SummaryPrincess Beauty has not slept since her sixteenth birthday. She is now twenty years old. Her parents, King Earnest and Queen Hope, decide that Beauty will marry the first prince who can put her to sleep. Two princes try and fail. Then, Sir Lock-Homes, a detective, determines that Beauty must be under a curse. Soon it is revealed that Lady-in-Waiting Alice, who is a reformed evil fairy named Malice, placed a curse on Beauty when she was a baby. Alice reverses the curse and Beauty soon falls asleep. She stays awake just long enough to say she will marry Sir Lock-Homes.

Objectives FluencyStudents will:• Buildfluencythroughecho-reading,

choral-reading,andrepeatedreading

• Readwithprosody(pitchofvoice,stress,inflection,expressiveness)

• Readellipses

cOmprehenSiOnStudents will:• Analyzecharacter• Compareandcontrast• Drawconclusions• Makeinferences

WritingStudents will:• Writeadiary

genreStudents will:• Identifyandanalyzefeatures

offracturedfairytales

VOcabulary and WOrd StudyStudents will:• Buildvocabulary:mortified,

tiresome,tranquil• Drawvocabularywords• Role-playwords• Findadjectives• Evaluatewordchoices

character educatiOnStudentswilllearnabout:• Respect• Caring

Sleepless Beauty

teacher’s guide

Reader’s Theater™for Fluency and comprehension

leVelS 30–44 n–S

“Fractured” Fairy tales

characters levelsKing Earnest N/30Princess Beauty N/30Prince Dreamy N/30Prime Minister Prudence O/34Queen Hope P/38Prince Dishwater Q/40Sir Lock-Homes R/40Alice, Lady-in-Waiting S/44

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build background•Askstudentstosharewhattheyknow

about fairy tales.

•Showstudentspicturesofcastles,kings, queens, princes, and princesses. Discuss how the people are dressed and what the castles look like.

•WritethenameSleeping Beauty on the board. Ask students what they know about this character and fairy tale. Read a version of the traditional story “Sleeping Beauty” to students. Complete a story map together that includes the setting, characters, problem, and solution.

introduce the Script•Giveeachstudentacopyofthescript

and explain that they are going to read a fractured fairy tale based on the story “Sleeping Beauty.” Ask students what they think a fractured fairy tale might be and if they have read any other fractured fairy tales.

•UsetheLearningAboutGenresidebar to help teach characteristics of fractured fairy tales.

•Discusswhatelementsmighthavebeen changed in Sleepless Beauty to make it a fractured fairy tale.

•Readthetitleandbackcoverblurbwith students. Ask them to predict what Beauty’s parents have planned to solve her sleeping problem.

See page 8 for English-Language Learner and Striving Reader Support.

introduce Vocabulary• Introducetheglossarywords.Read

the word mortified together. Read the definition and the context sentence. Ask students to use the word in new sentences.

•Askeachstudenttodivideasheetofpaperintothreesections.Inviteeachstudent to draw a picture of someone who is mortified in the first section. Discuss some situations that might make someone mortified.

Day One

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Copyright©2007BenchmarkEducationCompany,LLC.Allrightsreserved.Nopartoftheguidemaybereproducedortransmittedinwholeorinpartinanyformorbyanymeans,electronicormechanical,includingphotocopy,recording,oranyinformationretrievalsystem,withoutpermissioninwritingfromthepublisher.

ISBN:978-1-4108-7195-4

• Original, well-known stories are retold in an unexpected way

• Include some elements of traditional fairy tales, such as magic

• Characters, setting, problem, and ending may be changed from classic story

• Classic characters may do unexpected or out-of-character things

learning about genre: Fractured Fairy tales

•Repeattheprocessfortiresome and tranquil.

•Pointoutthatthecharacters’namesare plays on words. For example, the king’s name is Earnest, the queen’s name is Hope, and the prime minister’s name is Prudence. The word earnest means serious or intense, the word hope means to wish for something, and the word prudence means cautiousness. The characters’ names reflect their emotions or traits in the story. Discuss Prince Dishwater from the kingdom of Dulluz and Prince Dreamy from LaLa Land and what they might do to try to put Beauty to sleep, based on their names.

•Pointoutotherexamplesofwordplayand explain their meanings: Sir Lock-Homes/Sherlock Holmes (a famous detective) and Alice/Malice. Point out the reference to Big Bad Wolf (page 11).

