Higher-level questions: Thinking about magic

Summary

In this engaging script, a discussion unfolds around the classic tale of Cinderella, focusing on the pivotal moment of transformation through magic. The fairy godmother's incantation leads to a dramatic change, turning a pumpkin into a golden carriage and mice into horses. However, the script delves deeper, questioning the nature of the magic, particularly the enduring glass slippers. The narrative highlights the importance of critical thinking and questioning as students explore different versions of the story, seeking to understand the underlying structure and meaning.

Takeaways

• 🧙‍♀️ The script discusses the magical transformation in the story of Cinderella, focusing on the fairy godmother's role.
• 🎩 The fairy godmother's magic is described as 'fumus voluminous' which quickly transforms a pumpkin into a golden carriage and other items.
• 🐭 The four mice are turned into handsome horses, and the lizards into livery men, all part of the magical transformation.
• 🐀 The rat is transformed into a portly coachman with a moustache, indicating the extent of the godmother's magic.
• 👸 Cinderella's amazement at the magic is highlighted, emphasizing her reaction to the sudden changes.
• 🤔 The script raises a question about the point at which the magic occurs, prompting discussion and reflection.
• 🧐 A student's question about the permanence of the magic is mentioned, specifically regarding the glass slippers.
• 📚 The teacher reflects on students' questions and their understanding, showing the importance of questioning in learning.
• 📝 Students wrote reflection letters about their understanding of Cinderella, indicating a deeper level of engagement with the story.
• 🔍 Some students read different versions of the story, which led them to identify similarities and differences.
• 📚 The idea of questioning the story's structure suggests that students are moving beyond basic recall to a deeper analysis.

Q & A

What is the main event that triggers the transformation in the Cinderella story?

The main event that triggers the transformation is the arrival of the fairy godmother, who uses her magic to change the pumpkin into a golden carriage and the mice and lizards into horses and livery men, respectively.

What does the term 'fumus' in the script refer to?

The term 'fumus' seems to be a mispronunciation or a typo in the script, likely referring to 'fume,' which could imply the magical smoke or mist that often accompanies such transformations in fairy tales.

How does Cinderella feel about the magical changes that occur?

Cinderella is amazed by the magical changes that occur, as indicated by the script's mention of her reaction to the transformation of the pumpkin, mice, lizard, and rat.

What question did the students have about the glass slippers after reading the story?

The students questioned why the glass slippers remained the same after the magic wore off and everything else returned to normal, suggesting a curiosity about the consistency of the magical elements in the story.

What was the role of the fairy godmother in the story according to the script?

The fairy godmother's role was to facilitate the transformation of ordinary items into magical ones, enabling Cinderella to attend the royal ball.

What does the script imply about the students' engagement with the story of Cinderella?

The script implies that the students are actively engaged with the story, as they are questioning, understanding, and reflecting on the events and the structure of the narrative.

Why did the students have to stop and think about the glass slippers' consistency?

The students had to stop and think about the glass slippers' consistency because it presented a logical inconsistency in the story, prompting them to critically analyze the narrative.

What was the purpose of the reflection letters written by the students?

The purpose of the reflection letters was for the students to express their understanding of Cinderella, including their thoughts on the story's events and any questions or insights they had.

How did the teacher respond to the students' questions about the glass slippers?

The teacher guided the students to think back and realize that the fairy godmother did not turn anything into slippers, implying that the slippers were likely Cinderella's own and not a product of magic.

What does the script suggest about the students' progression in their understanding of the story?

The script suggests that the students are moving beyond simple recall of the story's events and characters, as they are now questioning the narrative structure and the logical consistency of the magical elements.

What was the significance of reading multiple versions of Cinderella for the students?

Reading multiple versions of Cinderella allowed the students to identify similarities and differences between the stories, enhancing their critical thinking and analytical skills.