ALEX | Alabama Learning Exchange

Giddy Up Cinderella

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This lesson provided by:

Author:	Carol Blair
System:	Opp City
School:	Opp Elementary School
The event this resource created for:	CCRS

General Lesson Information

Lesson Plan ID:	33179
Title:	Giddy Up Cinderella
Overview/Annotation:	Students will read two different western versions of the story, "Cinderella." They will engage in activities where they will compare and contrast different versions of the story. Students will participate in listening, speaking, and writing activities that require them to reflect on the stories. This is a College- and Career-Ready Standards showcase lesson plan.

Associated Standards and Objectives

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 2	R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation. Unpacked Content Teacher Vocabulary: R1. Active Listening Discussion Conversation Rules Participation Knowledge: R1. Students know: Active listening skills. Agreed-upon rules for participation for discussions and conversations in a variety of settings. Skills: R1. Students are able to: Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings. Converse in pairs, small groups, and large groups. Practice the agreed-upon rules for participation. Understanding: R1. Students understand that: Conversations and discussions follow agreed-upon rules to help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 2	22. Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing. Unpacked Content Teacher Vocabulary: 22. Content knowledge Read-alouds Independent reading Informational text Literary Text Content-specific discussions Writing Knowledge: 22. Students know: Content knowledge is information learned about a specific subject. Content knowledge can be learned by listening to read-alouds or independently reading. Informational text is nonfiction text, and literary text is fictional. Skills: 22. Students are able to: Build content knowledge from listening to text read aloud and from independently reading. Use content knowledge learned from read-alouds and independent reading in content-specific discussions with peers. Use content knowledge learned from read-alouds and independent reading in writing. Understanding: 22. Students understand that: Content-specific discussions with peers can demonstrate the content knowledge they learned through read-alouds or independent reading. They can produce writings that demonstrate knowledge of content-specific information.
English Language Arts ELA2021 (2021) Grade: 2	26. Compare and contrast important details presented by two texts on the same topic or theme. a. Compare and contrast different versions of the same story by different authors, from different cultures, or from different points of view. Examples: The Three Little Pigs and The True Story of the Three Little Pigs; Cinderella and The Rough-Face Girl b. Compare and contrast story elements of literary texts. Examples: characters, settings, sequence of events, plots Unpacked Content Teacher Vocabulary: 26. Compare Contrast Topic Theme 26a. Compare Contrast Authors Cultures Points of view 26b. Compare Contrast Story elements Literary texts Knowledge: 26. Students know: Compare means tell how things are alike or similar. Contrast means tell how things are different. 26a. Compare means tell how things are alike or similar. Contrast means tell how things are different. The same story can be told by different authors, can exist in different cultures, or can be told by different narrators. 26b. Compare means tell how things are alike or similar. Contrast means tell how things are different. Literary texts include common story elements. Skills: 26. Students are able to: Compare and contrast important details after reading two texts that have a common theme or topic. 26a. Compare and contrast two or more versions of the same story by different authors, from different cultures, or from different points of view. For example, The Three Little Pigs and The True Story of the Three Little Pigs or Cinderella and The Rough-Face Girl. 26b. Compare and contrast story elements in literary texts, such as characters, settings, sequence of events, and plots. Understanding: 26. Students understand that: Texts about the same topic or theme will have similarities and differences. Comparing and contrasting texts with the same topic or theme will improve their overall comprehension of the texts. 26a. Similarities and differences between the same stories can teach the reader about different cultures and explain different points of view. 26b. Comparing and contrasting story elements of literary texts can improve their comprehension, or understanding, of the texts.
English Language Arts ELA2021 (2021) Grade: 2	42. Write an opinion piece about a topic or text with details to support the opinion, using transitional words and providing a sense of closure. Unpacked Content Teacher Vocabulary: 42. Opinion Topic Text Details Transitional words Closure Knowledge: 42. Students know: An opinion piece is a writing that provides an opinion about a topic or text and provides reasons for the opinion. Opinion pieces often include transitional words. Skills: 42. Students are able to: Write an opinion piece about a topic or text using details to support the opinion, transitional words, and a concluding statement. Understanding: 42. Students understand that: Opinion writing follows a predictable structure which includes, stating the opinion, providing details to support the opinion, and ends with a conclusion. Opinion pieces often include transitional words. Opinion writing can be used to explain their opinions and the reasons they have the opinion.

