Lesson Topic: Reading Enrichment Unit Grade 3 Length of lesson: 5 days Title: Cinderella Stories

Stage 1 Desired Results

Content Standard(s): ELACC3RL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. ELACC3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. ELACC3RI6: Distinguish their own point of view from that of the author of a text. ELACC3RI9: Compare and contrast the most important points and key details presented in two texts on the same topic. LACC3W4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade- specific expectations for writing types are defined in standards 1-3 above.) ELACC3W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 3.) ELACC3W6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. LACC3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. Information Literacy Standards

Standard 3: The student who is information literate uses information accurately and creatively. Indicator 1. Organizes information for practical application Indicator 4:Produces and communicates information and ideas in appropriate formats Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. Indicator 1. Is a competent and self-motivated reader Indicator 2. Derives meaning from information presented creatively in a variety of formats Indicator 3. Develops creative products in a variety of formats Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. Indicator 2. Respects intellectual property rights Indicator 3. Uses information technology responsibly Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. Indicator 1. Shares knowledge and information with others Indicator 2. Respects others ideas and backgrounds and acknowledges their contributions Indicator 3. Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions Indicator4. Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions Understanding (s)/goals Students will understand: Reading is for enjoyment as well as learning. Different cultures around the world enjoy the same types of stories. Folktales are stories passed down through generations and cultures. Technology can be a fun and creative way of expressing Essential Question(s): How can I enjoy reading? How can I use technology to create a story? What is a folktale? What are Web 2.0 tools? What is Littlebird Story and how can I use it to create my own

comprehension as well as creating story? and presenting new ideas. Student objectives (outcomes): Students will be able to: Identify the different elements of a folktale. Students will be able to compare and contrast the elements of a variety of Cinderella stories from different cultures. Students will be able to use Little Bird story to create their own Cinderella folktale using their own words and pictures. Performance Task(s): Stage 2 Assessment Evidence Other Evidence:

Goal: To make reading exciting and interesting by introducing students to different versions of the folktale Cinderella from around the world. To teach students how to use a Web 2.0 tool (Little Bird Story) to create their own Cinderella story. Role: The students are part of a group of authors and illustrators who are collaborating on writing a new version of the Cinderella story. Audience : Classmates, parents, and friends Situation : The student will listen to different versions of the Cinderella folktale from different cultures. They will take the elements and themes that are found in the Cinderella stories and create their own version. They will then take their story and illustrations and use the web 2.0 tool Little bird story to make a virtual storybook.

Product Performance and Purpose: The stories will be shared with classmates on a specific day in the media center. Standards and Criteria for Success: Students work will be graded using a rubric. Stage 3 Learning Plan Learning Activities: Day 1; W- Read Cindy Ellen- A Wild Western Cinderella by Susan Lowell and read The Korean Cinderella by Shirley Climo. Discuss how these two stories are different than the Disney Cinderella story. As a class we will discuss what a folktale is and the elements that make a folktale a folktale. H- To hook and hold the students attention I will discuss the project that they are going to complete. I will discuss with the students how they are going to write their own Cinderella story and illustrate pictures to go with their story. These stories will then be made into an online storybook. Day 2 and Day 3: Read Bigfoot Cinderrrrrella by Tony Johnston and James Warhola Divide the students into the groups that they will be working on their Cinderella story with. Students will brainstorm as a group what their story is going to be like Media Specialist will discuss with the students the importance of establishing characters, naming a setting, and providing details in their story. E- Equip students with a flow map to help them set the sequence of their story. Show students how to use Little Bird Story to record their story and upload their illustrations to create an online storybook.

Day 4-5 Read the Persian Cinderella by Shirley Climo E- As students work on their projects, they will evaluate their progress as a group using the rubric that will be used to assess their project T-Students will create their story O-Students will be encouraged to stay organized by using their flow map and rubric. The creation of the Little Bird story may take several class days with students coming to the media center as a class or in small groups to complete their assignment with the help of the media specialist.

Notes: WHERETO stands for: W-Where/What/ and Why H-Hook/Hold E-Equip R-Rethink/Revise E-Evaluate T- Tailor /differentiate O-Organize