In this unit, students explore several cultures by reading variations of the Cinderella fairy tale.  They analyze character traits and come to recognize the fairy godmother character as a philanthropist.  Using the character as a role model, the students participate in a service-learning project and raise money to purchase new shoes for children (through a local organization).

The learner will:

• identify the importance and symbolism of the shoe motif in Cinderella tales. 
• generate ideas for a class service learning project.
• write a page of a class story to engage local businesses/sponsors in donating to our cause.
• demonstrate a knowledge of basic philanthropic values of helping, giving, kindness and common good (see additional keywords for Lesson One).  
• compare and contrast Cinderella to Little Gold Star in a group discussion.
• compare the magical helpers, cutural differences and philanthropic ideals both stories present.
• demonstrate random acts of kindness. 
• locate on a map the geographic locations of the fairy tales' origins.
• preview story vocabulary prior to reading. 
• discuss story elements/universal themes.
• practice story vocabulary through structured group games.
• suggest other variations to the Cinderella story.
• write thank you letters to shoe donors and sponsoring organizations.
• integrate speaking and writing skills to present the results of their project before a group. 
• provide a needed service for students in the school or citizens in the neighborhood.

In Lesson One, students write a page of class book which becomes an advertisement for the project.  Use the following rubric/guide for the writing assignment.  The advertisement includes (total of six points):

1. an explanation of the project.
2. an explanation of how to make donations.
3. an explanation of who will receive the donation.
4. neat handwriting.
5. school name, but no student names.
6. a neat and colorful illustration.

In Lesson Two, labeled drawings will demonstrate students' comprehension of the characters' philanthropic traits.  Labels can also be used for assessing students' phonics skills, spelling, handwriting, and vocabulary.

Throughout the unit, assess students' comprehension through their participation in the class discussions and on written work.  Continue to monitor and evaluate the Cinderella Project by collecting and graphing shoes.

• Check school district policy to see if a parent permission slip is needed to distribute student work to the public. 
• This unit addresses different cultures.  In the book, Little Gold Star: A Spanish American Cinderella Tale (Lesson Two), religion plays a large role because it is important in this culture. Although the "holy family" is in this book, the lesson is not teaching a religious perspective.   However, you should be sure that this book meets your district policy before reading it to your students.    There are many other Cinderella stories available. See the Bibliographical References in Lesson Three or check amazon.com for an alternative book if this one is not appropriate for your school setting.

• Several weeks prior to teaching this lesson, the teacher should arrange a date with the school principal and a representative of the receiving organization for a school assembly (Lesson Four), at which donated shoes will be presented.