ED 573/753 Unit

Kansas
Performance
Teaching
Portfolio
Task #2 (modified)
Name: Allison Kirby

Task #2 - Designing Instruction

Table 2.1.1 Grade Level, Content, Topic, and Rationale
Category

Description

Grade Level

1st grade

English Language Arts: Cinderella Around the World

Unit Topic

Standards Addressed
(list all with rationale for use)

RL.1.3 Describe character, settings, and major events

in a story, using key details.
RL.1.1 Ask and answer questions about key details in a
text.

RL.1.2 Retell stories, including key details, and

demonstrate understanding of their central message or
lesson.
RL.1.9 - Compare and contrast the adventures and
experiences of characters in stories.
Rationale: These standards are National Common Core
standards that the state of Kansas follows.

Table 2.2.1 Unit Design Table: Critical Thinking

Objective.
No.

Unit Objectives

Studentswillbeabletoidentifyanddescribethe
characters,settings,andmajoreventsinastory
usingkeydetails

Studentswillbeabletoexplainakeydetailisan
importantpartofthetext
Studentswillbeabletoidentifykeydetailsinatext
(who,what,where,when,andhow)
Studentswillbeabletoaskandanswerquestions
Knowledge
aboutkeydetailsinatext
Synthesis

Supports These Levels of

Blooms Taxonomy

Application
Analysis
Evaluation

Studentswillbeabletoidentifycharactersinstories Analysis
Comprehension
theyreadorhear
Studentswillbeabletodescribetheadventuresand Evaluation

experiencesofcharactersinstoriestheyreador
hear.
Studentswillcompareandcontrasttheadventures
andexperiencesofcharactersbytellinghowthey
arealikeanddifferent.

4
5
Describe How the teachers knowledge and inclusion of various levels of thinking skills (both high
and low) ensure optimal student learning in this unit in the space below:
The assessments and lesson plans were thought out for both high and low level thinking skills. The unit will
ensure student learning because the lesson scaffolds learning the new concepts. The unit goes over the three
concepts multiple times throughout the lesson through group activities as well as through independent work.
Additionally, there are different learning styles in the unit that allow all students to learn through their own
learning styles. Additionally, since there are accommodations for above and below level students it will allow
all students to learn on their own level of learning.
Table 2.2.2 Unit Design Table: Planning for Instruction

Lesson
1

Lesson
Objectiv
e(s)
(use#)
#1

Instructional
Activities/
Strategies

Rationalefor
useofstrategy
(ies)

Theteacherwillread
thebook;Cinderella
andthestudentswill
doapostitnote
(character,setting
andmainevents)
activityinshoulder
partners.

Idecidedtouse
thisstrategy
becauseIwanted
tohavethe
studentswork
togethertofind
thecharacters,
settingandmain
events.This
wouldallowthe
studentsto
discussand
diggerdeeper
intothetext.
Additionally,if
thestudentssay
itoutloudthey
willunderstand
theconcept.

Formative
Assessment
(formal/informal
)
Thestudentswill
have4Postit
notesidentifying
thecharacters,
setting,main
eventandkey
details
Thestudentswill
makeaflipbook
identifying
characters,
settingsandmajor
eventorcreatea
charactermap
Theteacherwill
monitorall
studentswhile
recording
informationon
thePostItnotes

DescribeSpecific
Adaptations/
Differentiation
Belowlevel
students:Inthefirst
assignment(flipbook)
thesestudentswill
drawthecharacter
traitsandorally
explainwhytheyare
goodorbadandwhy
insteadofwriting.
Belowlevel:Inthe
secondassignment
(charactermap),these
studentswilldrawthe
character,settingand
majoreventsrather
thandoingboth
writinganddrawing.
Abovelevel:Inthe
firstassignmentthese
studentswillcomplete
twocharactermaps
andcompareand
contrastthe
similaritiesand

differencesofthe
characters.
#2

#3

Theteacherwilldoa
picturewalkwiththe
studentsontheThe
IrishCinderladby
ShirleyClimo.After
viewingtheimages
inthebook,the
teacherwillaskthe
students,torecorda
wonderorquestion
theyhadfromthe
images.Theteacher
willreadthebook
andthenthestudents
willgooverthe
wonders/questions
and5WandHow
(writtenonthewhite
board)inpartners.