Local/National Standards:

Primary Learning Objective(s):

Students will compare and contrast two or more versions of the same story.

Students will answer questions by gathering information from the provided sources.

Students will carry on conversations with peers in small groups, listening attentively, or taking turns speaking.

Students will write opinion pieces that tell which version of the story is their favorite.

Additional Learning Objective(s):

Preparation Information

Total Duration:	31 to 60 Minutes
Materials and Resources:	As many versions of the book Cinderella that you have available Book: Cindy Ellen- A Wild Western Cinderella by Susan Lowell Book: Bubba The Cowboy Prince - A Fractured Texas Tale by Helen Ketteman Two Column Chart Venn Diagram Paper Pencils Walt Disney's version of the movie Cinderella Sticky note paper
Technology Resources Needed:	Interactive writing slate (if available) digital projector
Background/Preparation:	Gather several versions of the book Cinderella Read several versions of the book Cinderella throughout the week prior to this lesson. On the day before you teach this lesson, read Cindy Ellen - A Wild Western Cinderella by Susan Lowell. Prepare two Column chart Prepare Venn Diagram Chart Make sticky note paper slips with details from each story written on them

Procedures/Activities:

Before Activity

1. Remind the students of all the different versions of Cinderella they have read during the past week. Tell students that today they will read another version of the story Cinderella. Review Cindy Ellen -A Wild Western Cinderella by Susan Lowell which was read the previous day by taking a quick picture walk through the book. Review the main characters, setting, problem, and solution.

2. Show the students the book Bubba The Cowboy Prince - A Fractured Texas Tale by Helen Ketteman. Tell the students to turn and talk with their partners about what they think might happen in this version of Cinderella. Give students the opportunity to respond orally to the group.

During Activity

3. Read aloud the book Bubba, The Cowboy Prince - A Fractured Texas Tale by Helen Ketteman. Ask students to pay close attention to the similarities and differences between this story compared to the one they reviewed earlier in the lesson (Cindy Ellen). Stop periodically in the story and ask students to turn and talk to their partner giving an example of each similarity and difference that they have noticed. The teacher will also ask questions relating to characters, setting, plot, problem, and solution. Continued reading the story aloud, the teacher will periodically make connections to the previous version (Cindy Ellen) of the story.

4. Display a two-column chart with one column titled Cindy Ellen and the other column titled Bubba the Cowboy Prince. Pass out sticky note paper with details from each story listed on them. Ask students to work with their partners and decide which column their sticky note would need to be placed in. Call on students to share what is written on their note paper and come up and put it on the chart. The other students should give a thumbs up or thumbs down according to the accuracy of the placement of their notes.

5. Use the information the students placed on the two-column chart and transfer it to a Venn diagram. After placing those notes on the chart (which would all be differences), pass out blank sticky notes and ask the students to write one way the two stories are similar. Call on the students to share their responses with the class. Place notes on the Venn Diagram. An alternative way for this part of the lesson would be to use an interactive writing slate, the teacher could draw the two-column chart and the students could pass the tablet around and write their answers on the slate as it is projected for the class to see on the screen.

After Activity

6. Pass out the attached handout titled My Opinion, ask the students to write about which Cinderella version is their favorite and tell why stating two reasons, then write about which Cinderella version is their least favorite and tell why stating at least two reasons. Once the students are finished writing their opinions ask them to turn and share their writing with their partners. The teacher will walk around the room and check their report.

Assessment

Assessment Strategies

The teacher will listen as the students discuss responses to the questions.

The teacher will evaluate written and oral responses for similarities and differences as they share them with the class.

The teacher will read the student's written opinions and check to ensure they wrote two reasons to explain their choice. The teacher will evaluate their reasons as they relate to the text.

Acceleration:	Watch the Disney Version of the movie Cinderella. Ask the students to reflect back on all the different versions of the book Cinderella we have read throughout the past week. Leave copies of the books read in a reading center for the students to reread.
Intervention:	Pair students who need help with the writing assignment with more advanced learners. Teachers can help struggling students in a small group or individually.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.

ALEX Lesson Plan

Giddy Up Cinderella