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LESSON 1 UICS COLLEGE OF EDUCATION

BA IN ELEMENTARY EDUCATIONEDTPA LESSON PLAN TEMPLATE


Teacher Candidate:

Diana Venzor

Cooperating Teacher:

Date Taught:
School / District:

Grade:

2nd

Unit / Subject:

Cinderella/Literacy

Lesson Title / Focus:

Disneys Cinderella Moral of the Story

Field Supervisor:

I. Lesson Rationale (Why?)


Learning Goals and Focus (What students will be able to do):
Students will be able to retell Disneys Cinderella to determine moral of the story.
Common Core State Standards:
CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
How this lesson connects to students cultural, personal, and/or academic backgrounds:
In the Cinderella unit, students will be learning about the folktale of Cinderella from diverse cultures. This lesson connects to students academic backgrounds by
having learned story elements and use that background to identify the moral of the story. We will use Disneys Cinderella fairytale to begin the unit. Students are
familiar with Disneys Cinderella. This lesson connects to students academic, personal and cultural backgrounds because students have had some experience with the
movie Cinderella by Disney. This will be the first of several versions of Cinderella from diverse cultures.
Targeted Academic Language Function (e.g. identifying main idea, recording multiple ways to solve problems):
Determine moral of the story
Targeted Academic Language Demands (Vocabulary- every day, general subject specific words, and subject specific word meanings/ Syntax- organizing words and phrases
into structures- graphs, sentences, formulae):
Fairytale, moral, story elements

II. Instructional Strategies and Learning Tasks (How?)


Time

Learning Activities- What learning activities do you have planned

Questions Posed: What questions do you want to ask of the

for the students? Describe what may transpire during the


scaffolding of the lesson. How will you hook the students into
the lesson? How will you model, and provide opportunities for
guided, shared, and independent practice?

9:00
9:15

students, and what do you anticipate they will ask /raise as


their own questions and answers?

Beginning:
Tell students objective for the lesson: Learning to determine moral of the story
by identifying key details.
Tell students what a fairy tale is. Give examples: Cinderella, Sleeping Beauty,
and Snow White. Pass out fairy tale handout.
Tell students the importance of determining the moral of the story. The moral
of the story is the lesson the author wants us to learn. It is the central message of
the story. An example of the moral of the story are: never give up, follow your
dreams, and dreams can come true. Write on anchor chart.

9:15
9:40

Middle:
Whole group read aloud: Disneys Cinderella read aloud:
Model to students through think aloud. Teacher will model how to determine
setting and characters. Write on white board.
Stop on pg. 1 to begin to model the setting in the story. Write on white board.
Stop on pg. 9 and 16. Model characters in the story. Write on white board.
Stop on pg. 10. Give students guiding questions to determine moral of the story.
Knowing how Cinderella is treated guides students to think about what the
central message is.

How is Cinderella treated?


Anticipated Response: (bad, ugly, mean, her family treats
her like a servant, her step-mother is mean to her)
Why do you think Cinderella does not treat her step-mother
and step sisters the same way they treat her?

Anticipated Response: (Because Cinderella is kind, because


Cinderella is afraid, because that is her family, because when
you are a nice person you cannot be mean, cruel, or evil)
Stop on pg. 15. This is a question for identifying a key detail for a solution at a
time when Cinderella is helpless.

On pg. 16. Ask students: Why did chores not stop Cinderella from going to the
ball? This will guide students for the moral of the story by the end. Cinderella
is a good person and perseveres through her struggles. She does not give up.

Stop on pg. 19. Students will pair share what the problem of the story is. Have
3-4 students share to whole class.

Final questions will guide students to determine moral of the story


independently.

How does the fairy Godmother help Cinderella?


Anticipated Responses: (She gives a ball gown, slippers,
carriage, she gives her advice, she is there for her, she
supports her)

Did her chores stop Cinderella from trying to go to the ball?


How do you know?
Anticipated Response: (They didnt because Cinderella still
went to the ball, They did because the step-sisters and stepmother tore her dress, It didnt stop her because she did not
quit, It did not stop her because she went to the ball and met
the prince)

What is the problem of the story?


Anticipated Response: (Cinderellas step-mother locked the
door, Step-mother is treating Cinderella bad, Step-mother is
not letting Cinderella try on the slipper)
What did Cinderella do to make her dream come true?
Do you think that because of the person she was made a
difference of her dreams coming true?
Anticipated Response: (Because she was kind throughout
the story, because she is a good person, because she was
treated badly, because she deserves it, because she never
quit, Because she was a kind person and never gave up her

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End:
Students will complete graphic organizer independently. They will write what
the moral of the story is and complete story element, solution.

dreams came true)


Why didnt the evil stepmother or step sisters dream come
true?
Anticipated Response: (Because they are evil, they treated
Cinderella bad, they did not deserve to have their dream
come true, they are cruel)

Closure: Today, we learned how to retell a story to determine the moral of the
story. We did this by using story elements. We learned what fairy tales are. We
also learned what the moral of the story is. The moral of the story is the lesson
we learn from reading the story. It is the central message and theme of the
story.

