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*
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.

* Each lesson may take more than one day. The Unit may take up to
three weeks including the Final Project.

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 group work and
independent 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 the characters, settings, and
major events in a story
Students will use key details to describe the characters in a story
Students will use key details to describe the settings in a story
Students will use key details to describe the major events in a
story
Vocabulary:
Character
Setting
Major events

Key details

(Anticipatory) Set:
The teacher will introduce the unit of Cinderella by presenting a
primary resource, the first American picture of Cinderella
(http://www.manhattanrarebooks-art.com/rackham_cinderella.htm).
The teacher will ask questions about the primary resource. Questions
include:
1) Can you name the person in the photo? (Remember)
2) What can you conclude about Cinderella from this picture?
(Understanding),
3) From analyzing this picture, what do you think this story is about?
(Analyzing)
4) How would you handle being in Cinderellas situation?
(Evaluating)
Sample answers to the blooms taxonomy questions above.
1.The person in the photo is Cinderella.
2. I can conclude from this picture that Cinderella was trapped in a
room longing to go outside because she is looking outside the window.
Moreover, It looks like Cinderella is the maid or slave because of what
she is wearing, torn ragged rags.
3. From analyzing this photo I think that this story is about a women
or a girl that is trapped doing something but she wants to be released
from her life. Thus I think it is about a girl that starts to stand up for
her self and starts to create a life that she wants.
4. I would handle this situation by making things happen so that I am
happy with my life. I would make changes in my life to make me
happy. I would communicate with others and myself around me that
may make me sad.
The above are just sample answers. I am sure once I ask these to the
students that there will be a variety of answers.
The teacher will then ask questions about where France is located.
Questions: Has anyone been to France? Do you know where France
is located? Teacher will show the classroom map that they will be
using throughout the unit. A sticker will be placed where France is
located.
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 book Cinderella, by Charles Perrault via an electronic
resource (http://www.pitt.edu/~dash/perrault06.html). On chart paper, the teacher wi
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 (reading strategy). For example: The book mentions Cinderella, stepsister
and stepmother. Those are all characters. What do you notice about the settings?
Where is this part of the story taking place? What main event just happened to mak
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 it by Characters on the chart paper.

C: Teacher asks students verbally if they understand the activity. Teacher will ask abou
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 th
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, thes
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 neede

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
students 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 students will 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 sentencelevel context as a clue to the meaning
of a word or phrase.

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

o Students will be able to ask and answer questions about key

details in a text
Vocabulary:
o Key details
o Text connections
(Anticipatory) Set:
The teacher will introduce the Irish step dance with a YouTube
(https://www.youtube.com/watch?v=oWDxLxFFpZY) video. The
students will then try to dance the Irish step dance before the reading
of the Irish book. The teacher will then ask questions about where
Ireland is located. Questions: Has anyone been to Ireland? Do you
know where Ireland is located? Teacher will show the classroom map
that they will be using throughout the unit. A sticker will be placed
where Ireland is located.
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 t
record a wonder or question they had from the images (reading strategy). 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. The teacher should also
point out how the real images of Ireland and Irish culture tie into and are present in
this version of Cinderella.
C: Throughout the book, the teacher will pause reading and ask students open-ended
questions that relate to the key details of the text and possible text-to-text
connections.

GP: The students will revisit their questions/wonders from the beginning of the lesson.
As a class, the students will go back through the book to recall what was read to see if
their questions/wonders have been answered. If they have not, the teacher can
research those questions/wonders on the smart board.
Differentiated Instruction:
Modifications for Adaptive Learners:
Below level learners: Students will complete the

Extension Activities for Gifted/Talented:

Above level learners: After these students have

key detail worksheet with a partner and will look

for key detail similarities and differences together.

completed the key detailed worksheet, the studen

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. For exceptional 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
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 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.
Vocabulary:
o Character
o Adventure
o Experience
o Compare
o Contrast
(Anticipatory) Set:
The teacher will begin the lesson by having the students play drums,
which are borrowed from the music teacher. They will pretend they are
around a fire and drum on the drums to African music. The teacher will
then ask questions about where African is located. Questions: Has
anyone been to Africa? Do you know where Africa is located?