See page 8 for English-Language Learner and Striving Reader Support.

model Fluent readingAsk students to listen and follow along with you as you read the script aloud to model fluency and expression.

background information

“Sleeping Beauty”

The classic fairy tale “Sleeping Beauty” was first published by Charles Perrault in 1697. Intheearly1800s,theBrothersGrimm,fromGermany,publishedtheirversionof“SleepingBeauty.”Grimm’sfairytalesarethebest-knownworksinGermanliteratureandhavebeentranslatedintoover160languages. “Sleeping Beauty” was originally written for adults, but it has been adapted over the years and it is now enjoyed by people of all ages.

Sleepless Beauty—A Fractured Fairy Tale

Inafracturedfairytale,oneormoreofthe story elements is changed to produce a newstory.InthescriptSleepless Beauty, the problem and characters are changed from thetraditionaltale.Inboththetraditionaltale and the script Sleepless Beauty, a woman who is not invited to a celebration puts a curseonababyprincess.Inthetraditionaltale the princess falls under a spell to sleep for100years.InSleepless Beauty, however, Princess Beauty is unable to sleep for four years. The competition to find a prince who can put Princess Beauty to sleep, with its three contestants, is a twist on the traditional tale in which a prince kisses Sleeping Beauty and awakens her.

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build Fluency: echo-read•Readthescriptaloud,andaskstudents

to echo-read, or repeat, the lines after you. Stop where necessary to explain unfamiliar words or terms, for example, “To-Do List” and “decent” (page 2), “peaceful place” (page 7), and “potential” (page 9).

•Pointoutsomeofthemanystagedirections in parentheses. Explain to students that in scripts, these directions help the reader know what tone of voice to use or what action to perform while reading the lines.

•Someexamplesofdirectionsfortoneof voice can be found on pages 3, 5–6, and 14–16. On page 3, for example, Prudence announces the entrance of Prince Dishwater. Her voice should be loud and sound formal. Some examples of directions of actions to perform while reading can be found on pages 2,4–8,13,and15.Onpage8,forexample, Queen should hold up a card and pretend to read from it as she says her lines. Explain to students that these actions and tones of voice help the audience follow the story.

•PointoutthedashinKing’slastsetof lines on page 2. Tell students that the dash at the end shows that King is interrupted by the next speaker. Model reading the lines to show that King is not finished speaking when heisinterrupted.Guidestudentstofind other examples of dashes. Model reading the lines and ask students to echo-read them.

•Pointoutsomeexamplesofellipseson pages 2–5, 9, and 16. Explain that an ellipsis represents a pause during reading. Often the character is pausing because he or she is thinking, looking for something, or interrupting a thought. For example, on page 16, Beauty is talking as she isfallingasleep.Ifthoselineswereread without pausing, the audience would not understand that she is falling asleep as she is talking. Model reading some of the other examples to students. Read the lines with pauses and then without pauses. Discuss the differences in meaning when the pauses are left out of the reading.

build comprehensionEnsure students understand the ideas in the story, as well as character development, by involving them in discussion.

•What does Beauty do when she cannot sleep? (recall details)

•How are Prince Dishwater and Prince Dreamy alike? How are they different? (compare and contrast; analyze character)

•What is tiresome about Prince Dishwater? (analyze character)

•What story elements have been changed to make this a fractured fairy tale? (analyze features of fractured fairy tales)

•Why does Beauty agree to marry Sir Lock-Homes? (draw conclusions)

Day Two

5

assign roles•Usethereadinglevelsprovidedonthe

front of this guide to help you assign roles that support or challenge each student appropriately.

•Thisscriptcontainseightparts.If you have more students than roles, one student could be the stage manager, props manager, or sound effects master.

•Providedthatstudentsarereadingatthe same level, they could share the part of Sir Lock-Homes or Princess Beauty because those characters have longer roles throughout the script.

•Who places the curse on Beauty? (recall details)

•Why is Fairy Godmother Malice mortified? (recall details)

•How does Alice feel about putting the curse on Beauty? How do you know? (make inferences)

See page 8 for English-Language Learner and Striving Reader Support.

build VocabularyMake sure students fully understand the glossary terms. The Vocabulary in Action suggestions on the inside back cover of the script provide further ideas for building students’ understanding.

Fluency assessment rubric•TheReader’sTheaterOverview

contains an assessment rubric you can use to quickly assess each student. Usetherubricatdifferenttimesduring the lesson to assess different skills. For example, you may want to select students to assess their understanding of characterization during the comprehension discussion. Alternatively, you may wish to use their performance to assess how appropriately they develop their characters.

