CINDER WHO?

Name: Taylor Berkshire

Date of Lesson:

LESSON TITLE : CINDER WHO? SUBJECT AREA: English/Language Arts

GRADE LEVEL: 3rd grade TIME ALLOCATION:30-40 min per day. Total days-
3.

CENTRAL FOCUS: How do these different versions of the Cinderella story

compare/contrast?

RATIONALE FOR TEACHING

This lesson gives students an opportunity to examine the importance of
comprehension

LEARNING OBJECTIVES ALIGNED WITH STANDARDS (SLOs)

The student will identify characters, setting, problem, and solution for different
versions of the Cinderella story.

The student will compare/contrast different versions of the Cinderella story using a
semantic feature analysis.

The student will ask and answer who, what, when, where, why, and how questions
for fiction texts read aloud.

The student will participate in group discussions about fiction texts read aloud

(MEASURABLE GOALS/TARGETS with active verbs): When given a passage or text

the students will demonstrate a variety of comprehension strategies by identifying
story elements such as characters, setting, sequence of events, problem, solution
and plot.

STANDARDS: R.L. 3.9

Compare and contrast the themes, settings, and plots of stories written by the
same author about the same or similar characters (e.g., in books from a series).
SCOPE AND SEQUENCE: TIME ALLOCATIONS: 30-40
min
ANTICIPATORY SET: The teacher will ask students to Day 1
share their schema (or mental files) about STUDENT GROUPING:
Cinderella. This can be their knowledge from Small group/pairs
previously read books or watched movies.
MATERIALS/RESOURCES:
Cinderella Book
EXPLORE: HOW WILL STUDENTS ENGAGE WITH
IDEAS/TEXT, WHAT QUESTIONS/DISCUSSIONS WILL INSRUCTIONAL STRATEGIES
TAKE PLACE? AND LEARNING ACTIVITIES:
Students will discuss in a think-pair-share what they Effective questioning
remember from the original story Cinderella. Cues, questions, activating
Students will be given a silent 30 seconds to think prior knowledge
about think about what they remember of
Cinderella, 1 minute to talk to each other aboutACADEMIC VOCABULARY,
what they remember of Cinderella, and then shareLANGUAGE FUNCTION,
aloud with me for 2-5 minutes what they have LANGUAGE DEMANDS:
thought and discussed. Students will listen to awho, what, when, where,
reading of the original Cinderella story. This will
why, and how
serve as a refresher ASSESSMENT PLANS:
Formative- listening to prior
LEARNING SEGMENT #1 (Include teacher questions, knowledge
student expectations)

The teacher will read the original version of the

Cinderella story aloud, pausing throughout the story
to ask clarifying questions of the students. By
asking questions that begin with who, what, when,
where, why, and how, teacher can monitor
comprehension during the story. At the end of each
story, the teacher can ask any remaining clarifying
questions of the students.
LEARNING SEGMENT #2 (If needed. Include teacher TIME ALLOCATIONS: 30-40
questions, student expectations) min
Together both students and teacher will read Day 2
through two different versions of Cinderella. After STUDENT GROUPING:
each story, the students will have an opportunity to Small group/pairs
ask any clarifying questions that they have. If no
student has questions (or at the completion of all MATERIALS/RESOURCES:
student questions), the teacher will begin the Cinderella Book
activity. The teacher will hand students an index Cinder-Elly Book
card with a question word on it such as WHO, WHAT, Prince Cinders Book
WHEN, WHERE, WHY, or HOW. The student will then Index question cards
have to whisper a question beginning with that word
into the teacher's ear. If the question is valid and INSRUCTIONAL STRATEGIES
can be answered in the text, then the teacher will AND LEARNING ACTIVITIES:
instruct the child to ask it loudly for the other Effective questioning
student to hear and and answer. Once the question Close read
is answered it correctly, he/she may come up to get
an index card with a question. ACADEMIC VOCABULARY,
LANGUAGE FUNCTION,
LANGUAGE DEMANDS:
who, what, when, where,
why, and how
ASSESSMENT PLANS:
Formative- creating and
answering questions
LEARNING SEGMENT #3 (If needed. Include teacher TIME ALLOCATIONS: 30-40
questions, student expectations) (REPEAT AS min
NEEDED) Day 3
After reading several versions the teacher will call STUDENT GROUPING:
on both students to identify the characters, setting, Small group/pairs
problem, and solution in the text. The teacher will
record student responses onto a large chart MATERIALS/RESOURCES:
displayed in the classroom. The teacher will then Poster paper
walk the students through creating a Venn Diagram Markers
using any two of the three stories. In the Venn Venn Diagram papers (2)
Diagram, the outer circles each represent one Cinderella book
version of the text. The overlapping part of each Cinder-Elly book
circle represents where the stories overlap or share Prince Cinders book
similarities.

INSRUCTIONAL STRATEGIES
CLOSURE TO LESSON
AND LEARNING ACTIVITIES:
Students will share with each other their Venn
Identifying similarities and
Diagrams and have the option to color and add
differences
pictures with time remaining or on their own time.
Graphic organizers
 ACADEMIC VOCABULARY,
LANGUAGE FUNCTION,
LANGUAGE DEMANDS:

ASSESSMENT PLANS:
Summative Venn Diagram

DIAGNOSTIC ASSESSMENT (Discuss post-teaching plans based on assessment data

collected to inform future teaching):