts
4. Reflecting on Skills and Strategies
4.2 Interconnected skills
Writing
1. Developing and Organizing Content
1.1 Identifying Topic, Purpose, and Audience
This lesson reaches students in a creative way by identifying folk/fairy tales using their previous
knowledge and scaffolding towards categorizing them. Furthermore the students will learn how
stories were told historically and how they have developed. As the unit closes into the good/evil
folklore, the students will be engaged in their learning through questioning folk tales in the
activity Goldie Locks. This questions characters, morals, heros/villians etc. while keeping active
learning at the center of the lesson. The class will receive the rubric to present a project that the

students will complete with the use of peer collaboration, creativity, and understanding of folk
tale concepts.
Lesson 2: Little Red Riding Hood (3-4 stories to compare)
Write the real story: What really happened in Grandmas cottage?
Before reading stories, students will write down the story of red riding hood in own words. It can
be what students know as the true version or their own personal adaptation. Then read the
other stories out loud as a class and compare to your original.

The Story of the Grandmother: Cannibalism, rape, dehumanizing (leash on little girl)
Little Red Riding Hood: Disguises are a major factor, and in the end we witness time and
time again men hurting women sexually. Wolf hadnt eaten in three days and threw
himself at the granny and then waited for the little girl.
concept of how big his physical features are.
Moral: young children, namely Women shant talk to strangers
Little Red Cap: two wolves, both killed. Granny and Red learned their lesson the first
time and got revenge by filling the first wolves belly with stones and drowning the next
who was lurking in waiting. In this version the hunter was the rescuer as men were once
again the heroes. When the women win there must be two of them minimum (while only
one man can defeat evil). In the first story red was still a victim even though she
escaped.
The Chinese Red Riding Hoods: Felice/Mayling/Jeanne, wolf comes to their house when
mom isnt home, disguised voice (to granny- someone they know: rape usually is done
domestically versus a stranger), tail underneath granny dress symbolic of wolfs male
attributes, girl power: in defeating wolf through deception and getting away from the
wolf. In getting him further and further from the ground the three falls are revenge for
each girl and in this we see the wolf's personality come out and his blindness to the
reality of consequences in obtaining the girls and the delicious gingko nut in the tree.
Make a t-chart comparing one of the four stories with your own

Classroom discussion:What would you do in reds position? Do you think the wolf is an actual
wolf or a human who behaves like a wolf? Why is red never a male character?
Media Clip: Hoodwinked
https://www.youtube.com/watch?v=xOBSd4Iw2l0
https://www.youtube.com/watch?v=KtkyJm3tdSk
Discuss how the two stories differ based on perspective
Students will rewrite the Red Riding Hood story that they originally wrote at the beginning of
class, this time based on a different characters perspective. Both stories are to be handed in at
the end of class.
Homework: Read Red Riding Hood (pages 5-9) in Garner, James Finns Politically Correct
Bedtime Stories: Modern Tales for Our Life & times.
Take Home Reflection Questions:
1. Do you think this story is politically correct in todays society? Explain your answer.
2. How is the conflict between the wolf and little red riding hood resolved?

3. How is the character of Little Red Riding hood different compared to other folklore
versions?
4. Do you think the Wood-Chopper was the villain assuming patriarchal norms?
5. How does the grandmothers character fight against ageism stereotypes?
6. Do you believe justice was served? Why or why not.
Curriculum:
Oral Communication:
1. Listening to Understand
1.6 extending understanding of texts
2. Speaking to Communicate
2.3 Clarity and Coherence
Reading and Literature Studies
1. Reading for Meaning
1.1 Variety of texts
1.2 Reading Comprehension Strategies
1.3 Demonstrating Understanding of Content
1.8 Critical Literacy
4. Reflecting on Skills and Strategies
4.1 Metacognition
Writing
1. Developing and Organizing Content
1.1 Identifying Topic, Purpose, and Audience
1.4 Organizing Ideas
1.5 Extending Understanding of Texts
Media
1. Understanding Media Texts
1.2 Interpreting Messages
This lesson encourages the students to explore their own creativity in making their own version
of red riding hood. This addresses past learning on the original story the students have grown up
with, but also gives them the option to elaborate and create their own adaptation. Furthermore
the students learn the different tales through the variety of texts, and challenges their comparison
skills. Students remain active in their learning and have a chance to organize their observations
through a t chart. Then the class is given the opportunity to listen to their peers and offer their
own input on characters, themes, gender, morals, and perspective. Challenging the concept of
perspective, the class will view media exemplars of Hoodwinked that reveal another adaptation
of the red riding story.
Lesson 3: Sleeping Beauty (2 stories), teach how to write a comparison essay
ABAB Format
Grimm Version and Hallett Version
Grimm - Prince is already married and takes her as a mistress, Queen is an ogre who
wants to eat her and the children (much more dark)
Hallett - Most like disney
Moral: Permission, Instant love, be careful who you offend (evil fairy)

 Go over how to write an essay and the differences for a comparative essay.
Class Question: How have gruesome endings been changed for childrens benefits?
Compare characters or plot and how they are the same or different. You must pick a side.
Students will fill out this worksheet with their thesis, 3 points and conclusion.

