Where in the World is Cinderella Presented By: Leigha Thompson, Lacy Conner, Natalie Wolfe, Samantha Rausch, and Brett Tison
Table of Contents Curriculum Assessments Resources Introduction/ Motivation NETS Standards Engaged Learning Assignments that Matter Overall Evaluation
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.
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
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 Question Blog or Story Rubic Presentation Rubric Journals Questioning Anecdotal Notes Peer Feedback Form Questioning Journals
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.
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.
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.
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.
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.
InstructionalModel Interactive Students respond to questions posed by the teacher and have some choices with regard to unit questions Generative Students use software to create relevant and meaningful wanted posters
Learning Context Collaborative Knowledge Building Empathetic
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
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.
Relevancy Students learn to accept different view points other than their own
Little use of creativity in the classroom Little use of technology Teacher –centered learning
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
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. http://educate.intel.com/en/ProjectDesign/UnitPlanIndex/WhereIsCinderella/