Iusedthis
strategysothat
thestudents
wouldstart
lookingatkey
detailsthrough
thepicturesand
thatwouldhelp
thestudents
engageinthe
book.
Additionally,by
doingthe
wonders/questio
nsbeforereading
thebookwould
alsoengagethe
studentsbecause
theywillpay
attentionwhile
thebookisread.
Iallowedthe
studentsto
discussthe5W
andHowinpairs
becausethe
studentsmight
bringup
differentkey
detailsthenwhat
theirpartner
remembers.
Theteacherwill
Ithoughtthis
begintoreadthe
wouldbeagood
bookandwill
strategytoteach
discussthroughout
compareand
thebookthe
contrastbecause
differentcharacters. itallowseach
Afterreadingthe
grouptodigin
bookthestudents
deeptoeach
willworkwiththeir character.
tablegroups.The
Additionally,it
studentswillreceive allowsthe
acharactercardand studentstosee
thestudentswill
thesimilarities
thendiscussand
anddifferences

Observationof
learning:The
studentswillbe
assessedbasedon
thediscussions
takenplacewhile
readingthebook
aloud.
Keydetail
worksheet

Belowlevellearners:
Studentswill
completethekey
detailworksheetwith
apartnerandwill
lookforkeydetail
similaritiesand
differencestogether.
Abovelevel
learners:Afterthese
studentshave
completedthekey
detailedworksheet,
thestudentswillhave
blankkeydetailslips
andwillhavetowrite
intheirown.

VennDiagram
Observationsof
groupdiscussions

Belowlevel
learners:TheVenn
diagramwillalready
havedetailsofthe
charactersatthe
bottomofthesheet.
Thesestudentswill
cutthemoutand
decidediftheyare
similarordifferent.
Abovelevel
learners:These
studentscancompare
andcontrastinaVenn

#3

#1

drawapictureofthe
charactertraitsand
thecharacter
experiencesinthe
story.Thestudents
willcometogether
asaclassandeach
groupwillpresent
theircharacterand
placetheirpictureon
theboard.Theclass
willthendiscuss
similaritiesand
differencesofthe
character.
Theteacherwill
beginreadingthe
book.Whilereading
thebooktheteacher
willpauseandask
questionsaboutthe
book.Afterthebook
isread,thestudents
willgetintofour
groupandthe
teacherwillgivethe
groupapieceof
chartpaper.The
teacherwillassign
thegroupaversion
ofCinderellathatthe
studentshaveheard
sofar.Onthechart
papertheywilllist
thecharacters,
settings,the
adventuresofthe
maincharacters.
Thentheclasswill
cometogetherto
discusssimilarities
anddifferences
betweenthe
Cinderellastories.
Theteacherwill
beginreadingthe
bookandwillpause
throughoutthestory

moreapparently
throughapicture
andthroughthe
discussiononthe
character.This
willallowthe
studentsto
completea
compareand
contrastVenn
diagram
thoroughly.

Ichoosetodo
thisstrategy
becauseitishard
torememberall
fourbooks
without
discussingit
withother
students.This
willhelp
students
understandthe
booksbecause
thestudentsare
sayingitout
loud.Thecharts
thatthestudents
createoneach
storywillbe
helpfulforthe
endproject
assignment.The
discussion
allowsseeing
similaritiesand
differences.It
alsogivesa
visual
representation
forallthebooks.
Ichoosetodo
thisstrategy
becausethethink
sheetallows

Diagramacharacter
fromthisstoryanda
characterfromthe
previoustwo
Cinderellastories.

Observationsof
alldiscussesin
thislesson
Invisiblebeing
compareand
contrast

Belowlevellearner:
Noneedofadaptation
Abovelevel
learners:These
studentswillgetinto
partnersaswelland
willcreateapoem
thatcomparesand
contraststheir
Invisiblebeings.

Observations
duringthethink
sheet
Finalproject:the

Belowlevellearner:
Thesestudentswill
haveachecklistof
everythingthatneeds

toaskquestions
aboutcharacters,
settingandmain
events.Afterreading
thestudentswillget
intogroupsandfill
outtheirownthink
sheetasagroup,
writingkeydetails
ofcharacters,
settingsandmajor
eventsinthestory.
Thegroupswill
comebacktogether
asaclassandhavea
discussionabout
thinksheet.

studentstothink
freelyand
creativelyabout
thestory.
Additionally,it
allowsthe
studentsto
brainstorm
togetherand
worktogetherto
comeupwith
manydifferent
partsofthe
story.

studentswillbe
creatingtheirown
Cinderellastory
basedona
countrythatthey
research.

tobecompleted
withintheirjobto
stayontask.Teacher
willcheckin
frequentlywiththese
learnersforextra
assistancewiththeir
job.
Abovelevel
learners:Theteacher
willdiscussthetask
thestudentshave
beenassignedandthe
teacherwillmake
suretheyaredoing
thebestwork.This
couldmeangoing
aboveandbeyondon
theirtask.

Table 2.2.3 Unit Design Table: Planning for Assessment

Describe
the
assessme
nt to be
used

PreAssessment

Formative
Assessments

I will be
using a
KWL( Kno
w, What
you want
to know,
and
Leaned)
chart on
comparing
contrasting
, setting,
characters
main
events and
key
details.
1.
Observatio
ns through
out the
entire unit.
2. Flip
book

Explain rationale for

choosing this
assessment

I choose this
assignment because it
gets the students
engaged in the next
unit. This will also
allow me to know their
prior knowledge and
how much the
students still need to
learn.

