Bubba, The Cowboy Prince: A Fractured Texas Tale
In the classroom/library:
Cinderella in the Southwest: Bubba the Cowboy Prince: A Fractured
Texas Tale and Little Gold Star/Estrellita de oro:
A Cinderella Cuento (Also reviewed on this site by Kent Smith)
EDUCATORS' NAMES: Miriam Rodriguez, 4th grade teacher; Kent Smith,
GRADE LEVEL: 4TH
CONTENT AREA: English Language Arts
OVERVIEW: Students will study the fairy tale genre, review story elements
common to fairy tales and apply their understanding to these concepts
by listening to and reacting to two different versions of the classic
fairy tale, Cinderella.
PURPOSE: This lesson taps into students' background knowledge of fairy
tales and builds on that background knowledge through guided discussion.
Students will listen to, compare, and contrast two versions of the Cinderella
story set in the American Southwest.
OUTCOMES: At the end of this lesson students will:
1. Generate a list of story elements, most if not all of which are commonly
found in the fairy tale genre.
2. Demonstrate their understanding of the mutability of fairy tale story
elements (caused by changes in geography, culture, historical period
or other factors) by using a graphic organizer of their choosing to
compare/contrast two variants of the classic fairy tale, Cinderella.
3. Write a summary of their preferred story, including story elements,
an illustration and a caption.
TEKS: §110.15. English Language Arts and Reading, Grade 4
(3) Reading/Comprehension of Literary Text/Theme and Genre.
Students analyze, make inferences and draw conclusions about genre in
different cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding. Students are
(A) summarize and explain the lesson or message of a work of fiction
as its theme; and
(B) compare and contrast the adventures or exploits of characters (e.g.,
the trickster) in traditional and classical literature.
AASL STANDARDS FOR THE 21ST CENTURY LEARNER
1. Inquire, think critically, and gain knowledge
1.1.6 Read, view, and listen for information presented in any format
(eg., textual, visual, media, digital) in order to make inferences and
4. Pursue personal and aesthetic growth.
4.1.3 Respond to literature and creative expressions of ideas in various
formats and genres.
4.1.8 Use creative and artistic formats to express personal learning.
(This site is currently only available to dallasisd faculty and staff.)
Fairytale Story Elements (.pdf made at Rubistar)
Little Gold Star/Estrellita de oro: ACinderella Cuento retold
in Spanish and English by Joe Hayes, illustrated by Gloria Osuna Perez
Bubba the Cowboy Prince: A Fractured Texas Tale by Helen Ketteman,
illustrated by James Warhola
Selection of crayons, markers, pencils, rulers, erasers
1. Introduction (Anticipatory Set)
The hook will be several books spread at each of the tables when the
students enter the library, all but one title representing the fairy
tale genre; the other title being a biography. The two educators will
take turns modeling for students what to look for and how to go about
classifying different genres of literature. Students at each table will
continue the discussion to determine which book is different from the
others. The whole class will meet on the rug to report on their findings.
The two instructors will elicit responses that help students to understand
the concept of genre, especially the fairy tale genre. Students will
pair off and share a short pre-assessment on story elements found in
the fairy tale genre.
2. Student Objectives - for day 1 and day 2 - At the end of
* Students will explain the story elements commonly found in the fairy
* Students will explain how changes in setting, historical era, and
culture have an impact in the telling of a fairy tale and use a graphic
organizer to demonstrate.
* Students will select one of two versions of the classic Cinderella
story, Little Gold Star or Bubba the Cowboy Prince, summarize their
selection, include how the story elements may have been altered, provide
an illustration of a scene from the story along with a caption.
3. Presentation (Input and Modeling)
a. Build understanding of story elements. Students will watch a short
audio of story elements often associated with fairy tales. The following
web site helps build this knowledge: http://www.manatee.k12.fl.us/sites/elementary/samoset/gr2ftelements.htm
b. Present classic version of Cinderella at http://www.bbc.co.uk/cbeebies/misc/stories/cinderella/.
Teachers will lead a discussion of how the setting, historical era,
and culture influenced the telling of the classic fairy tale version
c. Ms. Rodriguez reads Little Gold Star aloud. Mr. Smith models
filling in the graphic organizer as students point out story elements
while the story is being read to them.
4. Check for Understanding
Students discuss story elements and how they are affected by geography,
culture and historical era.
5. Guided Practice
Students work in partnerships, selecting a graphic organizer of their
choice to compare and contrast the two versions of the tale related
to them on day one (Cinderella and Little Gold Star).
Teachers circulate around the library, supporting students, listening
to conversations, and providing feedback to student efforts.
Students gather together back on the rug for a glimpse at and a brief
walk through of Bubba the Cowboy Prince. How will the change of setting,
historical era and culture impact the tale?
3. Presentation (input and Modeling)
a. Both educators involve the students in a short review of the previous
day's lesson on the impact of geography, etc. on story elements in fairy
b. Both educators elicit responses from students as to where the setting
is for Bubba the Cowboy Prince and how it might impact the fairy
tale. Note that the subtitle says 'fractured" and ask students
what that means.
c. Mr. Smith reads the story aloud as Ms. Rodriguez models how and where
to record student responses to the story on the graphic organizer.
4. Check for Understanding
Students review what has been recorded and check for the existence or
lack of story elements traditionally found in fairy tales.
5. Guided Practice
Students read the analyzing information rubric on fairy tale elements.
Teachers demonstrate how to determine key components of each rubric
category and how to distinguish between exemplary, good, acceptable
and poor work.
6. Independent Practice
Students write a short summary of their preferred fairy tale with reasons
why, include story elements and how the story's setting, culture and
era affected them, provide an illustration of a scene from the book
with a caption. Students who do not finish can complete their assignment
Educators will take a quick poll to demonstrate how many student pairs
selected each story. Educators will give the pre-assessment test again
to measure any gain in student understanding of story tale elements.
Student learning will be assessed by looking at their graphic organizers
as well as how successfully they have followed their summary rubric.
Students will continue their investigation into fairy tales by selecting
a partner with whom they will search for and select another version
of the Cinderella tale. After reading the tale they will present
a short book review to the class focusing on the story elements and
how they have been impacted by setting, culture, era, etc. Students
who are learning English as a second language will be accommodated by
the instructors, assisting them in comprehending difficult vocabulary,
pairing them with more English dominant classmates, or providing them
with Spanish versions of the Cinderella story as well as Spanish
The school year might conclude with students authoring their own "fractured"
versions of a Cinderella fairy tale, with story elements being
affected by changes in setting, historical era and culture.