Students will write a wedding invitation in response to the fractured fairy tale, Bubba the Cowboy Prince by Helen Ketteman; illustrated by James Warhola.

Students will:

1. Compare and contrast the classic fairy tale with the fractured story
2. Understand the components of this Cinderella-based tale
3. Create an original theme-based invitation
4. Understand the etiquette associated with invitations
5. Publish their completed response

Directions
Step 1: Begin the lesson by asking students to recall the names of some of their favorite fairy tales. After generating a brief list, ask students what all fairy tales have in common. Step 2: Ask students to summarize one of the classic fairy tales, Cinderella. Afterwards tell students to keep that story in mind as you read what happened to the beautiful Cinderella in Bubba the Cowboy Prince.Step 3: Following the story, discuss it with the class. Compare and contrast it with the classic tale. Tell students that a humorous version of a well-known story is called a parody. Explain that the humor can be satirical, or ironical. Talk about the main differences in this particular tale, a change in the setting and opposite gender characters. Step 4: Discuss how nearly every Cinderella story begins with an invitation to the ball. Ask students to tell you what they know about invitations. What goes on an invitation? What is proper etiquette with regards to writing it, mailing it and responding to it? Step 5: Tell students they will be creating the invitation to Miz Lureen and Bubba’s wedding. Generate a list of what needs to go on every invitation: who and what the party is for, when and where it is taking place, any special instructions, and how the recipient should let the host know if she can make it. Step 6: Distribute a sheet of paper to each student. Write down the headings: Who, What, Where, When, Time, and RSVP. Discuss with students the importance of including those tags on an invitation. Allow time for student to draft their invitation. Step 7: Using your school’s computer lab or at computers set up into centers, have students create their invitation. Review how to change font, size, and color. Check the invitations before giving permission to print. Step 8: Students may further embellish their invitations by decorating with glitter, ribbons, etc.
Supporting All Learners
Students with limited English proficiency,
along with less mature readers, may not understand the concept of satire
or irony that is often present in fractured fairy tales. Take the time
to explain the author’s purpose and the meaning that is intended.
Lesson Extensions

1. Have students write Thank You Notes from the bride and groom
2. Create a menu for the wedding
3. Create a bridal registry: What gifts would the bride and groom register
   for?
4. Have students act out the wedding from this and other fractured Cinderella
   couples and hold a reception afterwards with cake and punch to celebrate

Home Connection
Inform your parents in a note or through your class newsletter whenever you begin a new unit in language arts. If you like ask parents to help either in the classroom or at home to help proofread student papers before publishing.
Assignments

1. Create a wedding invitation

Evaluation
Did you have a wide enough variety of fairy tales? Are they any titles you would like to add to your collection for next year? Did you provide adequate time for each step? Did you brainstorm enough ideas together? Did you model enough for students to complete the assignment independently? Were all learners able to complete this lesson successfully? What would you do differently next time to improve this lesson?