Lesson Plan Comparing Cinderella Stories: Raisels Riddle and Adelita Goals/Objectives: SWBAT identify and communicate similarities

es and differences between two cultural versions of the Cinderella story SWBAT identify specific cultural details within each Cinderella story SWBAT identify and chart the common Cinderella elements in each story Standards: Common Core State Standards o Reading: Literature CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story using key details CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting or events CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories PA Common Core Standards o CC.1.3 Reading Literature: Students read and respond to works of literature with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence o 1.3 Reading, Analyzing, and Interpreting Literature 1.3.1.C: Identify literary elements (characters, setting and plot) in selected readings Materials and Preparation: Raisels Riddle by Erica Silverman Adelita: A Mexican Cinderella Story by Tomie de Paola Common Elements of Cinderella Stories chart/worksheet (see attached) Cultural Details classroom chart Blank Venn diagram (see attached) Classroom Arrangement and Management Issues: Classroom Arrangement o A whole class read aloud of Raisels Riddle will take place on the carpet This arrangement will allow for students to make comments and ask questions throughout the story that could facilitate better understanding for themselves and other students. A whole class read aloud also provides me with an opportunity to point out important details and/or features in the text and to model reading skills and behaviors students are working on. o Students will remain on the carpet for a whole class discussion of the text as well as for filling out the classroom Cultural Details chart Because it may be hard initially for students to identify and articulate specific cultural details and ideas they find in the text, the whole group

discussion format provides the teacher with an opportunity to scaffold learning. The whole class discussion is also helpful because students will be able to hear each others ideas and perhaps be introduced to something they hadnt noticed or thought of before. Furthermore, students who know more about the culture we are discussing can add valuable information. o Students will return to their desks to work with their reading partners on completing their Common Elements of Cinderella Stories chart and a Venn diagram comparing Raisels Riddle and Adelita Working in partners gives students more independent practice with skills in comparing and contrasting stories, which is essential for developing true understanding and knowledge. The support of and collaboration with another student provides an alternative form of scaffolding for students who are struggling Independent work time gives me an opportunity to check in on individual partnerships to assess their understanding and provide assistance as needed o At the end of the Reading Workshop period, the whole class will meet on the carpet again for a wrap-up discussion This discussion will allow for any clarification and/or explanation needed and will also give students the opportunity to share their learning and understanding with one another A whole group discussion also provides an additional opportunity for me to assess student understanding and learning o Several copies of the two texts being studied will be available at the front of the room o Students will retrieve the Common Elements of Cinderella Stories worksheet from their purple folders, and blank copies of the Venn diagram will be set out on the calendar table Management Issues o Students may get easily distracted and/or lose focus during whole group read aloud and discussion times Wait for all students eyes and ears before continuing Move students away from distractions and/or closer to the teacher o Students may be disrespectful during whole group read aloud and discussion times (i.e. talking out of turn, talking when others are talking) Remind students of expectations for discussion before beginning lesson Ask students who are sharing to wait for everyones attention before beginning and/or continuing to talk Require students to return to their desk if they are not able to behave appropriately o Students may lose focus and/or not do their work during independent work time Proximity circulate throughout room and redirect students as needed Move students to other work areas (i.e. small table in the hall, carpet)

Plan:

