Instructor:

Grade Level: 4

Date: February 22, 2005-Febuuary 23,2005

Unit: Fairytales/”Cendrillon”, The Caribbean Cinderella

Standards:

LA.A. 1.2.1 uses a table of contents, index, headings, captions, illustrations, and major words to anticipate or predict content and purpose of a reading selection.

LA.A. 1.2.2 selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues, to identify words and construct meaning from various texts, illustrations, graphics, and charts.

LA.B. 2.2.5 creates narratives in which ideas, details, and events are in a logical order and are relevant to the story line.

LA.B. 2.2.6 creates expository responses in which ideas and details  follow an  organizational pattern  and are relevant to the purpose.

LA.C. 1.2.1 listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, and informational speeches

LA.C. 1.2.4  listens attentively to the speaker, including making eye contact and facing the speaker.

LA.C. 1.2.5  responds to speakers by asking questions, making contributions, and paraphrasing what is said.

LA.D. 1.2.1 understands that there are patterns and rules in  the syntactic  structure, symbols, sounds, and meanings conveyed through the English language

LA.E. 1.2.2 understands the development of plot and how  conflicts are resolved in a story.

LA.E. 1.2.3 knows the similarities and differences among the characters, settings, and events presented in  various texts.

LA.E. 2.2.1 recognizes cause-and-effect relationships  in  literary texts.

LA.E. 2.2.2 recognizes and explains the effects of language, such as sensory words, rhymes, and choice of vocabulary, and story structure, such as patterns, used in children’s texts.

LA.E. 2.2.5 forms his or her own ideas about what has been  read in a literary text and uses specific information  from the text to support these ideas.

Materials:

Book: “Cendrillon” The Caribbean Cinderella by Robert D. San Souci

Movie: The original Walt Disney’s “Cinderella”

Book: Walt Disney’s “Cinderella”

Art Supplies(crayons/colored pencils, construction paper)

Anticipatory Set:

The teacher will hold up two books, one version will be of Walt Disney’s original version of Cinderella; the other book will be of the new version that will be read to them today, Cendrillon, the Caribbean Cinderella. The teacher will the create a K-W-L chart with her students. The teacher will ask the students what they already know about the story Cinderella; the teacher will then ask the students what they want to know about the new version, Cendrillon. Thirdly, the teacher will inform them that the “L” will be completed once we have finished the story Cendrillon, this will be compiled with the content of what they have learned about the new version.

Input/Procedure:

1)     Before the story is read, the teacher will introduce the new French/Creole vocabulary words with a repetition format. For example, the teacher will say the vocabulary word to the student and will then tell them to” repeat after me.” This activity will assure that each student will be able to properly pronounce each vocabulary word.

2)     The teacher will then write each vocabulary word on the board with its correlating English meaning next to the designated word.

3)     The teacher will direct each student to write the eight words, along with their meanings within their “Vocabulary” section of their folders.

4)     While reading the story, the teacher will have brief discussions about each picture, having volunteers explain their interpretation of the picture, relating it with the content previously read.

5)     When the story is concluded, the teacher will then complete the “Learned” section of the K-W-L chart, compiled of everything that students have learned.

6)     The teacher will then explain the concept of a Venn Diagram and tell the students to each construct a Venn Diagram, comparing an contrasting the two versions of Cinderella.

7)     The teacher will direct each student to create their own story version of the fairy tale Cinderella with illustrations.

8)     The teacher will show students his/her own version of a Cinderella story, with his/her illustrations.

9)     When students have complete their stories with illustrations, the teacher will then conduct a question and answer session.

10) Questions will include at least two questions from each domain of Bloom’s Cognitive Domain.

Modeling:

The teacher will display his/her own version of a Cinderella story, which is the African American version with her illustrations; this will serve as a representation of what their completed works should resemble.

The teacher will assign each student to create their own short story version of the fairytale Cinderella; the student will be informed that they must illustrate their short story (stories should be at least one page in length.)

After the students have completed this assignment, their illustrated stories will be displayed in the classrooms.

Check for Understanding:

The teacher will direct a question and answer session; this activity will confirm their comprehension of the story. The teacher will ask two questions under each criterion of Bloom’s Taxonomy. The regions that will be thoroughly examined are the following:

Recall:

1)       What was the name of Cendrillon’s step mother?

2)       When Cendrillon’s nannin’s mother died, what is the one thing she left behind for her?

Translation:

3)       What does the Creole word bonjou mean in English?

4)       What does the Creole phrase Pauv ti  mean in English

Interpretation:

5)       How did Cendrillon feel as she danced with her prince at the ball?

6)       When the footman arrived at Cendrillon’s house to try the slipper on the women, why was Cendrillon not allowed to try on the shoe?

Extrapolation:

7)       When Cendrillon was warned by her godmother to leave the ball before the strike of midnight because the spell would wear off, what would have happened if she decided to stay?

8)       What do you think will happen to Paul and  Cendrillon after five years of marriage?

Application:

9)       What lessons have you learned from this story.

10)   What could you do to be a friend to Cendrillon?

Analysis:

11)   What was the happiest part of the story?

12)   Compare two versions of the story - How are they alike - How are they different?

Synthesis:

13)   Think of a new title for the story. What would it be?

14)   Pretend that you are Cendrillon, what would you tell your godmother about your marriage?

Evaluation:

15)   Which of the characters would you like to be? Why?

16)   Who were the good people in this story? Why? Who were the bad people?

Independent Practice:

The teacher will provide the student with a picture of items or characters that were involved in the story, the student must tell at least two instances how that the particular item or character was involved within the story.

For example, the teacher will give a student a picture of the Cendrillon’s slippers, and the student could respond to this item saying,” The slipper was the item that Prince Paul used to find his true love, Cendrillon” and “The slipper was the item that Cendrillon kept to remember her special time at the ball.”

Guided Practice:

The teacher will form several groups for a collaborative learning activity; the teacher will assign three students to each group.

The teacher will instruct each group, moving around the classroom going from group to group, to write one paragraph explaining what they would have done differently from Cendrillon’s godmother in assisting her in attaining her happiness; this activity helps the student in creating various solutions to solving a single problem?

Closure:

The teacher will answer any questions that the student has in reaction to the story.

The teacher will then fill in the “L” section of the K-W-L chart that was created at the beginning of the lesson with all the derived information that was learned by the student through their reading and activities.

The teacher will allow each group to come up in front of the class and present their different resolutions to the story.