Folktale Unit: The Princess and the Golden Shoes

Grade Levels: 1–2, 3–5 Theme: Folktales • Variants • Vocabulary • Summaries • Writing Skills

Objectives

Students will:

• Explore how different cultures create variations of classic folktales

• Learn what folktales are and why they were passed down through generations

• Practice literacy skills through vocabulary study

• Create a layered (step) book showing beginning, middle, and end

• Practice writing skills, including writing a letter or author response

Materials

• The Princess and the Golden Shoes

• World map or classroom globe

• Dictionary

• Blank step book / layer book (3 tabs)

• Writing notebooks or journals

1. Before Reading – Setting the Stage

Locate the Origin

Explain that this version of the folktale comes from Scotland.

Invite students to:

• Come to the map or globe

• Locate the continent

• Find the country

• Share if they’ve ever visited, know someone from there, or recognize Scottish traditions

This builds cultural context for how folktales travel and change.

2. Shared Reading

Read The Princess and the Golden Shoes aloud.

Encourage students to:

• Notice similarities to Cinderella

• Listen for new vocabulary

• Observe how different characters help or harm the princess

3. Vocabulary Study

Perplexed

Confused or puzzled.
Ask: Who in the story felt perplexed? Why?

Niche

A small recess, opening, or hidden spot.
Ask: Where was a niche mentioned? What was in it?

Scheme

A clever plan—often sneaky.
Discuss:

• Who had a scheme?

• What was their plan?

• Was the scheme kind or unkind?

Have students use each vocabulary word in a sentence or illustrate it.

✂️ 4. Layer Book Activity – Beginning, Middle, End

Students create a three-tab step book, labeled:

• Tab 1: Beginning
  Characters, setting, problem introduced

• Tab 2: Middle
  Events, magic elements, challenges

• Tab 3: End
  Resolution, how the princess is found, lessons learned

Students may work individually or with a partner.

On the back of the book, list all characters from the story.

5. Discussion Questions

Use these prompts to guide comprehension and critical thinking:

• How was the Queen cruel to the Princess?

• How was the henwife’s daughter different, and what did she use to deceive others?

• Who secretly brought the Princess food? Why was this important?

• What happened when the Queen discovered the Princess had been fed?

• Where did the Queen hide Cinderella when the Prince arrived with the golden shoe?

• What did the bird tell the Prince? How did this help him?

• How was this story different from the Cinderella story you already know?

• Did you like this version? Why or why not?

Encourage students to compare folktale elements across stories.

✏️ 6. Writing Extension (Optional)

Have students write:

• A letter to the author

• A response about their favorite folktale variation

• A prediction about what would happen after the story ends

This builds writing fluency and connects personally to literature.