1. I chose
observations because
if students dont say it
out loud then they do
not understand the
concept thus
observations of group

Which
objective(s)
does this
assessment
address?
All of the
objectives
address this
assessment.

1. All of the
objectives
address this
assessment.
2. #1
3. #1
4. #2

Identify how
the
assessment
will be
scored

Describe how
specific student
results will
impact the unit
plan
Based on what
This
the students
assessment
write down about
will be
character,
scored based setting, main
on
events, compare
completion
and contrast and
considering it key details it will
is a whole
help the teacher
class activity. decide how much
prior knowledge
the students
know. It will allow
the teacher to
make
adjustments to
the lesson plans
based on the
responses.
All of the
The results of
assessment
these
will be based assignments will
on
help the teacher
completion. I decide if he or
will go
she can move on
through
from the lesson

(drawings
and
writing) of
characters,
setting and
main event
in the story
3.
Character
map
4. Key
detail
worksheet
(5 Ws and
How)
5. Venn
Diagram
comparing
and
contrasting
characters
6. Invisible
being,
compare
and
contrast tchart.

Summative
Assessment

Students
workin
small
groups(3
4)todo
research
ona
countryoff
ofthe

discussions are very

important.
2. I chose the flipbook
because it is a great
resource to come
back to if students still
need help on the
concepts because it
has pictures and
writing.
3. I choose a
character map
because it allows
students to visual see
the different traits of a
character and allows
every aspect of the
character to be
thought about.
4. I did the key detail
sheet because it
allows the students to
distinguish key details
from each other and
how to pick them out
from a story.
5. I did a Venn
Diagram because it
visual shows through
the circles what the
two characters have in
common and what
differences they have.
6. I did the Invisible
being compare and
contrast because it
allowed the students
to be creative and also
compare and contrast
with another student.
Thus they are
discussing them out
loud which allows
them to fully
understand the
concepts.
This project allows the
students to apply all
the knowledge that
they were taught
during these lessons
to their own stories.
By doing this project it
will show me if they
have actually learned
the concepts of key

5.#3
6. #3

every
assignment
but if they
completed
the
assignment
they get
credit. If I see
a common
theme of
errors then I
will go back
over that
specific
concept.

All of the
objectives/stan
dards are
addressed in
this
assessment.

I created a
rubric that
includes 5
categories
including:
attractivenes
s,
presentation,
content,
participation/j

and continue on
with the unit or if
the teacher
needs to take
some more time
on the concept. It
will also allow the
teacher to see
what students
are having
trouble with the
concepts and the
teacher can
spend more time
with those
students working
on those
concepts.
Overall, the
formative
assessments are
there so that the
teacher can see
how the students
understand the
concepts and
how the teacher
can adjust the
rest of the unit to
the students
needs.

The final project

will allow the
teacher to see if
the students truly
understand the
following
concepts:
character,
setting, main
events, compare

teachers
listand
makea
Cinderella
storybased
inthat
country.
Students
willcreate
aposteron
theirstory.
Theposter
will
includethe
story,
drawings
ofthe
character,
settingand
otherkey
details,and
5Wand
howalong
withorally
discussing
compare
and
contrast
between
theirstory
andother
storiesthat
wereadin
class.
What is the
minimum level
of performance
expected of all
students to
achieve on the
summative
assessment?
Are any
differences in
performance
expected
between the
adaptive
learners and
the remainder
of the class on

details, characters,
main events, setting
and how to compare
and contrast because
the students are
writing about them not
just picking them out
of a story.

obs and
story. Each
category will
be worth 5
points a total
of 25 points.

and contrast and

key details. If the
students can
create the story
that shows they
truly understand
the concepts
because they are
not just applying
but creating the
concepts. If the
students do not
score above an
80% on the
project the
teacher will need
to review the
concepts.
Moreover, if the
teacher sees one
particular
concept that the
students are
scoring low on
the teacher can
review that
concept. It will
allow the teacher
to see where the
students are and
if she needs to
extended lessons
on the concepts.

The students must all receive at least an 80% (20/25) on the summative assessment.

Modifications for Adaptive Learners:

Below level learner: These students will have a checklist of everything that needs to
be completed within their job to stay on task. The teacher will check in frequently with
these learners for extra assistance with their job.
Extension Activities for Gifted/Talented:
Above level learners: The teacher will discuss the task the students have been
assigned and the teacher will make sure they are doing the best work. This could
mean going above and beyond on their task.
-There is a difference in performance that I will be expecting for adaptive learners and

the summative
assessment?
Give your
rationale for
this.

gifted learners on the summative assessment. Gifted learners should be able to go

above and beyond and below learners should be able to complete the assignment with
a little more guidance. I believe that in first grade you can tell there are adaptive
learners and gifted learners but they can do the same assignment but the students will
have different expectations.

Describe how
you use
assessment
overall as a
teaching tool.

