Teacher/Topic: Mary Rogers(classroom teacher) and Ellen Peralta(librarian)
Cinderella Comparison, Language Arts and Social Studies
3 classes: first introductory lesson in library in 9/6, the second lesson will be 1 week after the first on 9/13 in the classroom and the final lesson will be on 9/21.
1. Why are we asking students to engage in this learning experience? Goals/Standards
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
1.3.2 Seek divergent perspectives during information gathering and assessment.
2. What do we want the students to learn? Performance Indicators/Learning Objectives
Language Arts TEKS
TEK 9A. Compare and contrast the stated or implied purposes of different authors writing on the same topic.
TEK 10A. Evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning.
TEK 10D. Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence.
TEK 17C. Write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained evidence from the text using quotations when appropriate.
TEK 17D. Produce a multimedia presentation involving text and graphics using available technology.
TEK 27A. Present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.
Research TEKS
TEK 22B apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.
TEK 23A follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies.
TEK 23B categorize information thematically in order to see the larger constructs inherent in the information.
TEK 23C record bibliographic information (e.g.,author, title, page number) for all notes and sources according to a standard format.
TEK 26D differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.
TEK 24A narrow or broaden the major research question, if necessary, based on further research and investigation.
TEK 24B utilize elements that demonstrate the reliability and validity of the sources used(e.g.,publication date, coverage, language, point of view) and explain why one source is more useful than another.
TEK 25A draws conclusions and summarizes or paraphrases the findings in a systematic way.
TEK 25B marshals evidence to explain the topic and gives relevant reasons for conclusions.
TEK 25C presents the findings in a meaningful way.
TEK 25D follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.
Social Studies TEKS
TEK19. Culture: the student understands the notion of diversity. The student is expected to:
B) Describe how people from various racial, ethnic and religious groups attempt to maintain their cultural heritage.
TEK 21. Social Studies Skills. The student applies critical thinking skills to organize and use information. The student is expected to:
B) Analyze information by sequencing, categorizing, identifying cause-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
D) Identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants.
3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educators
Day 1: The librarian will introduce Cinderella by displaying items one at a time from a "book talk box" reflecting story elements from the fairytale. The "book talk box" includes: a pumpkin, a mouse, a magic wand, an apron, a piece of coal, a glass slipper, and a clock set to 12:00. She will prompt students to guess the fairytale in which these items will appear while retelling parts of the story. The classroom teacher will be constructing a chart that will finally reveal the entire "traditional" version of the tale. The librarian will display and booktalk the other versions of the Cinderella story. The initial readings (read-aloud by librarian) would focus on the "enjoyment" and comprehension of the literature.
The librarian and the classroom teacher would ask the students to complete a KWHL chart on each of the following prior to the introduction of each Cinderella version from the country/culture: Russia, Ireland, Egypt, Mexico, Middle East, Native American, Indonesia.
The classroom teacher and the librarian will explain to students that they will be reading many different versions of Cinderella. The classroom teacher and librarian will model and guide students in their culture research.These versions reflect different cultures and students are to view the books as "artifacts" from those cultures. Using these "artifacts" students are to be investigative reporters as they gather information about the cultures from the print and images, categorize and synthesize that information, and compare what they find to factual information sources to determine how reliable each piece of literature is in reflecting a particular culture.
Day 2: The librarian would chose another Cinderella variant to read aloud to the students while the teacher would model how to locate and record the information in the story elements chart. Students would read each book outlined for this lesson. The teacher and librarian would vary this reading by whole group, small group or partner reading.
After the initial reading students would re-read the literature (partners/small group) recording the following criteria in a chart: book title, characters, trouble makers, helpers, why chosen, magical events, and ending. (classroom teacher and librarian will monitor the small groups) The teacher and librarian would read a different Cinderella variant while modeling how to locate the information in the literature and record the information in the surface culture chart. (co-teaching)(teacher reads aloud and librarian records on chart)
Students would re-read the literature (partners/small group) recording the following criteria in a surface culture chart: food, dress, music, language, celebrations, and architecture. (classroom teacher and librarian monitor small groups)
The teacher and librarian would once again read a different Cinderella variant while modeling how to locate the information in the literature and record the informaton in the deep culture chart. (co-teaching)(librarian reads aloud and teacher records on chart)
Students would re-read the literature(partners/small group) recording criteria in a deep culture chart: concept of beauty, family structure, courtship practice, work ethic, expressions of humor, body language, societal roles as determined by age, societal roles as determined by class, societal roles as determined by sex, and values. (classroom teacher and librarian will monitor small groups)
4. How will they communicate what they learned? Learning Process/Products
Students will work together in pairs or cooperative learning groups to determine the following regarding each book: Is this version of Cinderella truly reflective of the culture in which the tale originates? Students will use the information gathered in the KWHL chart, the surface culture chart, and the deep culture chart to synthesize the information. The students will prepare a presentation in a venue(paper, slideshow presentation, visual aid, dramatization, etc.) of their choice to share with others what they have discovered about the literature, the cultures, and the accurate depiction of cultures within fairytales.
5. How will they/we assess their learning? Assessment Criteria/Tool(s)
Teacher and librarian would devise the rubric. The rubric would be provided to students prior to each step to allow for self-evaluation. An individual reflective paper at the end of the lesson could be used to assess student understanding of different cultures and how accurately those cultural attributes were depicted within the Cinderella literature.

Day 3: The students will present what they have learned in a venue of their chose. The librarian and teacher will critique each group's presentation and provide feedback.
6. What resources will the students/we need?
Climo, Shirley, The Egyptian Cinderella. New York: Haper Collins, 1989.

Coburn, Jewel Reinhart, Domitila: a Cinderella tale from the Mexican tradition. California: Shen's Bks., 2000.

Greene, Ellen, Billy Beg and his bull: an Irish tale. New York: Holiday House, 1994.

Hicox, Rebecca. The Golden Sandal: A Middle Eastern Cinderella Story. Illustrated by Will Hillenbrand. 1999.

Marshall, Bonnie, The snow maiden and other Russian folktales. Connecticut: Libraries Unlimited, 2004.

Mayer, Mariana, Baba Yaga and Vasilisa the brave. New York: Morrow Junior Bk., 1994.

Perrault, Charles, Perrault's complete fairy tales. New York: Dodd, Mead & Co., 1961.

San Souci, Robert. (written and illustrated by) Sootface: An Ojibwa Cinderella Story. 1997.

Sierra, Judy The Gift of the Crocodile: A Cinderella Story. Illustrated by Ruffins, Reynold. 2000.

Realia: "Book talk box" that may include: a pumpkin, a mouse, a glass slipper, a woven slipper a magic wand, an apron, a piece of coal, and a clock set at midnight.

Reel Grrls "Cinderella Updated." YouTube. Web. 24 Jul 2010. http://www.teachertube.com/viewVideo.php?video_id=95553&title=Cinderella_Updated

Cinderella Stories here are some diverse resources that students may use to compare/contrast between cultures.

Unit Plan Here is the teacher/librarian lesson summary.