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Cinderella 214 Final Draft


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  • 1. Where in the World
    is Cinderella
    Presented By: Leigha Thompson, Lacy Conner, Natalie Wolfe, Samantha Rausch, and Brett Tison
  • 2. Table of Contents
    Introduction/ Motivation
    NETS Standards
    Engaged Learning
    Assignments that Matter
    Overall Evaluation
  • 3. Unit Summary
    In this unit, students travel the globe to see how culture impacts the story of Cinderella. As they work through the unit activities, students read and analyze many versions of this classic tale, learn more about the literary genre, and study character development and the difference that point of view can make in the telling of a tale.
  • 4. Curriculum
    Designed for grade levels 3-5
    Subjects: Language Arts and History
    Topic :Cinderella
    Higher-Order Thinking Skills: Inference, Analysis
    Key Learnings: Cultural Literacy, Geography, Fairy Tales
    Time Needed: 6 weeks, 50-minute lessons, daily
  • 5. Assessment Methods
    Assessment Timeline
    Students work on projects and complete tasks
    Before Project work begins
    After project work is completed
    Presentation Rubric
    Blog or Story Rubric
    Wiki Checklist
    Blog or Story Rubic
    Presentation Rubric
    Anecdotal Notes
    Peer Feedback Form
  • 6. AssessmentObjectives
    These assessments help students and teachers
    set goals
    monitor student progress
    provide feedback
    assess thinking
    processes, performances, and products
    reflect on learning throughout the learning cycle.
  • 7. Resources
    Cinderella Story (book, movie)
    Venn diagrams
    Graphic Organizer
  • 8. Introduction/ Motivation
    Introduce the fairytale unit by showing any fairytale in movie form.
    After watching the movie, explain the elements of fairytales and then have a group discussion on how the movie relates to each term.
  • 9. Engaged Learning
    Teacher’s Role
    • Facilitator
    • 10. Monitor group work
    • 11. Gives in class examples
    • 12. Provides clear instructions and checklists
    Student’s Role
    • Explorer
    • 13. Research new topics
    • 14. Reflect upon their discoveries with their groups
  • NETS Standards: Use of Technology Resources
    Facilitates high order and complex thinking skills, including problem solving, critical thinking, informed decision making, knowledge construction, and creativity.
  • 15. NETS : Design, Implement, and Assessment
    Design, Implement, and Assess learner centered lessons that are based on the current best practices on teaching and learning with technology and that engage, motivate, and encourage self- directed student learning.
  • 16. Nets: Availability of Technology
    Assess the availability of technology resources at the school site.
    Plan activities that integrate available resources.
    Develop a method for obtaining the additional necessary software and hardware to support the specific learning needs of students in the classroom.
  • 17. NETS: Technology Productivity Tools
    • Apply Technology Productivity tools and resources to collect, analyze, and interpret data and to report results to parents and students
  • Vision of Learning
    Responsible for Learning
    Energized by Learning
  • 18. Tasks
  • InstructionalModel
    Students respond to questions posed by the teacher and have some choices with regard to unit questions
    Students use software to create relevant and meaningful wanted posters
  • 21. Learning Context
    Knowledge Building
  • 22. Grouping
    Flexible- Use specific skill building to pair up into group for students who are unfamiliar with the story to shadow their partner telling the story.
    Equitable- Students have the opportunity to meet in groups after each individual assignment to gain feedback from the other members in the group
    Heterogeneous- Students are primarily placed into heterogeneous groups
  • 23. Assignments that Matter
    Students want to know does happily ever after really exist ?
    Students participate in activities to find out if the story always ends happily ever after from every character’s perspective.
  • 24. Relevancy
    Students learn to accept different view points other than their own
  • 25. Our Learning Experiences
    • Teacher focused more on the grades rather than the actually understanding of skills.
    • 26. No relevance to real life
    • 27. Rote memorization
    Little use of creativity in the classroom
    Little use of technology
    Teacher –centered learning
  • 28. Our Lesson Plan
    Creativity in the assignments
    Student-centered learning
    Use of technology throughout the lesson
    Teacher focused on the students understanding the material, rather than the grades a student receives.
    Uses higher level thinking skills
    Relevant to real-life
  • 29. Overall Evaluation
    Teacher’s will know how well the students fully understand all the material at the end of the unit when the students present their presentations.