This lesson will introduce students to the very beginning of essay writing. While they may have
learned this hamburger style in grade nine. We are focusing on the ABAB format for
comparative essays. This will allow them to create a quick skeletal outline for the two Sleeping
Beauty stories. They must hand in a 1-2 page comparative essay next class for their two stories
so we can mark their understanding of the essay.

Curriculum
1.4 Making Inferences: Subtext, explanations
1.8 Critical Lit: analyse biases, beliefs, values, power and identities
2.3 Elements of Style: variety of elements of style
1.2 Generate Ideas: focus ideas and strategies for essay
1.3 Research: Dive into the two texts heavily
3.3 Punctuation
3.1 Spelling
3.4 Grammar
* Option to hand in rough copy of Unit Project from Lesson 1 for Interactive/Monitoring
Evaluation for improvement. Rough draft. They have the option of handing in a rough copy for a
few notes/feedback. This aids the monitoring evaluation that allows active feedback on their
folktale to add to their success. This Project will be refined and presented lesson 5-7.

Lesson 4: Cinderella (4 stories) (Compare tales culturally)

Classroom discussion: Western fairy tale cannon: red riding hood, sleeping beauty and Cinderella
Q: what is the explanation behind success?

 Good fortune being deserved? (virtue revealed and rewarded)

The goal (success): to be wed to a man of wealth and power? To go to the ball?
Media Clip: Agony Into The Woods https://www.youtube.com/watch?v=wrggORKra2k
Q: How do the princes display a different agony then the princesses? What is their happily ever
after?
In groups of 4-5 the students will read both stories and discuss their thoughts on each. Lead the
class in a discussion raising points observed and questions.
Cinderella: Or The Little Glass Slipper: most similar to Disney version with pumpkin
carriage and fairy godmother. The magical ring replaces the godmothers wand a
foretelling of marriage
Q: what is the significance of the ring versus the wand? What does this portray as success?
Vasilisa The Beautiful: (Russian story) magical doll given by mother. Wicked stepmother
and stepsisters grew ugly physically/at heart due to jealousy and spite. a wicked
stepmother is driving me from the white world proper lady/white privilege (humanism
and race), doll did all of Vasilisas work - who really was doing all the work?, Baba Yaga
(witch like cannibalism) gave justice in ridding of Vasilisas evil stepmother/sisters
turning them to ash with flame, Vasilisas hard work in female domestic arts got Tsars
attention.
Q: What does this story say of gender? What do they say of privilege? What is the importance of
the doll? What does the doll represent? Was it fair how Vasilisa treated the doll? Was Baba Yaga
really the witch she seemed in helping Vasilisa? Why do the men of the story seem to favor the
female domestic arts? How does this story reveal the Russian culture?
What themes are in these two stories? With a partner create a word tree and branching issues
from the folktale. You can use http://www.wordler.net/ OR
http://www.jasondavis.com/wordcloud/ if you wish to create it using media.

Unit Paper: Write a Comparison Essay on two versions of the same story. (Chose from the fairy
tale canon: Red Riding Hood, Sleeping Beauty, Cinderella) (1000-1200 words).

Curriculum:
Oral Communication:
1. Listening to Understand
1.1 Purpose
1.9 Understanding Presentation Strategies
2. Speaking to Communicate
2.3 Clarity and Coherence
2.5 Vocal Strategies
2.7 Audio-Visual Aids
Reading and Literature Studies
1. Reading for Meaning
1.1 Variety of texts
1.2 Reading Comprehension Strategies
1.3 Demonstrating Understanding of Content
1.8 Critical Literacy
Writing
1. Developing and Organizing Content
1.1 Identifying Topic, Purpose, and Audience
1.4 Organizing Ideas
1.5 Extending Understanding of Texts

Media
1. Understanding Media Texts
1.2 Interpreting Messages
1.3 Evaluating Texts
This lesson challenges students in the fairytale cannon to recognize the theme of success and
purpose of folk and fairy tales. They have the opportunity to question these stories in the
perspective of when they were made, and how values have changed socially for todays modern
world. This also puts the concept of success in not only the main character Cinderella, but the
prince. This is seen through the media example Agony from Into The Woods. In each story
there are group discussions that will be discussed through the reading and then the following
class the students will create a venn diagram to compare all of the versions. These versions also
address culturally diverse folk tales which question moral lessons and cultural identity in each
version. The class is assigned a comparison essay to complete by the end of the unit. This aids
the students in their ability to critique and assess the different versions of the same folktale that
has shifted through cultural variations, adaptations, and differing moral values.