The Hook (5-10 minutes) o Reviewing Adelita from yesterdays lesson Students will bring their Common Elements of Cinderella Stories chart to the carpet and one or two will share their answers with the class. As a class, review the unique cultural details we noticed and learned about in the story o Yesterday we learned a lot about Mexican culture, which is a culture that two of your classmates belong to. Today, were going to be learning about another culture that is important to some of your classmates and to me the Jewish culture! Students will have a couple of minutes to share what they already know about Jewish culture if desired The Body (40-45 minutes) o Read aloud of Raisels Riddle Students will be given the opportunity to share their ideas and make comments throughout the read aloud and afterward o Class discussion of text and filling out Cultural Details chart There were a lot of details in the text and illustrations that taught about Jewish culture. I noticed that the Rabbis son fell in love with Raisel because of her love for learning. That tells me that learning, studying and education are important values in Jewish culture. Did anyone notice any details in the story that teach us something else about Jewish culture? Details about language, beliefs, values, celebrations, traditions, holidays, clothing and food will be filled in on the classroom Cultural Details chart through an interactive writing format in which the student who suggested the detail will also write it on the chart o You are now going to work with your reading partner to identify the common elements of Cinderella stories that you noticed in Raisels Riddle. If you and your partner need to look back in the text, there will be a few copies available at the front of the room. Remember, you dont need to write full sentences on your worksheet you can write words and phrases just as we did on our chart together. o When you finish your Common Elements worksheet, you will put it back into your purple folder and pick up a Venn diagram from the calendar table. Today, you and your partner will be comparing Raisels Riddle and Adelita, the Mexican version of Cinderella we read yesterday. Both books are available at the front of the room if you need. Review of what the different areas of the Venn diagram represent Who can refresh our memories about Venn diagrams? What goes into the overlapping area in the middle? What goes into the two side areas? Once again, you do not have to write in complete sentences. Instead, you can write words or short phrases. o At the end of writing workshop, well meet all together on the carpet to talk about what we found.

Students will be able to ask questions, make clarifications as needed and then will return to their desks to begin working Closure (10 minutes) o Class discussion about how students filled in their Common Elements of Cinderella Stories worksheet and Venn diagram One partnership, who will be notified during independent work time, will present their Common Elements worksheet ___ and ___ were able to find quite a few of our common Cinderella elements in Raisels Riddle. Im going to make them famous and have them tell us about what they found. A different partnership, who will be notified during independent work time, will present their Venn diagram ___ and ___ found many similarities and differences between Raisels Riddle and Adelita. Lets make them famous and have them share their work.

Assessment: Formal o Completion of Common Elements of Cinderella Stories chart Were students able to accurately pick out details from Raisels Riddle for each category? Were there any details the students did not identify that were, in fact, in the story? Did students make up any details for each category that were not, in fact, in the story? o Completion of Venn diagram comparing Raisels Riddle and Adelita Were students able to identify at least two similarities between the texts? Were students able to identify at least two unique details/features for each text? Did students fill the diagram out correctly (i.e. similarities in the middle area and differences in the side areas)? Informal o Participation in classroom discussions Do students share what they know about a given culture and/or ask questions about what they dont know? Do students notice and comment on cultural details throughout the story? Do students make connections between their own culture and the culture being discussed? o Contributions to Cultural Details chart Are students able to identify and communicate specific details about values/beliefs, language, celebrations/traditions/holidays, clothing and food related to the culture of the story? Anticipating Student Responses: If students struggle to locate cultural details from Raisels Riddle on their own, we will first do a quick picture walk through the book to see if the illustrations spark any ideas

o If students are still struggling we will discuss strategies strong readers use to comprehend texts Who can remind me what strong readers do when they cant remember something that they read or need to find evidence in the text? [Look back in the text, re-read] o If struggles continue, I will direct students towards the part of the story that describes the holiday of Purim and have them look for details about its traditions, how it is celebrated If individual partnerships struggle to fill out their Common Elements of Cinderella Stories worksheet, I will first encourage them to get a copy of the book from the front of the room and re-read as strong readers do o If students continue to struggle, we will fill in a couple of sections together as I model how to use the text to find answers If individual partnerships struggle to complete their Venn diagrams, I will encourage them to use the resources they have (i.e. the classroom Cultural Details chart and their Common Elements of Cinderella Stories worksheet) to help them o How could you use the charts we have been working on in class to help you find similarities and differences between the two stories?

Accommodations: For students who find the material too challenging o See Anticipating Student Responses above o For ELL student Student will be permitted to write single words instead of phrases If necessary, I will write students ideas out for him to copy For students who need greater challenge and/or finish early o Students who finish early will be permitted to get their Book Boxes and read silently as they typically do during Reading Workshop Students whose day it is to go shopping will be permitted to do so when they are finished as well o Students who would like a greater challenge will be encouraged to find more than two similarities/differences for their Venn diagram and will also be encouraged to find additional cultural details from the text that we did not already list