Lesson _____1_ of a ____3__ Day Learning Segment

Subject and Lesson Topic: ELA – Fairy Tales

Grade Level: 2 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is comparing and contrasting two different versions of Cinderella by identifying key details from the selected texts.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Based upon last year’s standards, the students have already learned to ask and answer questions about key details in a text. They are also familiar with looking at
characters, settings and major events using these key details. The students have also had experience comparing and contrasting adventures and experiences of
characters within the stories.
I also know that my students have been working this year on practicing to look for text evidence within stories in order to answer questions posed by the
teacher.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
As my students were introduced to key details in a text in grade one, I will review finding key details before we begin to examine the different texts. We will also
review comparing and contrasting to revisit pertinent vocabulary that they have already learned and to add additional vocabulary that will be utilized during our
compare and contrast activities.
In addition, as the students have been practicing finding key details as text evidence this year, we will use these skills as the basis for finding similarities and
differences between the texts that we are comparing and contrasting.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
This group of students is eagerly anticipating Halloween and getting candy in their neighbourhood. They are excited to dress up and spend an evening trick-or-
treating.
There have been several issues within the class with bullying and name calling. This has been an on-going issue that both the teacher and administrator have
been addressing and working with the children as to how to react to this situation within the classroom.
The students are from many different cultures and backgrounds and are always eager to share their stories about their families and adventures on the
weekends.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
As this lesson will be taught the week of Halloween and the kids are very excited about it, the theme of Fairy Tales will fit in perfectly. Costumes, make-believe and
fantasy are all important parts of Halloween and therefore, we will incorporate Halloween into this learning segment with pumpkins and tall tales!
Cinderella is an ideal fairy tale, as it does deal with a protagonist who is being bullied at home by her stepsisters. This will allow us to discuss how she is treated,
her reactions to being treated poorly and what we would do in this situation. By using another version to compare, we will also investigate how other main
characters cope with being bullied and what they do to stop it. This will provide opportunities to model to the students how to deal with bullies.
Lastly, Cinderella is traditionally a fairy tale with all Caucasian characters. By exploring another version of a Cinderella type character, it will give the students
the opportunity to read tales that have characters that they can relate to and look more like them. This also allows them to explore folklore from other countries

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and make connections between themselves and children from another part of the world. By utilizing this knowledge to inform my instruction, it will allow me to
make meaningful connections for the students with these texts.

Curriculum Standards
 RL.2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text
 RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, moral, or folktale.
 RL.2.3 Describe how characters in a story respond to major events and challenges
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to identify the key details in a Students will complete an invitation that includes the
fairy tale. key details (5 w’s and how) of a traditional
Cinderella text.

Students will also complete a story map that details

the characters, setting, problem and solution for this
text.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and objectives,
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases students need to be
able to understand and use
Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Identify
We will be focusing on words related
to key details, such as: setting,
characters, problem and solution.
 Harsh; cinders; disagreeable;
mocked; discarded; pranced;
waltz
The students will structure their
responses by providing specific
details from the text to complete a
invitation and story map graphic
Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
I will support my students’ ability to identify key details by providing them
with a graphic organizer invitation that lists what key details they are
looking for (who, what, when, where, why and how). After completing the
invitation, the students will also complete a story map that details the
characters, setting, problem and solution for this text (using the invitation
graphic organizer as scaffolding.)
I will also support my students’ ability to identify key details by providing
them with opportunities to work in both group situations and with a partner
to examine text evidence for key details.
I will support my students to use and understand vocabulary by briefly
reviewing and discussing what each of the terms mean regarding to the key
details of the text.
I will also support the students us of vocabulary by utilizing two graphic
organizers (an invitation and a story map) that have the students writing the
key details in the text.
During the read aloud, we will stop and discuss as a class the new words
and the meaning of each word.
I will support my students use of syntax by providing them with graphic
organizers that specify which key details that they are looking for. They will
structure their responses by using the prompts What, Why, When, Where,
Who and How in an invitation graphic organizer. They will then use a story

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 organizer that outline which key map to classify the key details under the headings: Characters, Setting,
details that they should include. Problem, Solution and Magic.
Discourse The students will communicate their I will support my students use of discourse by first reviewing what key
How members of a discipline talk, write, understanding by correctly identifying details are. We will incorporate the vocabulary used in key details, such as
and participate in knowledge construction the key details in the text, such as the problem, solution, setting, and characters. We will then look at the text to
and communicate their understanding of setting, the problem, the characters find the characters together. We will discuss the questions on the invitation
the concepts and the solution. The students will graphic organizer: who, what, when, why, where and how? I will model how
also use the 5 w’s and how (who, we use the key details and text evidence to answer, “Who are the main
what, when, why, where, and how) to characters?” “What is the problem in this fairy tale?” “Why is it so difficult
communicate the key details of the for Cinderella to attend the ball?” “Where is the story taking place?” “How is
text. Cinderella able to attend the ball in the end?” “When does Cinderella
become transformed by the use of magic?”
I will then support my students use of discourse by having the students
work in partners to complete the remainder of the story map graphic
organizer (Setting, Magic, Problem and Solution.) When they are finished,
we will talk about their answers as a group and look at the text evidence
that the students used for their answers.
I will also support my students use of discourse when they fill out the first
column of the comparison graphic organizer by having them use their Key
Details Graphic Organizer as a reference.
Instructional Process Accommodations and/or
Modifications and/or
Supports
Anticipatory Set/Motivator
 I will ask the students if they are familiar with any fairy tales. I will have a paper bag with some mystery items in it. I will
tell the students that I have some key items from a familiar fairy tale that I will pull out one at a time. When they think they  Mystery Bag with
know what fairy tale it is, they can raise their hand. (Items will be, a toy mouse, a pumpkin, a picture of a glass slipper and a Items
wand.) The students can then guess which fairy tale they feel it is and justify their response by identifying where the  Cinderella Book
mystery objects fit in to the fairy tale.  Vocabulary Words
 I will explain that we will be reading two different versions of Cinderella. I will tell the students that we need to be looking for Story Elements:
for clues, as we did with the mystery items, in order to find out how the stories are the same and how they are different. I Characters, Setting,
will also ask them to think about what the message of each book is (what is the lesson from this book?) Problem, and
 I will review what the Key Elements are: Characters, Setting, Problem, and Solution. I will also explain that because we are Solution; I will post
reading a fairy tale, we are also going to look for how magic is used! I will review the vocabulary words that are on the wall these vocabulary
to discuss what we are looking for in the book. words on the wall
 We will then look at the book cover of Cinderella. We will activate prior knowledge by discussing what the students know with definitions and
about this fairy tale (for example, who are the characters, what happens, etc? We will activate prior knowledge. I will pictures for support
parallel Cinderella’s life to what we talked about regarding our own families and how Cinderella has to do all of the chores for the students
and the stepsisters don’t have to do any?)
Instructional Procedures
 I will read them Cinderella (Walt Disney’s version)
 During the reading, I will ask the students some questions, such as: What does this picture tell you about how Cinderella  Cinderella Book
was treated? Why wasn’t Cinderella able to attend the ball? Who helped Cinderella to attend the ball? How did the Fairy