Lesson 5: continuation of Cinderella

In groups (different from previous class), the class will come up with questions on the text about
the four Cinderella stories. They can be about the text itself, on cultural issues, moral issues, the
question of success etc. The top question of each group will be written on the board and further
explored in a class discussion.
Cap o Rushes: Italian, no wicked stepmother, father tests daughters love, opening not
unlike Shakespeares King Lear when daughter of the king Cordelia answers her father in
a simple honest manner which results in the same consequence, fresh meat loves salt,
cap o rushes adapted to her lifes trials
Q: Who plays the evil stepmother in this story? What does this say about unconditional love?
Is Cap o Rushes successful according to the typical Cinderella agenda (love, marriage to men,
ball)
The Indian Cinderella: India with European influence, Strong Wind (magical invisible
indian warrior), male protagonist who tests womens truthfulness and brings justice to
pass, daughters un-named, two elder daughters abuse the third and blame their cruelty as
self-harm, scarred and ragged girl tells truth about seeing Strong Wind and is wed to him
(her scars healed and her hair grown to its full length again), two sisters turned into aspen
trees (leaves shudder in the wind), more mythical and environmental (written alike a
myth)
Q: How does this story differ in Culture? How is this story written differently? Does it seem
more mythical and environmental? Do the morals change? Who is successful in this story? Are
women portrayed differently than men? How?

In class: In groups of 3-4, Students will make a foldable comparing the four Cinderella stories,
keeping culture, gender, and success in mind.

Homework:
Journal Entry: Do you see yourself as truthful? When was the last time you failed to tell the
truth? Why? Did you regret it? If you could go back in time would you tell the truth? What can
you do now to remedy the situation?
Remainder of class do unit presentations assigned from lesson 1.
Curriculum:
Oral Communication:
1. Listening to Understand
1.1 Purpose
1.9 Understanding Presentation Strategies
2. Speaking to Communicate
2.3 Clarity and Coherence
2.5 Vocal Strategies
2.7 Audio-Visual Aids
Reading and Literature Studies
1. Reading for Meaning
1.1 Variety of texts
1.2 Reading Comprehension Strategies
1.3 Demonstrating Understanding of Content
1.8 Critical Literacy
Writing
1. Developing and Organizing Content
1.1 Identifying Topic, Purpose, and Audience

1.4 Organizing Ideas

1.5 Extending Understanding of Texts
This lesson challenges students in the fairytale cannon to recognize the theme of success and
purpose of folk and fairy tales. In each story there are group discussions that will be discussed
through the reading and the students will create a venn diagram to compare all of the versions in
a visual representation. These versions also address culturally diverse folk tales which question
moral lessons and cultural identity in each version. The remainder of the class the students will
present their own folk tales in a dramatic presentation.

Lesson 6: Beauty & the Beast

Story of jealousy and virtue

Beauty was able to live a beautiful life because of her kind virtues. Unlike her sisters who
were hateful and vain
Compare this story to the famous Disney beauty and the beast
Have students get in groups of 3-4 and ask them to write the next chapter in Beauty and
the Beast (after the happily ever after)
Class Question: What are the lessons either the beast learned, Beauty or the sisters
Look Beyond, Beauty is everywhere, Vain, Greedy
Have the class compare the two stories, as they have learned back in lesson 3. Have a venn
diagram and then ask them to look at the differences. After this ask them what is missing? How
are the endings cut off?
Split the kids into groups of 4 and have them each create a new ending for Beauty and the
Beast focusing on the lessons learned for the characters that were not already mentioned.
Then have them present them to the class.

This lesson allows them to work on their comparing, as we have worked on in multiple lessons.
It also continues their moral exploration. By writing the missing ending, they are exploring their
creative minds. Many people find that stories and films end at the wrong time and want to know
what happens next, with no possible answers. This activity will allow them to explore new
lessons that can be learned that were never addressed in both stories.
Curriculum
1.3 Demonstrate understanding of text: ID the most common ideas and details
1.8 Critical Lit: ID and analyse the POV in the text
2.2 Text Features: ID a variety of features, how do they communicate meaning?
2.3 Elements of Style: variety of elements of style
1.2 Generate Ideas: focus ideas and strategies for new chapter
1.3 Research: Dive into the two texts heavily
3.3 Punctuation
3.1 Spelling
3.4 Grammar
Remainder of class do unit presentations assigned from lesson 1.

Lesson 7: Unit Presentations

Finish unit presentations assigned from lesson 1.

