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Learning Objectives 

Students will: 

• Identify characteristics of a “Cinderella” story.
• Identify elements of the “Cinderella” used in Into the Woods.
• Locate on a map the origin of a “Cinderella” story.
• Analyze lyrics and how characters weave lines in and out of the Prologue: Into the Woods.
• Read multicultural versions of “Cinderella.”
• Create a madrigal with three versions of “Cinderella.”
• Present a madrigal to an audience.

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

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Teacher Background

Teachers should be familiar with the madrigal form, the Prologue: Into the Woods, and multicultural versions of “Cinderella.” Preview all books and media prior to teaching the lesson.

Student Prerequisites 

Students should be familiar with “Cinderella” and basic story elements.

Accessibility Notes

Utilize assistive technologies for students with hearing or vision impairments. Modify the planner as needed and allow extra time for task completion.

Engage

1. Read by Jon Scieszka and Lane Smith or listen to a . Have students listen for elements in the story related to Cinderella. Which elements do and don't belong? (Belonging to the story: beautiful Cinderella with a wicked stepmother and stepsisters has to do all the housework and can’t go to the prince’s ball. Not belonging to the story: Rumpelstiltskin arrives and offers to spin straw into gold if she’ll guess his name.)

2. Have students watch or listen to the . This piece is written in the style of a madrigal, in which three or more singers interweave lines, phrases, and tunes to create new lines. Students can optionally follow along to the . 

3. Listen to the song a second time. Ask students: How does each character weave their lines in and out of the song? Ask students to identify the Cinderella character and listen to her story.

4. Discuss and identify the two versions of “Cinderella” and what elements differ from each “Cinderella” story. For example, the stories include a stepmother, two stepsisters, and a ball thrown by a prince. The Cinderella character cleans the house, is forbidden to go to the ball, and disguises herself in fancy clothes. Remind students that there are a lot of different “Cinderella” stories. If the class knows of others, include them in the discussion of what elements make up a “Cinderella” story.

5. Have students listen to the a third time and try to find clues as to which version of “Cinderella” was used to shape the musical. How is Sondheim’s “Cinderella” like the traditional story? What elements are found in this version? How is it different? Record these responses on the board. 

6. Tell students that Sondheim and Lapine’s musical, Into the Woods, is based on the Grimm Brothers German version of “Cinderella,” titled Aschenputtel, the Little Ash Girl.  

Build

1. Tell students there are more than 300 versions and variations of the tale known as “Cinderella.” Assign groups a “Cinderella” story to read. Try to collect stories from each continent but be sure to review each text prior to sharing them with your students. Refer to the for recommendations. 

2. As students read their assigned stories, have them record similarities to the Prologue: Into the Woods. For example, they can note lines, events, characters, or other story elements that make the story they are reading a “Cinderella” story.

3. Bring students together to discuss which country their stories were based in. Have the students locate the country of origin of the fairy tale, then name each story on a sticky note to mark the location of the story’s origin on a class map or globe. For example, write Aschenputtel on the sticky note and stick it on Germany.

4. Introduce students to a . defines a madrigal as, “a type of secular, polyphonic song that became popular during Europe's Renaissance and early Baroque periods. Traditional madrigals are performed a cappella, with two to eight voice parts on a given madrigal. Most are through-composed, meaning that different melodies accompany different sections of the piece.” This style is similar to the way each character weaved their lines in and out of the song from the Prologue: Into the Woods.

Apply

1. Create groups of three, but each member must have read a different version of “Cinderella.” Tell the group they are going to create madrigals. Distribute the . Review and model the directions together before students begin planning their madrigal. 

2. Distribute the song structure handout, . Allow time for groups to use their planner to create a madrigal. Each group member must use the phrases from the planner. Show how in the prologue, Cinderella says “I want to go to the festival!” for her signature phrase. The whole group must also find a common element to play with in creating the madrigal with the group. For example, all character’s use “Into the woods!” and “I want...” as a common element. Circulate the room, helping students with this task as needed or create a small group and create a madrigal together.

Reflect 

1. Have the groups present their madrigals to the class. Assess how students intertwine the different versions of “Cinderella” in the song and maintain the simple, scaffolded structure. 

2. Respond to the performances. Have the class identify which tales are being told in each madrigal and respond to the performance or lyrics.