•Discusstheassessmentrubricwithstudents so that they know what you expect of them.

character tips for Voice and expression

Princess Beauty

busy, clever, sleepy

King Earnest loving, concerned, worried

Queen Hope hopeful, encouraging, loving, worried

Prime Minister Prudence

businesslike, in charge

Prince Dishwater

dull, boring, boastful

Alice, Lady-in-Waiting

sweet, loving, remorseful

Prince Dreamy

calm, peaceful, annoying

Sir Lock-Homes

smart, confident, questioning

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build Fluency Skills: read with prosody•model: Tell students that performers

must read with expression, use the correct phrasing and pitch, and stress the appropriate words. Read Beauty’s first lines on page 2. Say: When I read Beauty’s lines, I paused after I read each number to make it sound like I was reading the list. I emphasized the word again to show that she has read the dictionary before. This is called reading with prosody.

•guide:Guidestudentstothinkabout how they would read Prince Dishwater’s lines on page 3 with the correct phrasing, pitch, and emphasis. Ask them to take turns reading the lines aloud.

•apply: Point out other scenes and ask students what type of expression would be appropriate for the characters’ lines. For example, ask students to identify the difference in expression between Prince Dreamy’s lines and Beauty’s lines on pages 5 and 6. Prince Dreamy uses a soothing voice and Beauty is annoyed. Ask students to take turns reading the scenes with prosody.

choral-read for Fluency Involvestudentsinachoral-readingof the script to reinforce the fluency skill of reading with prosody (pitch of voice, stress, inflection, expressiveness). Remind them to use dramatic expression to bring each character’s mood or personality to life.

repeated reading: rehearse the Script•Discusstheexpectationsyouhavefor

student behavior during the rehearsal. Usethesuggestionsprovidedhereandin the Reader’s Theater Overview.

•Usesmall-grouptimeforstudentstorehearse their script. Monitor students as they rehearse, and tell them you will be listening to how they develop the characters through their reading.

•Offersuggestionsforexpression,voice,and characterization as you monitor students’ work. See the chart on page 5 fortipsonvoiceandexpression.Usespecific comments, rather than general ones, directed at the character, not the student. For example: Beauty, you should sound sleepier.

•Usethistimetoobserveparticularstudents and assess for behavior. Remind students of the assessment rubric and let them know you will be assessing them as you monitor the rehearsal.

See page 8 for English-Language Learner and Striving Reader Support.

Day Three

When part of the audience, students should:• demonstrate active listening;• stay silent during a performance;• give appropriate comments to performers

that provide positive feedback;• use the names of the characters when

giving feedback, rather than names of the performers.

expectations for rehearsing

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perform the ScriptInvitestudentstopresentthescripttoan audience. The audience might be members of their class, students from other classes, school staff members, and/or parents.

assess Students’ Fluency•Usetheassessmentrubricto

complete your assessment of students’ fluency.

•Taketimetobrieflyconferencewitheach student to provide feedback on his or her reading and behavior.

repeated reading: rehearse the Script•Usesmall-grouptimeforstudent

rehearsal. Do not interrupt this second rehearsal, but simply observe students as they read.

•Usetheassessmentrubrictomonitorstudents’ rehearsal behaviors and reading fluency.

Staging and performance SuggestionsDecide on a stage area, how students will be positioned, and whether props or movements will be added. See staging tips in the Reader’s Theater Overview. Here are some other ideas:

placement/mOVement

•KingandQueensittingonthrones;Beauty standing and facing other characters as they enter the stage

•Beautyshouldliedownwhensheisgoing to sleep at the end of the script; others should stand around her.

•Whencharactersfallasleep,theyclosetheir eyes and drop their heads to their sides or chests.

prOpS/cOStumeS

•CardforSirLock-Homes

•PictureofMalice

•Decoratedchairsforthrones

•BlanketforBeautytocoverupwith

•Crownsforroyalty

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Day Four Day Five

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Support for nglish anguage earners and Striving ReadersSupport for nglish anguage earners and Striving Readers

build background and make connections (day One)•Reviewthecharacteristicsof

traditional fairy tales with students. Read the traditional version of “Sleeping Beauty” or watch a movie version to provide additional picture support and background information.

•Showpicturesfrombooks,encyclopedias,ortheInternetofcastles, thrones, princes, princesses, queens, and kings. Discuss the similarities and differences between the clothing and homes of the characters and the students’ clothing and homes.