The assessment is a project and a teaching tool all at the same time. The students will be
presenting their projects and the teacher can use each project to discuss the strengths
and the weaknesses of the project. For example the students did great comparing and
contrasting their story to the other Cinderella stories; however, they did not do a good job
about identifying the key details in their story. The teacher then can explain how it could
be improved. How could the group improve on this? It can also show the teachers what
students still need to work on.

Table 2.2.4 Unit Design Table: Plans for Differentiated Instruction

ADAPTIVE PLANS FOR INSTRUCTION

What specific adaptations/modifications were added to the instructional

plan? Why are these adaptations appropriate?

Below level learners: Most of

the adaptations were
modification that had to do with
writing. For example the flipbook
they still did the flipbook but only
had to draw rather than write.
This was the case in many of the
modifications. I think this
adaption is appropriate because
they are still completing the
assignment but are not doing the
extra work of writing considering
that is not the standards that this
unit is working on.
Above Level learners: Most of
the modification for these
learners was making the
assignment higher thinking. For
example, in one assignment the
students still had to compare
their Invisible being but they also
had to come up with a poem that
described the differences and
similarities. I think this is
appropriate because it makes
the students think deeper rather
than just doing more work.
Sometimes though thinking
deeper does require more work.
Thus as long as students are
thinking deeper that is the key to
adaptations to gifted students.

Table 2.3.1 Unit Design Narrative and Reflection

Why are the lessons sequenced in this manner?

They are sequenced in this

manner because it starts with
the story that is the most

How are guided reading structures incorporated?

How were strategies for language development, listening and speaking

incorporated?

How does the teacher ensure the students understanding of phonics and
phonemic awareness?
How does the teacher assess for fluency and use strategies to model and
teach fluency skills?

How is the students vocabulary knowledge enhanced?

What strategies are used to ensure that students are comprehending texts?

How are writing strategies incorporated into the learning sequence and used to
enhance literacy?

simple and the one the

students know the most then
goes to the more abstract
Cinderella stories. Thus this
allows students to scaffold the
students learning rather than
starting with an abstract story
of Cinderella and trying to
figure out the new concepts.
I didnt do any guided reading
but the students are working
together in groups discussing
the books that were read
aloud like guided reading
books for comprehension.
The listening strategies were
incorporated through the
reading of the story and
through group discussions.
The speaking strategies were
incorporated through the final
presentation, group
discussions and classroom
discussions.
This is not the main focus of
the lesson thus the teacher
does not talk about this.
Fluency skills are modeled as
the teacher reads aloud the
story. The students model
these skills by reading their
story in the presentation.
Throughout reading the story
the teacher stops and talks
about words that the students
might not know. Some of
vocabulary words are charted
during the story and talked
about through discussions.
There are many strategies
used for instance they have to
discuss with a partner the key
details, compare and
contrast, character, setting
and main events. Additionally
the students have to make up
their own story that goes
along with the Cinderella
theme meaning they have to
comprehend the text to get
the main ideas and have to
comprehend the concepts to
be able to do the project.
The writing strategies are at
the end. The students have to
write their own story of

In what ways does the unit use various literature genres and strategies like
literature circles to promote positive attitudes about and accountability for
reading?

How will technology be integrated within the unit? Explain both teacher use
and student use.

How does the unit demonstrate integration of content across and within
content fields?

How does the unit demonstrate both teacher-centered and student-centered

instructional strategies?

How will the active and equitable participation of all students during lessons be
ensured?

What resources will be needed for this unit (include school and community
resources)?

Cinderella thus they are

practicing having a beginning,
middle and end to a story.
However, the writing is not the
main focus of this lesson.
The teacher reads one
literature genre but uses
many strategies to ensure
that the students are listening
including discussions and
assignments. Many times
through the lesson the
students get into groups to
talk about the stories.
Technology is integrated in
the unit at the beginning of
some of the lessons. The
teacher puts pictures of the
countries different culture on
the smart board.
The unit includes English
literature and social studies
because each story is in a
different country and the
students have to research
there own country.
The teacher introduces the
concept through a book and
then gives it over to the
students to construct their
knowledge on the subject.
They do all of the activities
such as discussion, group
projects, concept mapping,
worksheet are mainly studentcentered. There are not many
teacher-centered strategies
most are student-centered
because the students are
always participating and part
of the instruction process.
Students will be getting into
pairs, table groups and
classroom discussions.
Through all of these
discussions the students will
have to participate. And if the
teacher see one student not
the teacher will be sure to call
on them or question them
during the discussions.
The teacher will need a smart
board, paper, posters,
markers, books on the
countries, chart paper, post-it
notes, pictures of France,

Ireland and pencil.

Appendices:
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix A.
Provide a copy of five complete detailed lesson plans in Appendix B.
Provide a copy of all unit formative assessment documents and the corresponding scoring key/rubric
in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in
Appendix D.

Appendix A
Teacher instructs the students to write what they know on the following concepts: settings, key details of a story,
characters, main events, compare and contrast.

