Cinderella: The True Story

Preview Text Features, Introduce Vocabulary, Set a Purpose for Reading

• Before reading, poll the class to see if students are familiar with the story of Cinderella. Review the major plot points with our Background Builder Slideshow before reading the play. Have students who are already familiar with the fairy tale guide the review.

• Tell students that the play they’re about to read is a new version of the Cinderella fairy tale, told from a different point of view. Have students open to the play and look at the illustrations throughout. Ask students to predict how this story will be different from the classic Cinderella.

• Introduce vocabulary by showing or digitally sharing our Vocabulary Slideshow. Follow up before or after reading with the Vocabulary Skill Builder. Highlighted words: pruning, ruckus, bejeweled, ghastly, laughingstock, triumphant, promenading, falters.

• Call on a volunteer to read the Up Close box on page 22. 

• Assign parts and read the play aloud as a class or in groups. You can also listen to an Editor Read-Aloud of the play!
  
• After reading, put students in small groups to discuss the close-reading questions. Then talk about the critical-thinking questions as a class. Discuss the SEL Focus before or after the critical-thinking questions.

Close-Reading Questions

• Read the Prologue. How does it make you interested in reading the play? (author’s craft) In the Prologue, the stepsisters say that they’re going to share the real story of Cinderella, which will show that they’re not actually wicked, like the original story paints them. This makes me curious about how the story will be different, which makes me want to keep reading. Also, the stepsisters say that the story they’re going to tell is much more interesting, so I want to know what happens! Finally, Macy and Lucy are funny, so I  want to read more about them.

• Based on what you learn in Scene 1, what are three words you would use to describe Cinderella? How is she different from her stepsisters? (character) Students may choose words like quirky, silly, fun. Cinderella is different from her stepsisters because her stepsisters are very worried about what people think of her. Cinderella seems unconcerned about how people view her.

• How do Macy and Lucy feel about their stepsister in Scene 1? How do you know? (text evidence) Macy and Lucy feel embarrassed by their stepsister. They describe times she has 

  embarrassed them in the past, and they tell her to hide when the Prince arrives to tell them about the ball. 

• What rumors about Cinderella’s stepsisters do you learn about in Scene 2? Are these rumors true? (plot) In Scene 2, George shares the rumor that the stepsisters force Cinderella to do chores while they relax and eat chocolates. So far, it seems the rumors are not true. It appears that Cinderella and her stepsisters are friends, but the stepsisters are embarrassed by Cinderella’s quirkiness. They tell her to go do chores when people are visiting as a way to hide that she’s different.

• In Scene 3, why do Lucy and Macy hide Cinderella’s outfit and unicycle? Why is this wrong? (evaluating) The stepsisters hide Cinderella’s outfit and unicycle because they are worried that everyone will laugh at Cinderella—and at them—if she brings those items to the ball. Answers to the second question will vary, but students may say that hiding the outfit and unicycle is wrong because they do it behind Cinderella’s back or because they are trying to hide or change who Cinderella is.

• In Scene 4, how does Cinderella’s Fairy Godmother help her? In what way does she hurt her? (plot) The Fairy Godmother helps Cinderella by getting her an outfit so she can go to the ball. She hurts Cinderella by giving her an uncomfortable outfit that Cinderella doesn’t like.

• What realization do the stepsisters have in Scene 5? How does it change how they treat Cinderella? (plot) In Scene 5, Lucy and Macy realize how boring things are without their stepsister and that the ball would be more fun with her—quirks and all. They realize they should embrace her quirks because they make life more fun for everyone.

• In Scene 6, how do you think the Prince feels about Cinderella? How does this contradict, or go against, the stepsisters’ worries from the rest of the play? (inference) The Prince likes Cinderella and appreciates her sense of adventure and fun. He thinks her unicycle is cool and wants to learn how to ride it. This contradicts what the stepsisters were worried about. They thought that people would think Cinderella’s hobbies were weird, but it turns out that the Prince thinks they are great!

Critical-Thinking Question

• Based on the lesson that Macy and Lucy learn in this play, how do you think they’ll treat Cinderella differently in the future? (theme) Answers will vary but should show that Macy and Lucy have learned to appreciate and celebrate Cinderella’s differences.

• Answer the question that Older Lucy and Older Macy pose at the end of the play: Do you like the Storyworks version or the original version of Cinderella better? Explain your answer. (expressing an opinion) Answers will vary.

Featured Skill: Theme

• Assign the Theme Skill Builder or assign the Slide Deck (available in higher and lower levels). Have students complete it independently or together with a partner. This skill builder will help prepare students to respond to the writing prompt on page 26.

• Put students in groups and ask them to work together to create a comic book based on what happens in the play, with at least one panel for each scene. In addition, they can create a final panel that shows what happens after the play ends.