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Cinderella 214 Final Draft


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Cinderella 214 Final Draft

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