Appendix B
Cinderella Around the World Unit*
* Each lesson may take more than one day. The unit may run up to three weeks
including the final project.
Pre-assessment:

As a whole class the students will fill out KWL chart (Know, What you want to know, Learned).
During this time the teacher will play music from the Cinderella soundtrack and call on table
groups to come write on the KWL chart about what is settings, key details of a story, characters,
main events, compare and contrast.
Lesson 1
Grade: 1st grade
Content Area/Subject: English Language Arts
Topic/Unit of Study: Cinderella Around the World
Summary of Unit:
Students will compare and contrast different literature texts relating to the popular
Cinderella story through numerous activities.
Materials:
Cinderella by Charles Perrault
Chart paper
Smart board for France pictures
France pictures
Post-it notes
Pencils
Common Core State Standard(s):

Subject: English Language Arts and Literacy in History/Social Studies, Science, and
Technical Subjects
o Grade: Grade 1
Domain: Reading Standards for Literature
Area: Key Ideas and Details
o Standard: RL.1.3 Describe character, settings, and major
events in a story, using key details.

Objective(s):
Students will be able to identify and describe the characters, settings, and major
events in a story using key details
Vocabulary:
Character
Setting
Major events
Key details
(Anticipatory) Set:
Questions: Has anyone been to France? Do you guys know where France is located?

Teacher will show the classroom map that they will be using through unit. A sticker will
be placed where France is located. The teacher will show pictures of France and famous
landmarks to describe Frances history and culture on the Smart board.
Instructional Phase:
Input; Modeling; Checking for Understanding; Guided Practice; Closure
Purposeful use of Blooms levels for questioning; Consideration of learning styles and multiple intelligences

I: On chart paper, the teacher will have vocabulary words of character, setting, major
events and key details. While reading, Cinderella by Charles Perrault aloud the teacher
will pause and ask questions. For example: The book mentions Cinderella, stepsister
and stepmother. Those are all characters What do you notice about the settings,
where this part of the story is taking place? What main event just happened to make
Cinderella feel this way?.
M: The teacher will write a C and circle it on a Post-it note and show the students that
the C represents character names in the story. Teacher models by putting Cinderella on
the Post it note and placing by Characters on the chart paper.
C: Teacher asks students verbally if they understand the activity. Teacher will ask about
Cinderellas house and the students will say what vocabulary word it goes under.
GP: Students will turn to their shoulder partner and come up with one example of each
vocabulary word on a Post-it note. The class will come back together and discuss all the
different examples under each vocabulary word. They then will place the post-it notes
on the chart under the correct vocabulary word.

Differentiated Instruction:
Modifications for Adaptive Learners:
Below level learners: In the first assignment these
students will draw the character traits and orally
explain why they are good or bad and why instead
of writing. In the second assignment, these
students will draw the character, setting and major
events rather than doing both writing and drawing.

Extension Activities for Gifted/Talented:

Above level learners: In the first assignment these
students will complete two character maps and
compare and contrast the similarities and
differences of the characters. In the second
assignment, there will be no differentiation
needed.

Independent Practice/Assignment:
The students can choose between two assignments. In the first assignment, the
students will create a character map of one of the characters in Cinderella. They should
write their traits, and defend if these traits are good or bad and why. In the second
assignment the student will make a flipbook. In the flipbook there are three different
sections: characters, settings and major events. The students will write and draw their
answers under each corresponding section.
Assessment of Learning:

1. The students will have 4 Post-it notes identifying the characters, setting, main
event and key details
2. The student swill make a flipbook identifying characters, settings and major event
or create a character map
3. The teacher will monitor all students while recording information on the Post-It
notes
Lesson 2
Grade: 1st grade
Content Area/Subject: English Language Arts
Topic/Unit of Study: Cinderella around the World
Materials:
o Smart board
o Images of Ireland
o The Irish Cinderlad by Shirley Climo
o Venn Diagraph paper
o Lined paper for extension activity
Common Core State Standard(s):
o

Subject: English Language Arts and Literacy in History/Social Studies, Science, and
Technical Subjects
o Grade: Grade 1
Domain: Reading Standards for Literature
Area: Key Ideas and Details
o Standard: RL.1.1 Ask and answer questions about key details
in a text.
o Standard: RL.1.2 Retell stories, including key details, and
demonstrate understanding of their central message or lesson.

Domain: Language Standards

Area: Vocabulary Acquisition and Use
o Standard: L.1.4 Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on grade 1
reading and content, choosing flexibly from an array of
strategies.
Indicator: L.1.4a Use sentence-level context as a clue
to the meaning of a word or phrase.

