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"This is the story of Princess Elizabeth who is in love with Prince Ronald and they plan to soon marry. One day, a terrible dragon smashes Elizabeth’s castle, burns her clothes and disappears with her Prince Ronald. Everything is burnt, so she wears a paper bag and sets off to go get him. She outwits the dragon by challenging him. Exhausted by all the activity, the dragon falls fast asleep. Elizabeth steps over the dragon, goes into the cave and rescues Prince Ronald. Astonished by his reaction, she tells him his clothes are pretty and his hair is tidy, but in fact he’s a bum. They don’t get married after all."

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This literacy pack is the perfect companion to Robert Munch's The Paper Bag Princess. It is aligned with CCSS and contains the following hands-on activities: Story Elements Castle Craftivity with photo and directions, Character Puppet Patterns, Character Bubble Maps, and Elizabeth and Traditional Princess Venn Diagram.

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The Paper Bag Princess Literacy Activities

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This fun literacy pack is the perfect companion to Robert Munch's The Paper Bag Princess. It is aligned with CCSS and contains the following hands-on activities: * Story Elements Castle Craftivity with photo and directions * Character Puppet Patterns * Character

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I would refer back to the story "The Paper Bag Princess" and continue the conversation about character traits.  I would ask the students to look at just the cover of the story and tell what they first thought about Elizabeth before hearing the story.  I would show a picture of Ronald and ask the same question.  Then I would suggest how we did not mention by looking at Elizabeth that she was brave.  I would ask who they think about when they hear the word "brave." I would ask the students to recall events in the story showing Elizabeth being brave.  This helps challenge the stereotypical notions of what a princess is and does in a fairytale.

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This resource allows students to compare and contrast known fairytales with fairytales from other countries. This would give young students a chance to hear stories from other cultures and compare with their own culture.

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I would use the book/video "What is a Princess?" to begin the conversation of character traits in fairytales. We would make a list of some of princesses in the story and what they were like. Next, we would read/watch "The Paper Bag Princess" and compare how Elizabeth and Ronald differ from the princesses and princes discussed previously. I would then pose the question, "Does what Elizabeth wears or does change her as a princess?"

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To introduce the unit on Fairytales, I would like students to make a cluster web of words that come to their minds when they hear the words "prince" and "princess." We would fill in the cluster chart with their words for each. Afterwards, I would show them the picture of the princes and princesses and see if this matches the words given on our web. This conversation will begin to build up to addressing each of the goals for the unit.

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Powerpoint that can be used in part or in whole to discuss what is found in a fairytale.

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This PowerPoint reviews story elements that we find in a fairytale.

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-This unit is a narrative writing unit for a first grade classroom.
-This unit allows students to write make-believe stories with heros, herorines, villians, and magic.

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-Students will increase comprehension  and enhance critical thinking skills by participating in intentional interactions between the reader and the text.
-Students will demonstrate knowledge of how social norms affect decision making and behavior of characters in a story.
-Students will compare and contrast characters from a text.

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When you think of a princess...what picture forms in your mind?

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When you think of a prince...what picture forms in your mind?

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By Jennifer Weinberg

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Disney Princess Castle Belle Cinderella & Aurora

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By Robert Munsch

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The paper bag princess told by Robert Munsch

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CC.1.4.1.M Write narratives to develop real or imagined experiences or events.
CC.1.4.1.N Establish who and what the narrative will be about.
CC.1.4.1.O Include thoughts and feelings to describe experiences and events.
CC.1.4.1.P Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure.