Ellen Adams Emily Justice, Britney Keith School wide Media Plan

Media Bees March 23, 2011

Once Upon A Time

Grades K-5
Group
Entire School

GPS
ELAKR6, ELA1R6, ELA2R4, ELA3R3: The student gains meaning from orally presented text. ELA4R1 & ELA5R1The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

Activity Description
Each class will come to the media center to hear a variety of Cinderella stories. All grades will read Cinderella (original) Primary grades will hear books like Cinderella Penguin, Cinderella Bigfoot, Cinderella Rat, Bigfoot Cinderrrrela, and Dinorella. Intermediate grades will read books like The Rough-Face Girl, Various Cinderella stories from other countries, Smokey mountain Rose, and Glass Slipper Gold Sandal. These books will be read aloud during a 4 week period. During the last session the students will choose one version of Cinderella to compare to the original using a Venn Diagram. Primary grades will do this activity as a group on the interactive whiteboard, and intermediate grades will do it individually on the computer. Each grade level will come to the media center during their assigned specials time for a Royal Ball. The students should dress in Sunday Best during the ball the students will share which Cinderella story they liked best and why. During the ball the Walt Disney Version of Cinderella will be playing on the screen. Punch and cupcakes will be served.

Entire School

ELAKR6, ELA1R6, ELA2R4, ELA3R3: The student gains meaning from orally presented text. ELA4R1 & ELA5R1: The student demonstrates comprehension and shows evidence of a warranted and responsible

Ellen Adams Emily Justice, Britney Keith School wide Media Plan

Media Bees March 23, 2011

explanation of a variety of literary and informational texts. 4th and 5th grade book club ELA4R1 & ELA5R1: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. Social Studiesalthough there is not a specific standard to address, the standards state that the ever-growing body of childrens literature that has relevant social themes should be incorporated into the Social Studies curriculum..and is part of the 25 book standard. ELP Standard 2Language of Language Arts The 4th and 5th grade students in the book club will read the book Cinderella (as if you didnt already know the story) by Barbara Ensor. The students will discuss ways the book is like the Cinderella they are familiar with and how it is different. They will then write a letter to Cinderella explaining what they think of her story. (The book is formatted as Cinderella writing letters to her dead mother about her life after her death) During the weeks of the unit, students will hear the Cinderella story as they did in the 1st activity. This time, however, more emphasis will be placed on the story from different cultures. Books may include The Irish Cinderella, The Persian Cinderella, Cinderella/Cenicienta (bilingual in Spanish), Sootface-an Ojibwa Cinderella, Domitila (Mexican Cinderella). In addition students will hear Glass Slipper Gold Sandal-a worldwide Cinderella that ties the cultures together. Students will discuss the similarities and differences that they see as a class. After hearing the Cinderella story (and possibly a Cinderella from another culturesee above), students will talk about sequencing. They will discuss beginning, middle, and end and will complete a worksheet requiring that they order

Entire School

English Language Learners (K, 1 and 2)

Ellen Adams Emily Justice, Britney Keith School wide Media Plan

Media Bees March 23, 2011

pictures to match the sequence of the story.

K & 1st grade

4th grade

ELAKR6: The student gains meaning from orally presented text, ELA1R6: The student uses a variety of strategies to understand and gain meaning from gradelevel text. ELA4R1: The student demonstrates comprehension and shows evidence of warranted and responsible explanation of a variety of literary and informational texts. (h) Identifies themes and lessons in folktales, tall tales and fables.

After hearing Cinderella, students will begin learning about essential narrative elements. Emphasis will be placed on beginning-middle-end, setting, and characters. Students will complete an activity requiring them to place the story in sequence (may be done in worksheet form or on the interactive whiteboard). The students will discuss the elements of a Fairy Tale. After going over the list of elements, the students will discuss Cinderella and complete a worksheet determining what those elements are. This may also be done as a group on the interactive whiteboard. {Elements include 1-Once upon a time., 2-setting in castle/royalty, 3-magic or magical object, 4-fantasy, 5-reward, 6-magic numbers 3 or 7, 7-rags to riches, 8-time passes quickly, 9-plants grow big & fast, 10-animals can talk, 11-a journey or quest, 12-transformation, 13-something taboo or forbidden, 14-a missing or lost item, 15-characters all good, 16- characters all bad, 17-and they lived happily ever after (how does your story end?)}

Ellen Adams Emily Justice, Britney Keith School wide Media Plan

Media Bees March 23, 2011

Grades 1 - 5

ELA1W2 Narrative d. Begins to use organizational structures (beginning, middle, end, and sequence of events) and strategies (transition words and time cue words). ELA2W2 Narrative b. Begins to write fantasy/imaginary stories. ELA3W2 Narrative a. Captures the readers interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view. ELA4W2/ELA5W2 Narrative b. Establishes a plot, setting, and conflict, and/or the significance of events.

After reading Cinderella, the students will work to write their own version of Cinderella. They will use the elements of a fairy tale (see above) to organize their version. The students will be encouraged to put their own twist on the story as they different versions have done. This project will be completed over a span of 2-5 days. Each book needs illustrations to accompany the story. After finishing their books, the students will share them with one another. The upper grades (4, 5) can also share their books with the lower grades.

Ellen Adams Emily Justice, Britney Keith School wide Media Plan

Media Bees March 23, 2011

5th grade

ELA5W3 The student uses research and technology to support writing. ELA5LSV2 gather and share information a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members. b. Uses notes, multimedia, or other memory aids to structure the presentation. c. Engages the audience with appropriate verbal cues and eye contact. d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.

Throughout each country/groups Cinderella version, the culture of that country can be seen in the illustrations and story. Students will be put into groups and research each country/groups culture. Rough Face Girl: Native American Yeh Shen: China The Egyptian Cinderella: Egypt The Korean Cinderella: Korea Domitila: Mexico Each group will research and create a presentation that relates the book to the culture. The students will share their presentation with the class. The presentations can include photos, skits; the students can dress according to their storys culture. http://library.thinkquest.org/TQ0310228/