Lesson 8: Snow White

A story of jealousy, her step mother wanting to be the fairest in the land

Tries to kill her 3 times: 1st the corset, 2nd the comb, and 3rd the apple
Prince falls in love with her instantly and promises to love her forever
Compare Snow White the story to Snow White Disney, Mirror Mirror and Snow White
and the Huntsmen
How has snow white transformed since 1900s. Look at the ending of the story and
characters as a hint.
Compare: Snow White, Prince, Evil Queen, Endings, Mirror
Disney trailer: https://www.youtube.com/watch?v=1_na1FkW8bE
Mirror Mirror trailer: https://www.youtube.com/watch?v=YgbH05rQx1s
Snow White & the Huntsmen trailer: https://www.youtube.com/watch?v=2-UMNSVX7_I

Characters

Snow White & The Seven

Dwarfs

Mirror
Mirror

Snow White & The

Huntsman

Snow White
Prince
Charming
Huntsman
Evil Queen
Mirror
Ending Scene
Class Questions:
What differences do you see between the characters as time has progressed?
How do they market these characters? Who is their audience?
What society influences are there in the changing stories?
This lesson involves media and compares stories and how they have changed over history to new
society standards. Media will allow the students to take a break from reading and allow them to
visually see how characters have changed over generations.
Homework assignment from Lesson 1 due: Students were to act as the new and improved
Goldilocks, volunteering to help someone in a home or community environment. Students will
hand in their reflection (250 words) and verification sheet.
Curriculum
1.3 Demonstrate understanding of text: ID the most common ideas and details
1.8 Critical Lit: ID and analyse the POV in the text
2.2 Text Features: ID a variety of features, how do they communicate meaning?

1.2 Interpret Message: media, explain the messages they convey

1.6 Production Perspectives: explain how production and marketing reflect todays
society. How are they promoting todays values?

Lesson 9: Rapunzel
Story of a girl with beautiful hair and voice
the prince falls for her voice and the two plan to run away together
The witch finds out and the prince is blinded. He walks around until he finds his princess
and they live happily ever after
Story of love: The husband loves his wife and gives up their first born, the witch loves
rapunzel and locks her away, the prince loves her and loses his sight, her love and tears
heal the prince
Students will draw this story in a comic strip using the theme of love.
Class Questions:
Who is the most pure of love?
How do the others love equate to horror and violence?
What are the gender roles?

This activity brings out the creative side of the students and allows us as teachers to see their
thought process from the story. I want them to focus on the gender roles, love and violence.

Curriculum
3.2 Form: select a purpose and audience for their comic strip
3.4 produce media text
1.5 Extending Understanding of Text: Connections and personal knowledge.

Lesson 10-11: Watch Into The Woods with Question Sheet

Name: ______________________
Date: _______________________
INTO THE WOODS
You will be watching a cinema adaptation of the hit broadway musical Into The Woods. As
you are watching the film please complete the following sheet in your notes. Make sure to read
through the sheet before the film begins so you know what to look for.
1) Give a description of each characters wish
Jack Jacks Mother Baker and his Wife The Witch Little Red Riding Hood Rapunzel Cinderella Rapunzels Prince Cinderellas Prince 2) What are the 5 items that must be recovered by the Baker and his Wife?
3) What is the length of time in which the Baker and his Wife must find the 5 items?
4) Why did the Witch curse the Bakers family?
5) How does the Prince try to trap Cinderella?
6) Where does Cinderella find her shoes for the ball?
7) Why does the spell fail the Baker and his Wife?
8) What happens that sends the characters all into the woods?
9) What happened to each character at the end of the film? Underline those that got their wish

Jack Jacks Mother The Baker Bakers Wife The Witch Little Red Riding Hood Rapunzel Cinderella Rapunzels Prince Cinderellas Prince Answer these questions AFTER the film
1.
2.
3.
4.

Identify two central themes from Into The Woods. What did the characters learn?
How did the music add to the fairytales you already knew?
How would have obedience saved Red from the wolf?
Red mentions being repulsed by the wolf, yet also fascinated. Have you ever had this
experience before?
5. How are you affected by the mistakes your parents made? Are you challenged to be better
or do they limit you?
6. Have you ever been disappointed because you got what you wanted, but then realized it
wasnt what you wanted after all?
7. How did you feel about Cinderellas Prince? Disappointed? Comical?
8. What happens in the woods stays in the woods is that a good rationale to live by?
9. What compromises to the characters make? Is it okay to do things that arent right as long
as you do them nicely?
10. We see the Baker suffer a loss? How does he cope with that?
Curriculum:
Writing
1. Developing and Organizing Content
1.5 Reviewing Content
Media
1. Understanding Media Texts
1.2 Interpreting Messages
1.3 Evaluating Texts

Lesson 12: Hansel & Gretel

Tale of brother and sister overcoming their evil stepmother and the wicked witch
Context: Dont talk to strangers or accept candy and food from them
Kids are too trusting in their father however they are smart (pebbles and bread)
How it is similar to Snow White? (evil stepmother and wicked witch)
Use the speech within the story and create a play script.How would you turn this into a
movie? who would you cast? What would you change? Or write your own fractured fairy
tale with a different ending than what weve read together
Class: Go over script outline and give an example of how they are to write their plays. Character
choices and why. I want a reflection of the assignment about who they chose and why. Why they
choose a certain setting and plot.
If they choose a fractured fairy tale. Read one aloud. Explain comedic relief in the stories. Have
kids present their stories.