Objective(s):
Students will be able to explain a key detail is an important part of the text
Students will be able to identify key details in a text (who, what, where, when, and
how)
Students will be able to ask and answer questions about key details in a text

Vocabulary:
o Key details
o Text connections
(Anticipatory) Set:
Questions: Has anyone been to Ireland? Do you guys know where Ireland is located?
Teacher will show the classroom map that they will be using through unit. A sticker will
be placed where Ireland is located. Teacher will display a collage of images of Ireland on
the Smart board. In table groups students will talk with their peers about what they are
seeing.
Instructional Phase:
Input; Modeling; Checking for Understanding; Guided Practice; Closure
Purposeful use of Blooms levels for questioning; Consideration of learning styles and multiple intelligences

I: The teacher will do a picture walk with the students of the The Irish Cinderlad by
Shirley Climo. After viewing the images in the book, the teacher will ask the students,
to record a wonder or question they had from the images. The teacher will draw
popsicle sticks to share their question or wonder with the class. The teacher will then
begin reading aloud The Irish Cinderlad.
M: The teacher will stop reading after the first page and say, I am making a text-totext connection. This story reminds me of the Cinderella we read that came from
France. The teacher will also point out key details in the text.
C: Throughout the book, the teacher will pause reading and ask students open-ended
questions that relate to the key details (5 Ws and How) of the text and possible textto-text connections.
GP: The students will revisit their questions/wonders from the beginning of the lesson.
The students will also work with a partner to go over the 5 Ws and How which will be
written on the whiteboard.

Differentiated Instruction:
Modifications for Adaptive Learners:
Below level learners: Students will complete the key
detail worksheet with a partner and will look for key
detail similarities and differences together.

Extension Activities for Gifted/Talented:

Above level learners: After these students have
completed the key detailed worksheet, the
students will have blank key detail slips and will
have to write in their own.

Independent Practice/Assignment:
The students will complete a key detail worksheet. The students will have the main idea
in the middle of the page and will cut out the key details at the bottom of the page.
From the main idea box there are six other boxes that are surrounding the main idea

box that are labeled: who, what, where, when, why and how. The students will place
the key details in the correct boxes.
Assessment of Learning:
o Observation of learning: The students will be assessed based on the discussions
taken place while reading the book aloud.
o Key detail worksheet

Lesson 3
Grade: 1st Grade
Content Area/Subject: English Language Art
Topic/Unit of Study: Cinderella Around the World
Materials:
o Mufaros Beautiful Daughters an African Tale by John Steptoe
o Chart paper
o Markers
Common Core State Standard(s):
o

Subject: English Language Arts and Literacy in History/Social Studies, Science, and
Technical Subjects
o Grade: Grade 1
Domain: Reading Standards for Literature
Area: Integration of Knowledge and Ideas
o Standard: RL.1.9 Compare and contrast the adventures and
experiences of characters in stories.

Objective(s):
Students will be able to identify characters in stories they read or hear
Students be able to describe the adventures and experiences of characters in
stories they read or hear.
Students will compare and contrast the adventures and experiences of characters
by telling how they are alike and different.
Vocabulary:
o Character
o Adventure
o Experience
o Compare
o Contrast

(Anticipatory) Set:
Questions: Do you guys know where Africa is located? Teacher will show the classroom
map that they will be using through unit. A sticker will be placed where Africa is located.
The teacher will gather the students on the carpet. In the background the teacher will
play African or tribal music and dim the lights. In a soft tone we will be traveling to
Africa via our next story. The teacher will stop the music and turn back on the lights. The
teacher will ask, what do you think you will see in the story from the music they hear?
Instructional Phase:
Input; Modeling; Checking for Understanding; Guided Practice; Closure
Purposeful use of Blooms levels for questioning; Consideration of learning styles and multiple intelligences

I: On the smart board, the teacher will list the vocabulary words. The teacher will begin
reading Mufaros Beautiful Daughters an African Tale by John Steptoe.
M: After reading the first page of the book the teacher will point to the chart and say
aloud Mufaro, Manyara and Nyasha are (blank) in the story. The teacher will try to
encourage children to say the vocabulary word characters using open-ended prompts.
The teacher will finish the story with some pauses to ask questions about comparing
and contrasting the characters.
C: Teacher will ask a question about the similarities and differences between the
characters in the story.
GP: The students will get into groups by table group. The students will receive a
character card and the students will then discuss and draw a picture of the character
traits and the characters impact on the story. The students will come together as a
class and each group will present their character and place their picture on the board.

Differentiated Instruction:
Modifications for Adaptive Learners:
Below level learners: The Venn diagram will already
have details of the characters at the bottom of the
sheet. These students will cut them out and decided
if they are similar or different.

Extension Activities for Gifted/Talented:

Above level learners: These students can compare
and contrast in a Venn Diagram a character from
this story and a character from the previous two
Cinderella stories.

Independent Practice/Assignment:
The students will produce a Venn diagram in comparing and contrasting two characters
they pick from the front of the room.
Assessment of Learning:
Venn Diagram
Observations of group discussions
Lesson 4
Grade: 1st grade
Content Area/Subject: English Language Arts

Topic/Unit of Study: The Cinderella Around the World

Materials:
The Rough-face girl by Rafe Martin and David Shannon
Map Lake Ontario
Chart paper
Compare and contrast T-chart
Invisible Being paper
Common Core State Standard(s):
o

Subject: English Language Arts and Literacy in History/Social Studies, Science, and
Technical Subjects
o Grade: Grade 1
Domain: Reading Standards for Literature
Area: Integration of Knowledge and Ideas
o Standard: RL.1.9 Compare and contrast the adventures and
experiences of characters in stories.