•Writethewordssleeping and sleepless on the board. Ask students to share what is alike and different about the words. Talk about the meanings of the words. Discuss the difference between the problem in “Sleeping Beauty” and the problem in Sleepless Beauty. Sleeping Beauty was put to sleep by a curse, and Princess Beauty in Sleepless Beauty was cursed so that she would never sleep.

develop Vocabulary and language (day One)•Giveeachstudenttwosheetsofpaper

and ask students to fold their papers in half. Staple the pages in the middle to form a book. Write the characters’ names on index cards and show them to students one at a time. Ask students to write a character’s name at the top of each page. Then ask students to each draw a picture of each character. After they have drawn a character, ask them to write words or draw pictures that describethecharacter.Guidestudentsto use words that will help them understand the play on words in each character’s name. For example, students may draw some dishes in soapy water and write the word dull or boring under their pictures of Prince Dishwater.

•Explainthatidiomsarewordsorgroups of words that have a meaning that cannot be understood from the literal meaning of the words. Write the following sentences on the board: “Could you please keep it down? I’mtryingtosleep”(page16). Read the sentences aloud or chorally with students. Ask them what Beauty might mean when she says, “keep it down.” Explain that she wants the others to be quiet or keep their voices low, so that she can sleep. Ask: When might you need to keep it down? Ask students to use the phrase in oral sentences.

Support for nglish anguage earners and Striving Readers

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Support for nglish anguage earners and Striving Readers•Next,writethefollowingphrasefrom

page 9 on the board: “We danced until dawn!” Tell students that the word dawn means morning, when the sun comes up. Explain that this phrase means that they danced all night.

•Writethefollowingsentenceframeonthe board: They _______ until dawn. Ask students to make oral sentences by filling in the blank.

•Pointoutotherphrasesandidiomsthatmay be difficult for students, such as “This isn’t working for me” (page 7), “wish you harm” (page 9), and “behind all this trouble” (page 11). Encourage students to use these phrases in oral sentences to demonstrate their meanings.

build comprehension (day two)Engage students in discussion about the script, starting with simple literal questions and progressing to more difficult ones. As students discuss the questions, ask them to point to places in the script that best answer the questions. Suggested questions:

•Who are the main characters in this story? (analyze character; recall details)

•How does Prince Dishwater try to make Beauty sleepy? (make inferences)

•How does Prince Dreamy try to make Beauty sleepy? (make inferences)

•Does Sir Lock-Homes solve the mystery? How? (recall details)

•Who puts the curse on Beauty? (recall details)

•How are Alice and Malice different? How are Alice and Malice alike? (compare and contrast; analyze character)

•Does the story end happily? Why or why not? (draw conclusions)

•Will Sir Lock-Homes make a good husband? (make judgments)

read and perform (days two–three)•Provideextrapracticereadingthe

script as a group before students read their individual parts to ensure they are familiar and comfortable with the language and vocabulary.

•Youmaywanttoassigntwostudentsto a role so they can read the part together. This will help support their reading.

•Besuretousethereadinglevelsprovided on the cover of this Teacher’s Guidetohelpyouassigntheroles.

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Literacy Extensions

Word StudyrOle-play WOrdS

•Reviewthethreeglossarywordswithstudents: mortified, tiresome, and tranquil. Ask students to share in their own words what each word means and to use each word in a sentence describing the characters in the story.

•Focusstudents’attentiononthewordmortified by writing the word on the board. Then write the words ashamed and embarrassed under it. Ask: What might cause someone to be mortified? How would someone look if they were mortified or embarrassed? Invitestudents to act out how someone might look if they were mortified.

•Repeattheprocesswiththewordstiresome and tranquil. Then ask volunteers to role-play the words in a random order. Ask other students to guess which word they are acting out.

Find adjectiVeS

•Explaintostudentsthatadjectivesarewords that describe a person, place, or thing. Explain that authors often use adjectives to help the reader create a picture in his or her mind about a character, thing, or place in a story. Say that the words that authors use to describe one character might be synonyms or antonyms. Synonyms are words that mean almost the same thing as each other, and antonyms are words that mean the opposite of each other.

