The+Paper+Bag+Princess

=The Paper Bag Princess by Robert Munsch= = = Many people have read stories or have been read stories by the author Robert Munsch when they were younger. //The Paper Bag Princess// is one of Munsch’s classic children’s stories about a prince, princess and a dragon. This story looks like a classic fairy tale but it is quite the opposite. After the dragon burns up Princess Elizabeth’s Castle and clothes and steals her fiancé Prince Ronald, she takes on the dragon to get her prince charming back. After rescuing him by defeating the dragon with her intellect she happily decides not to marry the Prince after realizing that he was not a nice person.

__**In what grade level / course would you teach this text? Are there other courses for which it might also be appropriate? **__

This text would benefit a grade 9 or 10 English class (ENG1D or ENG2D) during their short stories unit. It would be a fun way to discuss ideas and themes surrounding short stories, stock characters and stereotypes. The Paper Bag Princess would also be appropriate for the grades 11 and 12 English classes and The Writers Craft (EWC4). It could be used in writers craft by helping students to develop their understanding of characters and stories that are not of a typical plot. Students in this class could use this story to help them develop their own short story.

__**What are the main ideas/ issues/ teaching points which you would emphasize when teaching the text? **__

**Textual: ** //The Paper Bag Princess// is an excellent text for teaching the elements of the short story such as plot, character, setting, genre, and theme. Since it is a children’s story it has simplified language making the vocabulary easy to understand. The length is also beneficial for students who do not like to read lengthy texts. Students could read through the story quickly making it an easy way to practice creating plot graphs and identifying other short story elements.

**Illustrations: ** The illustrations in //The Paper Bag Princess// are by Michael Martchenko and they compliment the story. Students can use the illustrations to further their understanding of the story but also it is important for teaching the importance of illustrations for the reader. Students can analyze how the illustrations compliment the story and what they do for the reader.

**Genre: ** This story would be appropriate when teaching short stories, especially if the genre of the fairy tale is discussed. This story has all the elements of a fairy tale but with a twist. Students can analyze the similarities and differences between this story and the traditional fairy tale. The major theme of the story is that intellect and determination is more important than beauty. This theme can be compared to the themes of other fairy tales.

**Feminism: ** //The Paper Bag Princess// could be read as a feminist text because Princess Elizabeth takes on the role of the “knight in shining armor” and rescues the prince. In the end she chooses not to be with the handsome prince. Students can analyze how this story could be a feminist text.

**Stock Characters and Stereotypes: ** Since the story does have a reversal of typical character roles it is essential that they are compared, contrasted and discussed. This brings up issues of stereotyping and is a good way to discuss how stereotyping is prevalent today.

**Society: ** The major theme in this story is how intellect and determination is more important than beauty. The prevalence of beauty in our society can be discussed in relation to this story. Questions pertaining to how our society defines beauty and what the story describes as beauty is a significant idea for analysis.

__**What are the issues/ challenges you might encounter in teaching the text?**__

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt 18pt;">//The Paper Bag Princess// is an excellent text for any classroom as it uses simple language, it is short and has illustrations that will aid visual learners. Although there are not many issues or challenges, conflict may arise do to genre and past knowledge of Western fairy tales and stock characters.

**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Genre: ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt 18pt;">//The Paper Bag Princess// is a children’s story and students may feel silly reading a book like this in class. They may feel that it is beneath their abilities. In this case it is important to discuss with students that the story is more significant then it appears and that they will have to analyze it in depth. Students may not like to read a story that is based on the fairy tale genre no matter its complexity.

**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Western Fairy Tales/Stock Characters: ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt 18pt;">Although, every country has fairy tales or folk tales that have similar characters and plots, a teacher cannot assume that all of their students have past knowledge of the “typical” Western fairy tale. For example, how there are mythical creatures and the female characters are usually weak and helpless and need to be saved by the male characters. A lesson on traditional Western fairy tales should be given to the class and the elements of the short story and stock characters should be discussed with the class. This would insure that all students will understand the differences between //The Paper Bag Princess// and other fairy tales.

Describe one possible assignment / activity which you could use when teaching the text. How does it connect to the curriculum expectations of the course you are teaching?

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">In the grade 10, Academic English course an overall expectation is Reading for meaning. This includes students ability to read and demonstrate and understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning. Specifically, analyze texts in terms of the information, ideas, issues, or themes they explore and evaluating the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions. This activity touches on these curriculum expectations.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">The teacher would first read the story to students out loud then have them read it on their own. Each student will then be responsible for creating a plot graph of the story to practice their ability to analyze the text for each part of the plot. After they have completed the graph, have the students split into groups of five and give each group chart paper and markers. For each group have them analyze a specific part of the story. For example, illustrations, feminism, stock characters, and theme. Each group will have to discuss their topic and write down on the chart how the topic relates to the story. They must also provide textual evidence. When the students are done, each group will do an informal presentation of their discussion to the class. In between each presentation, the teacher should facilitate a short class discussion on the various topics.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">This activity touches on the curriculum expectations and would be appropriate for students to complete during their short stories unity. It allows them to practice plot as well as analysis of texts and supporting their opinions with proof from the text. It could be used as an individual assignment by creating questions based upon the topics and students could complete them on their own if they cannot work in groups.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">Another quick activity that would be appropriate for teaching students about stock characters is to use hot seat. Give each student a typical fairy tale character such as the evil stepmother, the old witch, the helpless princess and the knight in shining armor. This would be a fun way of teaching stereotypes to students.