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 Godmother help Cinderella? Where is this part of the story taking place? What are some text clues about the setting in this  Cinderella Invitation
part of the story? Key Details Graphic
 I will give the students the Cinderella Invitations Key Details Graphic Organizer. Organizer
 As a group, we will review the 5 W’s and how (who, what, when, where, why and how); we will discuss some answers to  Cinderella Story
these questions, and I will write their replies on a whiteboard. (Who are the main characters? What is the problem in this Map Key Details
story? When did this story take place? Where does the story take place or what is the setting? Why didn’t the stepsisters Organizer
and the stepmother want Cinderella to attend the ball? How was Cinderella able to attend the ball after all?) As I am writing  Story Elements:
the answers on the white board, the students will write their answers on the Cinderella Invitations Key Details Graphic Compare and
Organizer. Contrast Worksheet
 I will hand out the Cinderella Story Map Key Details Organizer.  White Board
 As a group, we will complete the first section that identifies the main characters in the text. I will scaffold these answers by
referring back to the answers that the students gave when we did the 5 w’s and what I wrote on the whiteboard when we
answered “Who”. As the students answer, I will model writing the answers down on my own sheet and the students will
write their answers on their own story map. After completing the character story element, the students will work in
partners and complete the remainder of the key details, which are the problem, the solution and the setting. When
students are finished, we will discuss their answers as a group.
 As a group, we will complete the first column together in the Story Elements: Compare and Contrast worksheet by
reviewing key details in the text from our Cinderella Key Details Graphic Organizer and our Cinderella Key Details
Graphic Organizer. All of the students will have their own copy of this graphic organizer. I will ask the students the
questions and take time to emphasize the 5 w’s and how in each question:
- What happened? I will ask them what the Problem was on their Cinderella Key Details Graphic Organizer. (The
stepmother and stepsisters are cruel to Cinderella and treat her like a servant. There is a ball for the Prince to find his
Princess. The stepsisters and the stepmother ruin her dress to stop her from going!) We will then review what the
Solution was on their Cinderella Key Details Graphic Organizer. (Cinderella’s Fairy Godmother used her magic to
send Cinderella to the ball. The prince fell in love with her. After she left the ball, he found her because her slipper fit.)
- Who are the main characters? We will review who the main characters are from our Cinderella Key Details Graphic
Organizer. (Cinderella, the Stepmother, the Stepsisters, the Fairy Godmother and the Prince.)
- Where did the story take place? I will ask them what the setting was on their Cinderella Key Details Graphic
Organizer. (In a Kingdom and in both Cinderella’s house and the Palace.)
- What magic is used in this story? Cinderella’s Fairy Godmother turned a pumpkin into a coach, her rags into a gown
and the mice into footmen.
 We will take a few minutes to pull the key details together. I will think aloud about what details the students have given
regarding the problem and the solution (for example, I will say, “So Cinderella was left in a house without her father, with
only her stepmother and stepsisters. She was treated like their servant and was made to clean for them all day. They were
really mean to her, weren’t they? When they were *all* invited to the ball, the stepsisters ruined Cinderella’s outfit so she
couldn’t go. Luckily, the Fairy Godmother was able to turn the pumpkin into a carriage, the mice into Coachmen and
Cinderella’s rags into a beautiful gown!! She was able to go to the Ball in the end, so she was able to meet the Prince and
live happily ever after!” I will then ask the students, “What did you notice about Cinderella and how she acted throughout
the story?” “Did she get mad or give up?” I will continue to lead the students towards thinking about how the lesson of the
fairy tale is that a little kindness will go a long way and to never give up!

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Closure
 Question Stems: Students will each write one question on a piece of paper. Their question must begin with Who, What,  Small pieces of
When, Why, Where or How and be about one of the key details in Cinderella. I will give them an example, such as “What did paper
Cinderella leave behind at the ball?” The students will all pass their paper to their partner and then we will take turns
reading their question aloud and answering it to the group.
 I will then let students know that tomorrow we will be reading a different version of Cinderella and to keep in mind the key
details from the version that we read today!
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-board images.
 Key Details Vocabulary Definitions for Word Wall; Cinderella text; Cinderella Key Details Graphic Organizer; Story Elements: Compare and Contrast
Graphic Organizer; Cinderella Invitations

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