III. Assessment (How do you know?)


Formative Assessment:

Complete graphic organizer. Students will write the moral of the story and solution from Cinderella.
Summative Assessment:

IV. Instructional Materials, Resources, and Technology (What)

What materials will you need in order to teach this lesson?

What materials will students need?


Book: Disneys Cinderella
Graphic Organizer
White board
Dry erase marker/eraser
Pencils
Anchor char

LESSON 2 UICS COLLEGE OF EDUCATION


BA IN ELEMENTARY EDUCATIONEDTPA LESSON PLAN TEMPLATE
Teacher Candidate:

Diana Venzor

Cooperating Teacher:

Date Taught:
School / District:

Grade:

2nd

Field Supervisor:

Unit / Subject:

Cinderella Unit/Literacy

Lesson Title / Focus:

Recount and determine moral of Adelita by Tomie dePaola

I. Lesson Rationale (Why?)


Learning Goals and Focus (What students will be able to do):
Students will be able to retell a fairy tale to determine the moral.
Common Core State Standards:
CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
How this lesson connects to students cultural, personal, and/or academic backgrounds:
This lesson connects to students backgrounds in variety of ways. In Lesson 1, students read and used story elements to recount and determine the moral. In this
lesson, students will retell the story, Adelita using story elements. Adelita is the Mexican version of Cinderella. Students in the classroom are from Mexican-American
backgrounds, which can make a cultural connection to the lesson. Academically, students will connect from previous lessons and Disney Cinderella stories.
Targeted Academic Language Function (e.g. identifying main idea, recording multiple ways to solve problems):
Recount fairy tale and determine moral of the story.
Targeted Academic Language Demands (Vocabulary- every day, general subject specific words, and subject specific word meanings/ Syntax- organizing words and phrases
into structures- graphs, sentences, formulae):
Fairy tale, story elements, moral

II. Instructional Strategies and Learning Tasks (How?)


Time

Learning Activities- What learning activities do you have planned

Questions Posed: What questions do you want to ask of the

for the students? Describe what may transpire during the


scaffolding of the lesson. How will you hook the students into
the lesson? How will you model, and provide opportunities for
guided, shared, and independent practice?

students, and what do you anticipate they will ask /raise as


their own questions and answers?

Beginning:

9:00
9:05

Review previous lesson: Students recounted and determined


moral of the story. Tell students objective for today. We will
recount a different version of Cinderella and determine the
moral like yesterday. Today we will read Adelita. Adelita is fairy
tale like Cinderella. She is a Mexican version of Cinderella.

Middle: Start read aloud

9:05
9:35

The teacher will model setting, characters during read aloud.


Teacher will use targeted academic vocabulary to model to
students how to use that vocabulary.
Stop on pg. 2. Model setting. (Mexico)
Stop on pg. 7. Model characters
Stop on pg. 14. Students will pair share the problem.
Ask 3-4 to share.

Stop on pg. 16. Students are asked to think about how


Esperanza helps Adelita. This is to guide students to think about
the moral and good vs. bad characters in fairy tales.

What do you think the problem is in the story?


Anticipated responses: (Senora Micaela is mean to Adelita,
She does not let Adelita go to the fiesta or party, she kicked
out Esperanza, her step daughters are mean, her step mother
and step sisters are evil)

How does Esperanza help Adelita? Why do you think she


helps her?
Anticipated responses: (Esperanza loves Adelita. She tells
her where she could find something to wear and borrowed a

cart to take to the fiesta, she helps her by making her look
pretty)

9:35
9:50

Stop on pg. 24. The question for this page will guide
students to think about the moral.

Stop on pg. 25. The question can prompt students to make


connection to Disneys Cinderella.

Why do you think Adelita continues to help her sisters by


getting them dressed?
Anticipated Response: (Because Adelita is a good person,
because she has to, because she is afraid, because she is
kind)
Why does Javier call Adelita, my Cenicienta?
Anticipated Response: (Because she is like Cinderella, she
disappeared from the fiesta, her step mothe rand sisters are
cruel like in Cinderella, the prince is searching for her like in
the Cinderella from France)

End:
Students will complete solution and moral of the story
independently.
Closure: Today we recounted a different Cinderella version,
Adelita. We also determined the moral of the story. Tomorrow we
will learn compare and contrasting. We will compare and contrast
both Cinderella and Adelita.