Curriculum

1.6 Analysing Texts: analyse in terms of information, ideas, issues or themes. Explore the
different aspects of how the text contributes to presentation - Prompt: How would the
setting play into the theme? How would you include this in your script?
2.2 Voice: establish a distinctive voice in writing for a certain audience.
2.1 Form: write for different purposes and audiences
2.6 Revision: drafts to improve content

Lesson 13: Villains: Bluebeard

Classroom Discussion:
What does this folktale teach children? Girls in particular?
Context: straight Christian Victorian values: Dont disobey your husband (man is the
master)
Curiosity is the most fleeting of pleasures (men as the master arent to trust womens
weakness, dont set them up by the temptation of curiosity in their home)
Bluebeards character is rich, breadwinner, God mentioned in giving him a blue beard,
girl won over by elaborate parties and riches. Is this accurate gender
placement/characteristics in todays society? In the victorian era?
Bluebeards wife doesnt have a name. Discuss why with class.
Keys: (pandoras box) magical that cant be cleaned of blood (almost like Bluebeard was
expecting his wife to disobey (Set up wife to fail)
Two brothers come to rescue: symbolic of Jesus and holy spirit establishing forgiveness
and ending the wrath for sin (law of Old Testament)
How might this story differ if created for todays society? Group discussion and the top
three points will be written on the board and further explored in class take-up discussion.
Students will rewrite the story briefly in the context of todays social norms/gender expectations.
Take up in ten minutes, to be shared by any who wish to read theirs aloud. This can be entering a
sibling's room, disobeying parents, being in an abusive relationship, or another interpretation.

https://www.youtube.com/watch?v=dQ-f6C3sCf0 Into the Woods I know Things Now

Bluebeard may be compared to Red Riding Hood as in both stories women fall victim to
rapacious men, but through the womens mis-actions in choosing to enter the woods or
open the forbidden door.
As a class make a t-chart comparing Red riding hood versus Bluebeard.

Remainder of class, Proofread through essay due Lesson 15

Curriculum:
Oral Communication:
1. Listening to Understand
1.4 Demonstrating Understanding of Content
1.7 Analyzing Texts
Reading and Literature Studies

1. Reading for Meaning

1.2 Reading Comprehension Strategies
1.3 Demonstrating Understanding of Content
1.5 Extending Understanding of Texts
1.8 Critical Literacy
Writing
1. Developing and Organizing Content
1.2 Generating and Developing Ideas
1.5 Reviewing Content
3. Applying Knowledge of Conventions
3.5 Proofreading
Media
1. Understanding Media Texts
1.2 Interpreting Messages
1.3 Evaluating Texts
This lesson addresses villain folk tales where the villain is the main focus. Bluebeard presents a
lot of victorian values that can be challenged by the class. In a creative way the students are
given the opportunity to rewrite the literature which enables modern values to shift the folk tale.
The literature also scaffolds on the ideals presented in the pandoras box myth, and the red riding
hood folk tale that works on their comparison skills and application skills. The media example I
know things now from Into The Woods verifies the lesson that namely women get from these
stories. The students are then able to organize their thoughts through a t-chart.
Lesson 14: Villains: Rumpelstiltskin
Before reading:
Villain is the main character (Rumplestiltskin)
Devil: Paradise lost (God portrayed as tirant, Devil is hero against God)
What is an Anti-Hero
Observations during reading:
Rumplestiltskin is seen as childlike, manipulative, there to mess things up even though he
portrays himself as the hero in helping spin straw into gold, deals are his weakness,
power obsessed. His pity on the queen shows him to have a human moral side, but the
demonic side reveals his true intention in setting her with an impossible task in guessing
his name.
Id sooner have a living thing than all the treasures in the world (rumpelstiltskin)
After reading:
Q: What would rumple do with a baby? An innocent soul in demons hands? (hell)
No names in tale: only the premise around Rumplestiltskins name to add emphasis
Rumpelstiltskins anger at the end -Ripped himself in two. Pigs running off cliff in
bible
The devil told you that! Does Rumple really mean the devil? As a demon he would
be on the same side as the devil. (Paradise lost)

Sympathies drawn from different areas

The taboo of being in debt to someone.

