EDN228LessonPlan1

Author:KellyGrimm
Datecreated:04/20/20158:57PMCDTDatemodified:04/25/201511:44PMCDT

Demographic/ContextualInformation
DateofLesson

ThursdayApril30

Grade/Level

Grade2

Howmanyminutesisthe
lesson?

50Minutes

NumberofStudents

24students

Subject(s)

LanguageArts(English),SocialStudies

Unit/Theme

Cinderellafromaroundtheworld

TitleofLesson

CinderLadfromIreland

WhereintheUnitdoesthis
Lessonoccur?

Beginning

Structure(s)/Groupingforthe
Lesson

Wholegroup
Tablegroups
Think/Pair

StudentCharacteristicsthat
NeedtobeConsidered
ListtheNeedsofStudents
withIEPs:
ListtheNeedsofStudents
with504plans:

I.WhatIsTheCentralFocusOfYourLesson?WhatAreYourObjectivesForStudentLearning?WhyAreThey
AppropriateForTheseStudentsAtThisTime?
CentralFocus

Cinderellahasalwaysbeenapopularstorytoreadtochildren.Manypeoplethinkthatthereisonlyoneversionof
Cinderellawhichistheirownculture's.EverycountrythoughhastheirownversionofCinderella,readingdifferent
versionsallowsstudentstostartseeingthateachcountry'sculturecanbeandwilldifferent.

Rationale/Context

CinderLadcomestowardsthebeginningoftheunitbecausetherearemultipleversionsofCinderellatogetthrough.The
classjustreadandcomparedtheversionofCinderellafromMexicoandtheversionfromSusanJeffersandbyhaving
CinderLadnextwillallowtheclasstocomparemultuplenorthAmericanliteraturetotheUnitedKingdom'sliterature.

PriorKnowledgeand
Conceptions

PriorKnowledge:CinderellaBySusanJeffers
Priorskills:ComparingandContrasting

Standards

ILIllinoisLearningStandards
LearningArea:EnglishLanguageArts
Goal1:ReadingReadwithunderstandingandfluency.
Readingisessential.Itistheprocessbywhichpeoplegaininformationandideasfrombooks,newspapers,manuals,
letters,contracts,advertisementsandahostofothermaterials.Usingstrategiesforconstructingmeaningbefore,during
andafterreadingwillhelpstudentsconnectwhattheyreadnowwithwhattheyhavelearnedinthepast.Studentswhoread
wellandwidelybuildastrongfoundationforlearninginallareasoflife.
Standard/AbilityC:Comprehendabroadrangeofreadingmaterials.
GradeLevel:EarlyElementary
LearningBenchmark1.C.1c:
Makecomparisonsacrossreadingselections.

LearningArea:SocialScience
Goal18:SocialSystems
Astudyofsocialsystemshastwoimportantaspectsthathelppeopleunderstandtheirrolesasindividualsandmembersof
society.Thefirstaspectiscultureconsistingofthelanguage,literature,artsandtraditionsofvariousgroupsofpeople.
Studentsshouldunderstandcommoncharacteristicsofdifferentculturesandexplainhowculturalcontributionsshape
societiesovertime.Thesecondaspectistheinteractionamongindividuals,groupsandinstitutions.Studentsshouldknow
howandwhygroupsandinstitutionsareformed,whatrolestheyplayinsociety,andhowindividualsandgroupsinteract
withandinfluenceinstitutions.
Standard/AbilityA.:Comparecharacteristicsofcultureasreflectedinlanguage,literature,thearts,traditionsand

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institutions.
GradeLevel:EarlyElementary
LearningBenchmark18.A.1:
IdentifyfolklorefromdifferentcultureswhichbecamepartoftheheritageoftheUnitedStates.

AcademicLanguageDemands

Vocabulary:
Fretting:Tobeworriedorgetupsetaboutsomething
BellowToshout
AstonishedTomakesomeonefeelverysuprised
Pounce:Tojumponsomethingsuddenlyandholdontoit
Arhachagiant

OBJECTIVE1

ThestudentwillbeabletocompareandcontrasttwoversionsofCinderella.

AssessmentTool/Methodfor
Objective1

Objective1willbeassesedwhenstudent'sVenndiagramsarereviewedbysharingwiththeentireclass.

EvidenceofStudentLearning

Studentswilldemonstrateprogresstowardobjective1whentheycanaccuratelytellthedifferencebetweenthetwo
versionsofCinderella.

ExpectationsforStudent
Learning
OBJECTIVE2

Studentswillbeabletoconvertvocabularysentencesinthestorytosentencesthatusethedefinitionofthevocabulary
word(Fretting,Bellow,pounce,astonishedandAharch).

AssessmentTool/Methodfor
Objective2

Objective2isassessedwhenstudentsrespondtothereplacementofvocabulary(Fretting,Bellow,pounce,astonished
andAharch)tothedefinitionofthewordquestions.

EvidenceofStudentLearning

Studentswilldemostrateprogresstowardsobjective2whentheysuccessfullycompletethevocabularyworksheet.