III. Assessment (How do you know?)


Formative Assessment:

Students will complete graphic organizer and moral of the story handout.
Summative Assessment:

IV. Instructional Materials, Resources, and Technology (What)

What materials will you need in order to teach this lesson?


What materials will students need?

Book: Adelita by Tomie dePaola


Anchor chart
White board
Dry erase markers
Pencils
Handouts/graphic organizers

LESSON 3 UICS COLLEGE OF EDUCATION


BA IN ELEMENTARY EDUCATIONEDTPA LESSON PLAN TEMPLATE
Teacher Candidate:

Diana Venzor

Cooperating Teacher:

Date Taught:
School / District:

Grade:

2nd

Field Supervisor:

Unit / Subject:

Cinderella Unit/ Literacy

Lesson Title / Focus:

Compare and Contrast Disneys Cinderella and Adelita

I. Lesson Rationale (Why?)


Learning Goals and Focus (What students will be able to do):
Students will be able to identify 2 differences and 2 similarities of two versions of the same story.
Common Core State Standards:
CCSS.ELA-Literacy. R.L. 2.9 Compare and contrast two or more versions of the same story by different authors or from different cultures.
How this lesson connects to students cultural, personal, and/or academic backgrounds:
In this Cinderella unit, students will be learning diverse Cinderella versions around the world. They will be recounting stories through story elements. They also have
been learning to identify the moral of the each Cinderella version. In this lesson, students will learn to compare and contrast two versions of Cinderella, Disneys
Cinderella and the Mexican Cinderella, Adelita. Students will use handouts they completed from lesson 1 and 2 to compare and contrast. The handouts have the story
elements from each story and the moral.
Targeted Academic Language Function (e.g. identifying main idea, recording multiple ways to solve problems):
Compare and contrast
Targeted Academic Language Demands (Vocabulary- every day, general subject specific words, and subject specific word meanings/ Syntax- organizing words and phrases
into structures- graphs, sentences, formulae):
compare, contrast, moral, story elements

II. Instructional Strategies and Learning Tasks (How?)


Time

Learning Activities- What learning activities do you have planned


for the students? Describe what may transpire during the

Questions Posed: What questions do you want to ask of the


students, and what do you anticipate they will ask /raise as

scaffolding of the lesson. How will you hook the students into
the lesson? How will you model, and provide opportunities for
guided, shared, and independent practice?

their own questions and answers?

Beginning:

9:00
9:10

Tell students objective of the lesson: Today we will be learning how to


compare and contrast Disneys Cinderella to Adelita.
Use anchor chart for definition and modeling of Venn diagram.
Tell students compare means how the stories are similar and contrast means
how they are different. Students will use Venn diagram handout to write down
examples and their own ideas of comparing and contrasting independently.
Middle:

9:10
9:30

Model to students an example of how both versions are similar and 1


example of how they are different. Example 1: One way both stories
are the same is characters, they both have an evil step-mother and step
sisters (demonstrate where to write similarities in Venn diagram). A
difference between the stories is the setting, Cinderella setting is from
France and Adelita is from Mexico (demonstrate how to write
differences on Venn diagram). Let students know you are using the
story elements used to recount from lesson 1 and 2 to identify
differences and similarities.
Students will pair share ideas for another similarity or difference.
They will discuss with a partner from their group. Allow students to
use other comparing and contrasting examples other than those used in
recounting handouts. Allow 3-4 students to share.

What is another similarity and/or difference from both


versions?
Anticipated responses: (A similarity is that both step mother
are evil, both step sisters are evil, both stories have parents
that die, both Cinderella and Adelita are kind, they both have
someone that helps them (fairy Godmother and Esperanza),

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they both fall in love (the Prince and Javier), they both
disguise themselves, They are different because Adelita does
not lose a glass slipper like Cinderella, Javier is not a prince
like in Cinderella, Adelita speaks Spanish and Cinderella
speaks English)
Where should I write the similarity on the Venn diagram?
Anticipated responses: (in the middle, on the left side, on
the right side)
Where should I write the differences on the Venn diagram?
Anticipated responses: (in the middle, on the left side, on
the right side)
End:
Students will complete Venn Diagram and list one similarity and one difference
independently.
Closure:
Today we compared and contrasted two versions of the same story by using a
Venn diagram and the recounting handout. We will continue to compare contrast
other versions of Cinderella around the world.

III. Assessment (How do you know?)


Formative Assessment:

Students will complete compare and contrast, Venn diagram handout.


Summative Assessment:

IV. Instructional Materials, Resources, and Technology (What)

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What materials will you need in order to teach this lesson?


What materials will students need?

Compare and contrast handouts


White board/dry erase marker
Pencils
Fairy tale recipe handout/recounting handout

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