Class activity: Draw what Rumpelstiltskins character looks like in your minds eye. Does he
look like a villain or a hero?
Curriculum:
Oral Communication:
1. Listening to Understand
1.4 Demonstrating Understanding of Content
1.7 Analyzing Texts
Reading and Literature Studies
1. Reading for Meaning
1.2 Reading Comprehension Strategies
1.3 Demonstrating Understanding of Content
1.5 Extending Understanding of Texts
Writing
1. Developing and Organizing Content
1.2 Generating and Developing Ideas
1.5 Reviewing Content
2. Using Knowledge of Form and Style
2.2 Voice
2.4 Sentence Craft and Fluency
2.5 Critical Literacy
3. Applying Knowledge of Conventions
3.7 Producing Finished works
Media
1. Understanding Media Texts
1.2 Interpreting Messages
1.3 Evaluating Texts
This lesson addresses another villain through the introduction of an anti-hero. The students are
able to draws parallels to biblical literature, and question the aims and characteristics of
Rumpelstiltskin. They discuss where their sympathies lie and how an antihero changes the way
this folk tale is read. They are also given the opportunity to draw Rumplestiltskin and explore
their creativity on a visual level.

Lesson 15: Media clip: Once Upon a Time S1 E 12 Skin Deep with Question Sheet
1. How is Rumpelstiltskin an anti hero in saving the town?
2. Why does Rumpelstiltskin not want gold?
3. Belle says No one decides my fate but me. Do you believe this to be a true statement in
your life?
4. Who saved the town: Rumpelstiltskin for having the power to do so? Or Belle for
yielding to Rumpelstiltskins deal so that he would stop the ogres.
5. What would you do in Belles position? Would you go with Rumpelstiltskin?
6. Why do you think Rumpelstiltskin spins straw into gold?

7. Name two folktales that are fused together in this episode.

8. Love is layered...a mystery to be uncovered. What are your thoughts on this idea?
9. How does the evil queen give Belle advice that creates conflict between hero and
antihero?
10. What does Rumpelstiltskin mean by referring to himself as the beast?
11. Why does Rumpelstiltskin/Mr. Gold act hostile towards Belles father? What do you
think of his version of justice? How does this further establish the anti hero image?
12. Do you think Rumpelstiltskin loves Belle or power more?
13. What is Rumpelstiltskins strengths? Weaknesses?
14. What does the evil queen/Regina steal from Rumpelstiltskin/Mr. Gold in order to strike a
deal?
15. Why is Rumpelstiltskins name so powerful?
16. Whats the significance of the chipped tea cup replacing the golden cup?
Unit Paper due.

Curriculum:
Writing
1. Developing and Organizing Content
1.5 Reviewing Content
3. Applying Knowledge of Conventions
3.7 Producing Finished works
Media
1. Understanding Media Texts
1.2 Interpreting Messages
1.3 Evaluating Texts
This class allows students to view a media selection that combines Rumplestiltskin and Beauty
and the Beast in the Once Upon A Time episode Skin Deep. This allows students to draw
connections and apply their learning while enjoying the adaptation of the folk tales. The students
will also hand in their comparison essay that was assigned in earlier lessons.
Annotated List of Additional Complementary Material:
Enchanted. Dir. Kevin Lima. Prod. Barry Josephson and Barry Sonnenfeld. By Bill Kelly. Perf.
Amy Adams, Patrick Dempsey, James Marsden, Timothy Spall, and Susan Sarandon. Walt
Disney Studios Motion Pictures, 2007. DVD. Enchanted brings the fairytale realm to the rough
streets of New York. Here students can debate how social norms change from one realm to
another, and further expand how the collision of both sides aid/hinder one another. Students can
converse in groups and fill out a worksheet together, discussing and sharing ideas.
"Enchanted - Carrie Underwood - Ever Ever After." YouTube. YouTube, n.d. Web. 07 Jan. 2016.
<https://www.youtube.com/watch?v=QAniOB1Ts4k>. Carrie Underwood's song "Ever Ever