•ReadthedescriptionsofAliceandMaliceonpages10–13.Makealistof the words used to describe each character. Alice is described as “a hard worker,” “sweet,” and “bright.” Malice is described as “mean,” “nasty,” and “quick to anger.” Discuss with students the meaning of these words and ask which ones are synonyms for each other and which are antonyms.

eValuate WOrd chOiceS

•Explainthatauthorschoosetheirwords carefully to achieve various effects. For example, sometimes authors use words to create vivid descriptions or to add humor to a story. Point to Prince Dishwater’s last set of lines on page 5: “Might we start with that parrot . . . or palm cockatoo?Itscrestisremarkable.”Discuss with students why the author uses the words parrot, palm cockatoo, crest, and remarkable. Ask students to compare the effect of Prince Dishwater’s words to simpler words, such as, “May we start with the bird? Itisreallypretty.”

• Invitestudentstoworkwithapartnerto find other examples of interesting word choices in the script and share the examples with the group. Some examples are: Beauty’s lines in which she contrasts the words tiresome and tired (page 2), “Prince Dreamy from LaLa Land” (page 5), and “Alice . . . is Malice?” and “At the palace?” (page 13).

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reader responseAsk students to reflect on their reader’s theater experience by writing or drawing in their journals. Students could:

•visualizeascenefromthescriptthatwas not illustrated and sketch it;

•makealistofthepositiveandnegative characteristics of each prince;

• reflectonhowthestorymightbedifferent if the setting were changed to modern times instead of long ago;

• reflectontheiruseofprosodyduringtheir performance.

Writing•Studentswillwriteseveraldiary

entries for Princess Beauty. They should write one entry about the things Beauty does instead of sleeping, perhaps including a To-Do List like the one in her opening lines on page 2. The next entry shares her thoughts about Prince Dishwater and Prince Dreamy. The last entry tells what it feels like to sleep after four years of no sleep and what she dreamed about when she slept again.

read across texts•Askvolunteerstoretellotherfractured

fairy tales they have read. Encourage students to retell other Reader’s Theater fractured fairy tale scripts, such as Hansel and Gretel: The True Story or The Gingerbread Boy Uptown, if they have read them. Compare the fractured tales to the original tales.

•Readafewfairytalesandfracturedfairy tales aloud. Discuss the story elements that have been changed in each of the fractured fairy tales and the ones that are still the same. Create a chart of fairy tale elements and fractured fairy tale titles. Ask what elements are still in the fractured fairy tales. Place a check mark in each category that appears in the fractured fairy tales.

Story Feat

ure

sro

yal

char

acte

rs

set i

n th

e di

stan

t pas

t

good

and

evil

ch

arac

ters

thin

gs h

appe

n in

thre

es

happ

ily e

ver

afte

r

Sleepless Beauty ✓ ✓ ✓ ✓ ✓

Hansel and Gretel: The True Story

✓

respect•Explaintostudentsthatpeoplewho

demonstraterespectfollowtheGoldenRule—they treat others like they would want to be treated. They use good manners. Respectful people think about others’ feelings. Explain that they never threaten or hurt other people but always deal with anger and disagreements peacefully.

•PointoutthatBeautydoesn’treallylikePrince Dishwater or Prince Dreamy but she treats them with respect. She speaks directly, but respectfully, when she tells them that they did not succeed. When she gets annoyed, she uses peaceful words (page 6). Point out that Malice did not show respect when she cast a spell on Beauty.

•Askstudentstoeachthinkaboutatime when they have shown respect to another person. Ask: Is it always easy to show respect to others? Make the observation that sometimes when we get angry it is easy to be disrespectful withwordsoractions.Ittakeshardwork to be respectful.

caring•Pointoutthatcaringmeansbeing kind

to others. Caring people forgive others when they do something wrong. People show caring by helping other people in need.

B e n c h m a r k e d u c a t i o n c o m p a n y

Character Education Connection

•Ask: Which characters show a caring attitude in Sleepless Beauty? How do they show it? (Alice comes to the house and works hard after she places the curse on Beauty; Beauty and her family forgive Malice for placing the curse on her.) Encourage students to find other examples of caring in the script.

demonstrate respect/caring•Asstudentsreadotherfairytalesand

fractured tales, invite them to think about how other characters demonstrate respect (or disrespect) and caring (or uncaring) attitudes. Discuss the examples from other texts and make a chart of respectful/disrespectful and caring/uncaring characters.Inviteeachstudenttochoose a respectful and caring character and draw a picture of the character demonstrating respect and caring. Tell students to write what their characters did to show caring and respect.

•Followupontheactivitywithdiscussionquestions, such as:

1. Are people always respectful, or do we have to work to be respectful to our parents and teachers?

2. What are some actions people use to show respect or disrespect?

3. How can we be caring to others?