LEARN NC

K–12 teaching and learning · from the UNC School of Education

Bubba: A Cinderella story

This lesson focuses on the whimsical interpretation of the Cinderella story. Students explore the story Bubba, the Cowboy Prince, through rich text and interpretations of the story.

A lesson plan for grade 4 English Language Arts and English Language Development

By Jennifer Fessler and Karen Wright

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Learning outcomes

Students will:

  • apply strategies and skills to comprehend the text
  • make connections with text through the use of oral language, written language, media, and technology
  • apply strategies and skills to create oral, written, and visual texts

Teacher planning

Time required for lesson

2–3 class periods

Materials/resources

  • story map from Scholastic
  • character comparison sheet from Scholastic
  • spider map from San Diego County Office of Education
  • copy of the book, Bubba The Cowboy Prince by Helen Ketteman
  • transparencies of each graphic organizer
  • Vis-a-vis markers
  • overhead projector (or some other projection device)
  • pencils
  • materials for students to create invitations: white paper, construction paper, markers, crayons, scissors, glue (if a computer lab is available you may choose to use image software for creating the visuals)
  • wedding invitations for children to use as examples
  • handout of idiomatic phrases

Pre-activities

To stimulate student’s prior knowledge of the Cinderella story, all students will be given an anticipation guide to access that prior knowledge.

Before reading the picture book, the teacher will need to introduce the vocabulary words using a spider web graphic organizer. As the teacher introduces each term, she and the students will collaborate on completing the graphic organizer. Have available picture cards for further explanation of the vocabulary words.

Activities

  1. The teacher will explain to the students the significance of the setting in the story (i.e. Texas ranch).
  2. The teacher will pass out handout, listing the idiomatic phrases that are found throughout the story. The teacher will ask the students to listen for these phrases to determine the meaning and the teacher will then discuss the phrases after reading the story.
  3. The teacher will read the story, Bubba The Cowboy Prince, aloud without stopping, stressing the accent of the southern culture.
  4. The teacher will divide the students in heterogeneous cooperative groups. Each group will discuss and record their meanings of the idiomatic phrases. When given enough time to complete, the teacher will then bring the groups back together and tell the meanings of each phrase. (If the students are confused with the phrases the teacher will need to read the phrase as it is printed in the story.)
  5. The teacher will review story elements with the class. She will then have the students individually complete a story map. Teacher will monitor student work as it is completed.
  6. The teacher will pair the students in order to complete a character comparison, comparing Bubba and the step-brothers.
  7. The teacher will show samples of different wedding invitations to give personal experiences for all students, so they will understand the format and purpose of a wedding invitation. The teacher will assign each student the task of creating their own wedding invitation for Bubba and Miz Lurleen. The teacher will list criteria that must be included on the invitations. However, students may include other details. Use items on the materials list.

Assessment

  • The teacher will use the story map completed by individual students that checks for understanding story elements.
  • The teacher will use the character comparison graphic organizer of each student to check for understanding of character analysis.
  • The teacher will use the attached rubric to assess the wedding invitation.

Supplemental information

Modifications

Communicate with ESL students to assure that they have prior knowledge of various versions of the “Cinderella” story. If the students does not have this background, make available different versions of the story prior to teaching this unit.

The teacher will partner the ESL student with a non-ESL student for the idiomatic phrase handout.

Alternative assessments

The assessments provided in this lesson are appropriate for advanced English Language Learners. No alternative assessment is needed.

Critical vocabulary

  • ranching
  • cowpatties
  • “fer”
  • “purtiest”
  • duds
  • clods
  • decent
  • pasture
  • herd
  • cud
  • Stetson
  • stallion
  • hoedown
  • do-si-do-ing
  • lumbered
  • ruckus
  • obliged
  • salt lick
  • steer

Comments

This lesson plan was developed during the English Language Development Standard Course of Study lesson planning institutes hosted by the North Carolina Department of Public Instruction and LEARN NC, June and July, 2004. It includes specific strategies, instructional modifications, and alternative assessments which make this lesson accessible to limited English proficient students. Please note that this lesson has been aligned with the goals and objectives of the North Carolina English Language Development standards.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 4

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.01: Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources, ask for help, paraphrase, question).
    • Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:
      • setting a purpose using prior knowledge and text information.
      • making predictions.
      • formulating questions.
      • locating relevant information.
      • making connections with previous experiences, information, and ideas.
    • Objective 2.03: Read a variety of texts, including:
      • fiction (legends, novels, folklore, science fiction).
      • nonfiction (autobiographies, informational books, diaries, journals).
      • poetry (concrete, haiku).
      • drama (skits, plays).
  • Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.
    • Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
      • analyzing the impact of authors' word choice and context.
      • examining the reasons for characters' actions.
      • identifying and examining characters' motives.
      • considering a situation or problem from different characters' points of view.
      • analyzing differences among genres.
      • making inferences and drawing conclusions about characters, events and themes.
    • Objective 3.02: Analyze characters, events, and plots from different selections and cite supporting evidence
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.05: Use planning strategies to generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion).
    • Objective 4.09: Produce work that follows the conventions of particular genres (e.g., personal and imaginative narrative, research reports, learning logs, letters of request, letters of complaint).

English Language Development (2005)

Grade 4

  • Goal 0:
    • Objective 0.01: Listen and respond appropriately to most conversational and academic questions and expressions spoken at normal speed with occasional difficulty.
    • Objective 0.01: Participate effectively in social and academic conversations with few errors.
    • Objective 0.01: Use correct capitalization and punctuation automatically.
    • Objective 0.02: Understand and follow two-step and three-step directions on a variety of topics when spoken at a normal speed with occasional difficulty.
    • Objective 0.02: Retell, narrate, and paraphrase events in detail using expanded vocabulary (e.g., characters, setting, plot).
    • Objective 0.03: Listen to stories told or read aloud on a variety of topics and demonstrate comprehension using a variety of strategies with little assistance (e.g., sequencing, pictograph, story mapping).
    • Objective 0.03: Identify and interpret elements of fiction and nonfiction in a grade-level text and support by referencing the text to determine the author's choice of words and theme with occasional instructional assistance.
    • Objective 0.03: Make oral presentations on a variety of topics using expanded vocabulary with few errors.
    • Objective 0.05: Compose personal and imaginative narratives, journals, instructions, short reports, and simple poems with little assistance.

  • Common Core State Standards

    • English Language Arts (2010)

      • Language

        • Grade 4
          • 4.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 4.L.5.1 Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. 4.L.5.2 Recognize and explain the meaning of common...

        • Reading: Literature

          • 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
          • 4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).