After" puts into the question what happily ever after is, and students can observe the text of this
song and later define what they define as success and happiness.
Funke, Cornelia Caroline., Lionel Wigram, and Oliver Latsch. Reckless. New York: Little,
Brown, 2010. Print. Reckless is a novel that students can read that provides a twist on folklore.
Students will be given two options for this assignment, whether to write an essay regarding the
novel on social applications, or to write their own chapter that has been "lost" from the book.
This chapter must contain a value/lesson, journey arch, conflict/resolution, hero and villain.
"JoMA Archives: Poetry." 'JoMA Archives: Poetry' N.p., n.d. Web. 07 Jan. 2016.
<http://www.endicott-studio.com/poetrylist/fairy_tale_poems/>. This site provides numerous
fairy tale themed poems. This resource would be an assignment where students take one poem of
their choice and relate it to one of the folktales explored in class. This can compare the actual
story themes, morals and values, gender, and social issues, etc.
Maguire, Gregory. Wicked. S.l.: Thorndike, 1995. Print. The untold story of the Wizard of Oz
challenges students on how a story can change based on character perspective. It comments on
activism, gender, race, sexuality, and raises questions on heroism and what society acknowledges
of someone standing up for what they believe when it is against the grain/norm. It also offers
forth political challenges of whether someone can sell themselves as a leader. Students can also
relate this book to the broadway musical based on this book, and look at the text in the songs.
Shrek. Dir. Andrew Adamson. By Andrew Adamson. Prod. Aron Warner. Perf. Mike Myers,
Eddie Murphy, and Cameron Diaz. DreamWorks Distribution LLC, 2001. Shrek incorporates
numerous fairy tales and folklore, but has a twist where two ogres fall in love and find love's true
form. Students will be given a worksheet to complete while watching this film, and then discuss
the key values offered in this media film.
Stallings, A. E. "Poetry Magazine." Poetry Foundation. Poetry Foundation, n.d. Web. 07 Jan.
2016. <http://www.poetryfoundation.org/poetrymagazine/poem/238826>. Fairy-tale Logic
written by Stallings is a poem talking about what folklore is and what it promotes. Students are
to circle and identify the fairy tales referenced, to underline action words to identify the journey
of folk tales, and highlight any words or verses that students struggle with. Taking up the poem,
students will discuss what this poem believes folklore to be and whether these tales offer
beneficial moral lessons and accurate social realities.
"Steven Curtis Chapman - Cinderella." YouTube. YouTube, n.d. Web. 07 Jan. 2016.
<https://www.youtube.com/watch?v=nrWMBC6yoME>. This song "Cinderella" by Stephen
Chapman provides a daddy daughter story that can be compared to the Cinderella story Cap o
Rushes. This furthers student observations concerning family dynamics and values.
"Taylor Swift - Love Story." YouTube. YouTube, n.d. Web. 06 Jan. 2016.
<https://www.youtube.com/watch?v=8xg3vE8Ie_E>. Love Story by Taylor Swift allows students
to study music and relate it to the love story of Cinderella and the ideals of being the prince and
princess. This further questions the ideal of success and if Cinderella was successful in getting
her man. How does this compare to the tragedy of Romeo and Juliet?

Evaluation Plan for Unit:

Students will be formatively evaluated proactively before obtaining project work, ensuring that
the students understand the concepts and tools needed to complete unit projects. Clarificative
evaluation will observe student discussions and brainstorming, monitoring that clear theories are
comprehended. Interactive and monitoring formative assessment will be used concerning group
work, improving project design, peer feedback, application assignments, student journals, and
checking that academic activities are being effectively delivered. This is seen through students
willingness to participate in class, to provide feedback on peer editing and proofreading, to check
in and submit drafts for teacher feedback, and to write thoughtful journal reflection pieces that
display both knowledge and application of unit content.
Students will be summatively assessed on the outcomes of their project goals, whether their
goals have been met, what learnings have been accomplished, and how to improve and/or take
the next step. These are seen on the rubrics attached to each assignment.
Formative Assessment: /45
Homework Goldilocks assignment: rubric in lesson
-Verification sheet: /5 marks
-Journal:
Sentences & Paragraphs- /5 marks
Ideas- /5 marks
Grammar and Spelling- /5 marks
Total: /20 marks
Class Writing/Journals/Reflection:
Red Riding Hood 2 original stories: /5 marks
Cinderella Journal: /5 marks
Total: 10 marks

Classroom Ethics and Formative Process:

Contributions: /4
Quality of Work: /2
Working With Others : /3
Focus on Task: /2
Monitoring Progress & Redefining Knowledge/Comprehension: /4
Total: /15 marks

Summative Assessment: /55

Unit Project: rubric in lesson
Knowledge- /8 marks
Vocabulary- /5 marks
Acting/Dialogue- /7 marks
Written copy- /5 marks

Total: /25 marks

Comparison Essay: rubric in lesson
Knowledge/Thesis Statement - /10 marks
Sentence Structure - /10 marks
Evidence and Sources - /5 marks
Grammar and Spelling - /5 marks
Total: /30 marks
Total Evaluation for Unit: /100 marks
Concluding Reflections:
Folklore literature seems childish, and some may consider this unit better suited for
elementary school. However, Fairy tales have enriching mature life lessons that are suitable for
the high school level. There are so many versions of fairy tales where endings change, the
journey is different, and characters have different characteristics and morals. Our lessons reflect
these changing stories well and question why there are differing cultural variations and values
portrayed. Together we compared older original Grimm fairy tales to a more modern day take,
modern movies, and plays. This gives the students a well-rounded history of literature, and
actively works against what they think they already know about their favourite fairy tales.
The lessons have the students engaged about their morals by comparing it to their real lives and
todays society. We have them not only reflecting on the characters lives, but their own. These
stories warn about gender stereotypes, dangers, villains, values, and morals. The activities the
students are doing in this unit allow them to work on their writing skills and think critically about
the texts they are reading and comparing. By having a small or larger exercise, the students are
working with the fairy tales in depth.
Fairy tales are partly comedic, for when we are children, we find them entertaining.
However, these stories have been passed down through generations. We wanted to look at the
traditions that have been passed down and changed throughout history; how society changed
them. This includes how morals changed throughout history, how have gender norms have been
changed, and how can we challenge students to think critically through these stories. We wanted
to challenge what they already know about fairytales, and change their childhood nostalgia. We
also wanted them to perceive the story through a modern lense, applying social values in todays
age while comparing it to the literature.
The challenging part of this assignment was the lessons that go along with each story, We
tossed around many ideas of how to make each story interesting and memorable for the students
to work with later. The assignments had to have an element of fun and many different forms of
learning. We included videos, fill in the blanks, venn diagrams, debates, trails etc. All of these in
class or take home assignments helped the students remember the stories better in order to put
together an academic presentation of their own. This way they know how to analyze a story
thoughtfully. We also challenge students to be active members of society in making a difference
and being the protagonist in their own life.
Together, we found our topic rewarding as we got to go back to our childhood and looked at
the stories we grew up with both as a student, and developing teachers. We had a great time re-