Teacher will show the classroom map that they will be using
throughout the unit. A sticker will be placed where Africa is located.
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 begi
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 (reading strategy).
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 character that impacted 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. For
exceptional 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
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 they 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 know where
Lake Ontario is located? Teacher will show the classroom map that
they will be using throughout the 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 ago? What were the homes
like? After questioning, the teacher will 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 to play the
Youtube (https://www.youtube.com/watch?v=TuYQhBcyR_8) video of the book, The
Rough-Face Girl, by Rafe Martin and David Shannon.

M: The teacher will pause the video when vocabulary words are heard, such as Invisib
being and runner. The teacher will state, When I think of someone being invisible you
cant see him or her. What do you think?

C: The teacher will continue the video. 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 (reading strategy). 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 the main characters took. 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 feet, 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. For exceptional learners:
These students will get into partners as well and will create a poem
that compares and contrasts their Invisible beings.
Assessment of Learning:
Observations of all discussions in this lesson
Invisible Being compare and contrast activity
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 the characters, settings, and
major events in a story
Students will use key details to describe the characters in a story
Students will use key details to describe the settings in a story
Students will use key details to describe the major events in a
story
(Anticipatory) Set:
Questions: Has anyone been to China? Do you know where China is
located? Teacher will show the classroom map that they will be using
throughout the 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 a pet mean to 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 wil
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 (reading strategy).
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? Give me thumbs up or thumbs down.

GP: After the teacher has finished reading the story, the students will get into groups o
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 the 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:
After the reading of the books, the teacher will have a guest speaker
come in. This guest speaker will be an athlete either royals or chief
player. They will talk about overcoming something difficult in his life
similar to Cinderella. They will then talk about how they overcame the
hard time and became successful just like Cinderella. This will show
the students how Cinderella connects to their lives and that there will
be hard times but it is how you over come those times.
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 in 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*
* 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.
* After students have finished presenting their posters for the Final
Project, the teacher will revisit the KWL chart from the beginning of
the unit. Students will raise their hands to come up to the front of the
room to fill in the Learned section. The teacher will observe what the
students write on the chart and assess for understanding of the
concepts presented throughout the unit.

Appendix C

First American picture of Cinderella

Map to locate the different Cinderella stories

Flipbook materials

Compare and Contrast Character Venn Diagram

The Irish Cinderlad 5 Ws 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

3-2 pts

1-0 pts

Attractivenes The poster This display This display

s
board is
meets
is very
visually
minimum
disorganized
stunning,
requirements and is not
organized
. The poster visually
and contains board
appealing.
pictures of visually
the poster
all the
appealing,
board
characters, somewhat
contains 1-o
main events organized
characters,
and other
and contains main events
key details. only 2-3
and other
pictures on key details.
the
characters,
main events
and other
key details
Presentation The students The students The
speak
speak
students do
clearly and adequately not speak
confident.
and most
very clear
Everyone
students
and only 1
shares
speak.
student is
speaks
Compare and doing most
equally and contrasting is of the
the main
someone
talking.
points are
talked about. Comparing
talked about
and
for example,
contrasting
compare
is not
and
mentioned.
contrasting
Story
The story
The story
The story
contains 5
contains
contains
W's and How some of the little to
and the
5 W's and
know of the
story has a How in the
5 W's and

Score/Leve
l

5-4 pts
3-2 pts
beginning,
story. The
middle and story has
end.
somewhat of
Capitalization a beginning,
and
middle and
punctuation end. Some
are
sentences
presented.
have
capitalization
and
punctuation.

1-0 pts
Score/Level
How in the
story. The
story is
disorganized
and there is
not clear
beginning,
middle end.
There are
very few
capitalization
and
punctuation.
Country
The teacher The teacher The teacher
content
can tell that can tell that can tell that
the students the students no research
researched
researched
on the
the country the country
country is in
thoroughly
and included the story.
and included some parts of
the culture in the culture in
the story
the story.
accurately
multiple
times.
Participation/ The teacher The teacher The teacher
Jobs
can tell that can tell that can tell that
every
some
the students
member of
students
put let effort
the group
participated into their
participated and
jobs with
and
completed
little
completed
there jobs
participation.
there jobs
adequately.
efficiently.