Objective(s):
Students will be able to identify characters in stories I read or hear
Students will be able to describe the adventures and experiences of characters in
stories they read or hear.
Students will compare and contrast the adventures and experiences of characters
by telling how they are alike and different
(Anticipatory) Set:
Questions: Has anyone been to Lake Ontario? Do you guys know where Lake Ontario is
located? Teacher will show the classroom map that they will be using through unit. A
sticker will be placed where Lake Ontario is located. The teacher will pull up on the
smart board different images of Native Americans homes and clothes. The teacher will
question the students: What do you imagine the climate is like? Who do you think lived
there 200 years go? What were the homes like? After questioning show the students the
cover of the book

Instructional Phase:
Input; Modeling; Checking for Understanding; Guided Practice; Closure
Purposeful use of Blooms levels for questioning; Consideration of learning styles and multiple intelligences

I: The students will be listening to vocabulary words. The teacher will begin reading the
book.
M: The teacher will pause when vocabulary words are heard such as Invisible being and
runner. The teacher when state when I think of someone being invisible you cant see
him or her. What do you think?
C: The teacher will continue reading the story. The teacher will pause throughout the
story for the students to turn and talk to a partner about the events that happened so
far and vocabulary words. Questions included: What happened in the beginning What
happened next? What do you think will happen in the end?
GP: The teacher will divide the class into four groups and give the group a piece of
chart paper. The teacher will assign the group a version of Cinderella that the students
have heard so far. On the chart paper they will list the characters, settings, and the
adventures of the main characters. Then the class will come together to discuss
similarities and differences between the Cinderella stories.

Differentiated Instruction:
Modifications for Adaptive Learners:
Below level learner: No need of adaptation.

Extension Activities for Gifted/Talented:

Above level learners: These students will get into
partners as well and will create a poem that
compares and contrasts their Invisible beings.

Independent Practice/Assignment:
The students will draw what they think the Invisible Being looks like. For example, What
do you see? Do you see something with hair? Hands? Do you see two feet, four, no
feet?. The students will then pick a partner that is done drawing their Invisible Being. In
the partners they will create a compare and contrast table of their Invisible Beings on
the back of their papers.
Assessment of Learning:
Observations of all discusses in this lesson
Invisible being compare and contrast
Lesson 5
Grade:1st grade
Content Area/Subject: English Language Arts

Topic/Unit of Study: Cinderella Around the World

Materials:
Yeh-Shen A Cinderella story from China retold by Al-Ling Louie
Vocabulary sheet
Clip board
Common Core State Standard(s):

Subject: English Language Arts and Literacy in History/Social Studies, Science, and
Technical Subjects
o Grade: Grade 1
Domain: Reading Standards for Literature
Area: Key Ideas and Details
o Standard: RL.1.3 Describe character, settings, and major
events in a story, using key details.

Objective(s):
Students will be able to identify and describe the characters, settings, and major
events in a story using key details
(Anticipatory) Set:
Questions: Has anyone been to China Do you guys know where China is located?
Teacher will show the classroom map that they will be using through unit. A sticker will
be placed where China is located. The teacher begins the lesson by asking the students
if they have a pet. What does it mean you? Does a pet offer companionship? How would
you feel if you no longer had your pet?
Instructional Phase:
Input; Modeling; Checking for Understanding; Guided Practice; Closure
Purposeful use of Blooms levels for questioning; Consideration of learning styles and multiple intelligences

I: The teacher will read the story aloud. After the first page of reading the teacher will
pause and say I bet this fish is her pet no not just a pet a friend.
M: The teacher will state I think that this is a key detail in the story and that the fish
represents a character. The teacher will write fish underneath the character on her think
sheet.
C: Throughout the story the teacher will pause and ask open-ended questions about
key details in the story. For example, are the bones of the fish a key detail in the story?
Thumbs up thumbs down.
GP: After the teacher has finished reading the story, the students will get into groups of
four based on the popsicle sticks. They will fill out their own think sheet as a group
writing key details of characters, settings and major events in the story. The groups
will come back together as a class and have a discussion about think sheet. The teacher
will ask questions to the whole group about key details of the story. For example, is the
pond a setting? If yes hop to the reading corner if no hop to the door.
Differentiated Instruction:
Modifications for Adaptive Learners:
Below level learner: These students will have a
checklist of everything that needs to be completed
within their job to stay on task. Teacher will check
in frequently with these learners for extra
assistance with their job.

Extension Activities for Gifted/Talented:

Above level learners: The teacher will discuss the
task the students have been assigned and the
teacher will make sure they are doing the best
work. This could mean going above and beyond on
their task.

