Extended Lesson Plan Format

Introduction
In this section, specify the broad objective of the lesson. What is the holistic overview of the lesson? What will the students learn when they complete the lesson? In general terms, why are you having the students do this unit?
GRADE LEVEL: 5th Grade
SUBJECT: Language Arts - Reading, Writing, Listening
OVERVIEW: In this lesson, students will review the elements of literature: setting: characters, plot, theme, and visual features (illustrations) as well as cultural features. They will work in small groups to read, to summarize, to respond to illustrations, and to develop a theme for each Cinderella variant. They will respond individually to the story and compare/contrast one element.
PURPOSE: This lesson provides students with group support for reviewing literature elements and for building their understandings of themes and ways to respond to illustrations. In addition, this exploration of traditional multicultural literature will broaden students' horizons and understandings of similarities and differences among the cultures studied.

Outcomes
Upon successful completion of this lesson, the students will be able to... (Name all your unit/lesson objectives).
Students will be able to:
1. identify and describe the elements of literature (group).
2. determine a theme and respond to illustrations (group).
3. respond to the story (individual).
4. synthesize their understanding of story to arrive at a deeper understanding of culture (individual).

Standards
List AZ State Standards, standard number and the actual words of each curriculum standard that will be addressed in this lesson. Do not list only the standard number.

5th Grade
Reading
Concept 2: Historical and Cultural Aspects of Literature
o Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.(5-R2-C2)
PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature.
Writing
Strand 1: Writing Process
Concept 1: Prewriting
PO 4. Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing.
Strand 3: Writing Applications
Concept 5: Literary Response
PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See 5-R2-C1)

Resources
List the off-line resources that the students will use, such as books, encyclopedias, class experts, magazines, etc. If applicable, list the online resources that the students will use, such as websites, CD-ROMS, etc. Provide the title of the resource, the URL (if web page), and a brief description of what the student will encounter in that site.

Children's Literature:
Cinderella by Charles Perrault, illustrated by Susan Jeffers (France)

Six Cinderella Variants (4 copies of each):
1. Cendrillon: A Caribbean Cinderella by Robert D. San Souci, illustrated by Brian Pinkney (Carribean)
2. The Egyptian Cinderella by Shirley Climo, illustrated by Ruth Heller (Egyptian)
3. Little Gold Star/A Cinderella Cuento Estrellita De Oro by Joe Hayes, illustrated by Gloria Osuna Perez and Lucia Angela Perez (Mexican)
4. Mufaro's Beautiful Daughters by John Steptoe (African)
5. Rough-face Girl by Rafe Martin, illustrated by David Shannon (Algonquin)
6. Yeh Shen by Ai-Ling Louie, illustrated by Ed Young (Chinese)

Materials
List all the materials that the students will need to complete this unit/lesson plan. Make sure to include all the software applications that you are planning to use.

Other Materials
1. Setting/Charaters/Plot/Cultural Features Recording Sheets
2. Half-page sheets for themes and visual features
3. Literature Response Journals

Process
In this section, give a DETAILED description of what the students will be doing and how you, as the teacher, will facilitate student learning. Include several subsections, such as Preparation, Tips, Tasks, Stations (if you are using centers). Also, specify what outcomes and/or products are expected from the students. Note: Use the Essential Elements of Instruction as your guide.

Link to EEI Lesson Plan

Assessment
How will you assess your students' learning? Will you use a test? A project? A presentation? A demonstration? If you use alternative assessment, you will need to use a rubric. Who will construct the rubric? Will you as a teacher do it? Will you and your students do it? If you are planning to use a rubric for this unit/lesson plan, do not say that you will use a rubric, but create one and include it with your unit materials.

Each group's collaborative work will correctly represent the elements. In addition to their open-ended literature responses, students will be asked to construct a Venn diagram comparing the cultural features of their Cinderella variant with the Perrault (French) version.

Extensions/Modifications
Include any way you may expand this unit/lesson plan to reach a different goal, such as more in-depth knowledge, deeper investigation, and/or moving it up Bloom's taxonomy of thinking skills. Or, how this unit/lesson plan may be modified to fit the needs of minority students, special education students, or minority students with special needs.

Students can use this work to compare the elements of literature in any two Cinderella variants. They can also synthesize this learning to compose a small group or individual Cinderella variant of their own. For an interjection of humor, students can compose a headline and a newspaper article in the style of Colin and Jacqui Hawkins (Fairytale News, Candlewick, 2004).

This lesson can be modified by orally reading books or tape-recording books for individual/small groups of students. For ELLs, provide Cinderella variants in other languages.