ExpectationsforStudent
Learning
OBJECTIVE3
AssessmentTool/Methodfor
Objective3
EvidenceofStudentLearning
ExpectationsforStudent
Learning

II.HowWillYouSupportStudentsToMeetYourObjectives?UseAStepByStepListingForYouAndYour
StudentsThatIncludes1)InstructionalMethodsYouWillUse,2)TransitionStatementYouWillMake,And3)
QuestionsYouWillAsk
Introduction

#Minutes
3Minutes

Ido
Question:Cananyonetellme
whathappenedinthefirst
versionofCinderellathatwe
read?(Cinderellawenttothe
ball,lostherslipper,andmarried
theprince)
Cansomeonetellmewhat
happenedintheCinderella
storyAdelita?(Shewenttothe
fiestaandmarriedtheprince)

Link/Learning:Wehaveread
theVersionofCinderellafrom
SusanJeffers,andAdelitathe
versionfromMexico,todaywe
willreadtheIrishversionof
CinderellacalledCinderLad.At
theendofthislessonyouwillbe
abletocomparetheSusan
JeffersCinderellatoCinderLad
andknowthevocabularywords
suchas(fretting,Bellow,pounce
astonished,andAharch)fromthe
story.

Studentsdo
Answerthequestions

InstructionalSequence

#ofMinutes
10Minutes

WhatIdo
DirectTeaching:
Introducevocabulary:

Studentsdo
AnswerQuestions

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15minutes

11Minutes

8minutes

UsetheCinderLadVocabulary
powerpointandworksheet

Question:Basedoffthe
sentenceinthebook,whatdo
youthinkourvocabularyword
means(inred)?(frettingis
worrying,Bellowtoscream,
pouncetojumposomething,
astonishedtobesuprisedand
Aharchagiant)
Explainhowifweknowthe
meaningoftheword,thenwe
canreplacethatwordwiththe
definitionandthesentencewill
stillmakesense.

Question:Basedoffthe
definitionhowcanwereplace
thevocabulary(Fretting,
Bellow,pounce,astonishedand
Aharch)withthedefinitionto
makesenseinthe
sentence?(frettingchangeto
worrying,Bellowchangeto
scream,pouncechangetoto
jumponsomething,astonished
changetotobesuprisedand
Aharchtoagiant)
Prereading
Question:Basedoffofthe
bookcoverandour
previousknowledgeof
Cinderella,whatdoyou
thinkwillhappenin
CinderLad?(Slaysadragon
andmarriestheprincess)

Purposeforreading:Listento
thestorytohelpyoucompare
andcontrastCinderellabySusan
JeffersandCinderLad.

Duringreading:
Page7:Whatmightyouthinkis
hiddeninthebullsear?

Think/Pair:
Page10:Whymightthetail
comeinhandyforBecan?

Page15:Whydoyouthinkthe
bootsareimportanttothe
story?

DirectTeaching:

OntheVennDiagramlabelOne
circlewithCinderellaandthe
secondcirclewithCinderLad.

Question:Whatisone
differencebetweenthetwo
stories?(CinderLadisabouta
boyCinderellaisaboutagirl)

Question:Whatisonesimilarity
betweenthetwostories?(The
bothhavelostashoe)

Tablework:

Givestudentstenminutesto
workontheVenn
diagram(5minutesby
themselvesand5minuteswith
thegroup)andasthestudents
areworkingwalkaroundandtalk
withthestudentsabouttheir
ideasofsimilaritiesand
differencetomaketheyareon
therighttrack.

WholeClass:

AnswerQuestions

CompleteVenndiagram

Sharesimilaritiesanddifferences
betweentheCinderellaand
CinderLad.

Workwithotherstoanswer
questions.

Page 3 of 4

DirectTeaching:

Question:Whohasasimilarity
thattheywouldliketoshare?

Whohasadifferencethatthey
wouldliketoshare?

TableGroups:

EachtablegetsaIPADwith
KAHOOTquizalreadyreadyto
go.

Explaintostudentsthatthey
have2minutesperquestionto
discusstheanswerwiththe
group,thenchoosethebest
(correct)answertheycomeup
with.

Discusstheanswerstogether
onceeverygrouphaschosenan
answer.
Closure

3Minutes

Basedoffourquizandvenn
diagram,DoyouthinktheIrish
versionofCinderellagoesalong
withthefirstCinderellathatwe
readfromSusanJeffers?(Yes
becausebothstoriestheir
motherdied,thereisawicked
stepmother,andtheymarrythe
prince).

Eventhoughthestoriescome
fromdifferentplacesintheworld,
thestoryissimilaryethas
specificdetailsthatgowiththe
countriesculture.

AnswerQuestion

Differentiation/Extension
WhatIfs

Ifthereisextratime,thenIwillallowstudentstocomeupwithsentencesusingthevocabularywords.
IftimeisrunningshortthenIwillcollectthestudentsVenndiagramandgivefeedback.

ResourcesandMaterials
Materialsandresources:
IPADS
Attachments:
1. Cinderladpreactivity.docx
2. compareandcontrastchart.docxHavestudentswritedownCinderellaUnderoriginalcharacterandBecanunder
newcharacter.
3. TheIrishCinderladVocabularyPreactivitity.pptx
Links:
1. CinderellaVs.CinderLadGamePin:624375

III.AnticipatedFeedbackOnStudentLearning
StudentFeedback
Assessment/Rubrics

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