watching movies and looking at the different stories across the world and comparing them to
what we already knew. It was rewarding working together to plan these lessons as many teachers
do work together to throw together a unit plan, something we learned on practicum. Together we
learned how to put hidden curriculum into our teaching through these fairy tales, as we teach
morals and the history of them. This was both challenging and rewarding as some stories were
more dark than others, but we got to work together to figure out how best to present them
embracing the text in a way that allowed student maturity to prosper. We realize that we both
have growing to do, and are uncertain that some of our lessons are very standard for new
teachers and not very innovative. This will come however as we grow in our practice, something
we both look forward to.
Bibliography:
Beauty and the Beast Trailer. Video. Accessed January 3, 2016.
https://www.youtube.com/watch?v=1_na1FkW8bE
Espenson, Jane. "Once Upon A Time S1 E12." Skin Deep. Dir. Milan Cheylov. 12 Feb. 2012.
Television.
Forestanimalgirl. "Into The Woods ~ Agony." YouTube. YouTube, 18 Jan. 2015. Web. 04 Jan.
2016. <https://www.youtube.com/watch?v=wrggORKra2k>.
Gabriel Garcia [MYCUN]. "Hoodwinked - Red Meets Wolf." YouTube. YouTube, 14 Dec. 2014.
Web. 04 Jan. 2016. <https://www.youtube.com/watch?v=xOBSd4Iw2l0>.
Gabriel Garcia [MYCUN]. "Hoodwinked! - Wolf Meets Red." YouTube. YouTube, 20 Dec. 2014.
Web. 04 Jan. 2016. <https://www.youtube.com/watch?v=KtkyJm3tdSk>.
Garner, James Finn. Politically Correct Bedtime Stories: Modern Tales for Our Life & times.
Accord, MA: Wheeler Pub., 1995. Print
Hallett, Martin, and Barbara Karasek. Folk & Fairy Tales. 4th ed.
Into The Woods. Dir. Rob Marshall. Perf. Meryl Streep Emily Blunt James Corden Anna
Kendrick Chris Pine Tracey Ullman Christine Baranski Johnny Depp. 2014. DVD. Based on
Stephen Sondheim's musical Into The Woods
Into The Woods Questionnaire. Accessed January 6, 2016 at 7:35pm. http://www.fva.net/wpcontent/uploads/2013/01/Into-the-Woods.pdf
Into The Woods Questionnaire. Accessed January 6, 2016 at 7:45pm.
http://shepherdproject.com/into-the-woods-review/
Maguire, Gregory. Wicked. S.l.: Thorndike, 1995. Print.
Mark Warner. Hansel and Gretel: Teaching Resources 1998. Accessed January 3, 2015.
http://www.teachingideas.co.uk/library/books/hansel-and-gretel
Michiyo Fujiwara OLD CHANNEL. "Into the Woods - I Know Things Now (Original Movie
Extract)." YouTube. YouTube, 8 Feb. 2015. Web. 04 Jan. 2016.
<https://www.youtube.com/watch?v=dQ-f6C3sCf0>.
Mirror Mirror Trailer. Video. Accessed January 3, 2016. https://www.youtube.com/watch?
v=YgbH05rQx1s
Snow White & The Huntsman Trailer. Video. Accessed January 3, 2016.
https://www.youtube.com/watch?v=2-UMNSVX7_I
http://thumbs.dreamstime.com/z/word-balloon-tree-balloons-logo-icon-illustration34617357.jpg, January 4th 2016

"Types of Evaluation." Evaluation Toolbox. N.p., 2010. Web.

<http://evaluationtoolbox.net.au/index.php?
option=com_content&view=article&id=15&Itemid=19>.
Hamburger Worksheet. Accessed January 21, 2016
http://whattheteacherwants.blogspot.ca/2011/03/hamburger-writing.html