Independent Practice/Assignment:
The teacher will introduce the final project. Students work in small groups (3-4) to do
research on a country off of the teachers list and make a Cinderella story based on that
country. The teacher will give specific tasks to each student in each group. The teachers
will ask students to consider how the setting and plot will change due to the unique
features of the chosen country. Students will create a poster on their story. The poster
will include three sections. The first section of their poster will be the story itself. The
second section of their poster will be drawings of their characters, setting and other key
details. The last section on their poster will have bolded words which include: setting,
who, what, where and when which the students will fill in based on their story. While
presenting their posters the students can talk about how their stories are different or
similar to the other stories.
Assessment of Learning:
Observations during the think sheet
Final project*
Finish filling out the KWL chart at the end of the final project
* This final project will continue for a couple of weeks and there will be time allotted in
class for the students to work on this project. This project will be the summative

assessment for the overall unit based on observations, how well the student did the task
assigned and their presentation.

Appendix C
Map to locate the different Cinderella stories

Flipbook materials

Main Event

Compare and Contrast Character Venn diagraph

The Irish Cinderlad 5 W and How Worksheet

Character Map with the traits

I Think Sheet

I Think Sheet
Characters

Setting

Major events

Summative Rubric for Final Project

Cinderella Around the World Final Project

5-4 pts
Attractivenes The poster board
s
is visually
stunning,
organized and
contains pictures
of all the
characters, main
events and other
key details.

3-2 pts

1-0 pts

This display meets This display is very

minimum
disorganized and
requirements. The is not visually
poster board
appealing. the
visually appealing, poster board
somewhat
contains 1-o
organized and
characters, main
contains only 2-3 events and other
pictures on the
key details.
characters, main
events and other
key details
Presentation The students
The students
The students do
speak clearly and speak adequately not speak very
confident.
and most students clear and only 1
Everyone shares speak. Compare
student is doing
speaks equally
and contrasting is most of the
and the main
someone talked
talking. Comparing
points are talked about.
and contrasting is
about for example,
not mentioned.
compare and
contrasting
Story
The story contains The story contains The story contains
5 W's and How
some of the 5 W's little to know of
and the story has and How in the
the 5 W's and How
a beginning,
story. The story
in the story. The
middle and end.
has somewhat of a story is
Capitalization and beginning, middle disorganized and
punctuation are
and end. Some
there is not clear
presented.
sentence have
beginning, middle
capitalization and end. There are
punctuation.
very few
capitalization and
punctuation.
Country
The teacher can
The teacher can
The teacher can
content
tell that the
tell that the
tell that no
students
students
research on the
researched the
researched the
country is in the
country thoroughly country and
story.
and included the included some
culture in the
parts of the
story accurately
culture in the
multiple times.
story.
Participation/ The teacher can
The teacher can
The teacher can
Jobs
tell that every
tell that some
tell that the

Score/Leve
l

5-4 pts
member of the
group participated
and completed
there jobs
efficiently.

3-2 pts
students
participated and
completed there
jobs adequately.

1-0 pts
students put let
effort into their
jobs with little
participation.

Score/Level

Works Cited
Climo, Shirley, and Loretta Krupinski. The Irish Cinderlad. New York: HarperCollins, 1996. Print
"Creative Characters: Character Traits and Actions." Teachers Pay Teachers. Web. 24 Feb. 2015.
<https://www.teacherspayteachers.com/Product/Creative-Characters-Character-Traitsand-Actions-339695>.
"Five Ws and How - Free Blank Printable Graphic Organizer Worksheet." Five Ws and How Free
Blank Printable Graphic Organizer Worksheet. Web. 24 Feb. 2015.
<http://www.studenthandouts.com/Assortment-01/Graphic-Organizers/Five-Ws-and-HowPrintable-Instructions.html>.
Jeffery, Katie. Cinderella Around the World Unit. Share My Lesson. August 9, 2013. Web.
February 12, 2015. <http://www.sharemylesson.com/teaching-resource/cinderellaaround-the-world-unit-50012897/>
"KWL Chart Templates to Download or Modify Online." Creately Blog Diagramming Articles and
Tips on How to Draw Diagrams. 3 Apr. 2012. Web. 24 Feb. 2015.
<http://creately.com/blog/e
Louie, Ai, and Ed Young. Yeh-Shen: A Cinderella Story from China. New York: Philomel, 1982.
Print.
Martin, Rafe, and David Shannon. The Rough-face Girl. New York: G.P. Putnam's Sons, 1992.
Print.
Perrault, Charles, and Sally Holmes. The Complete Fairy Tales of Charles Perrault. New York:
Clarion, 1993. Print.
Steptoe, John. Mufaro's Beautiful Daughters. New York: Lothrop, Lee & Shepard, 1987. Print.
"Venn Diagram - Character Study."Teachers Pay Teachers. Web. 24 Feb. 2015.
<https://www.teacherspayteachers.com/Product/Venn-Diagram-Character-Study775706>