Teacher: Nicole Salamone Date: 7/5/20

Content Area: ELA School: Alleghany Avenue

Grade: 2 Skill: Comparing and Contrasting School District: Lindenhurst

INSTRUCTIONAL OBJECTIVE (S) (Lesson Objective (s)*)

Following a lesson on the elements of a story, students will listen to two versions of
Cinderella titled Cendrillon by Robert D. San Souci and Walt Disney’s Cinderella.
Students will discuss the stories in partnerships and compare and contrast both stories
using a Venn diagram. Students will write their own version of Cinderella scoring at least
a three out of five on a teacher created rubric.

CCLS/ +NYS STANDARDS AND INDICATORS

CCCS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.

Indicator: This will be evident when the students listen to both stories and compare and
contrast the stories using a Venn diagram.

CCCS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to
answer a question.

Indicator: This will be evident when students individually write their own version of
Cinderella.

INSTRUCTIONAL RESOURCES

 Cendrillon by Robert D. San Souci and Walt Disney’s Cinderella

 Worksheets
 Hula Hoops
 Index Cards
 Pencils/Pens

MOTIVATION (Engaging the learner(s)*)

The students will go on a “picture walk” of the book, Cendrillon by Robert D. San
Souci and they will predict what they think the story will be about.
 DEVELOPMENTAL PROCEDURES

 Students will listen to the books Cendrillon by Robert D. San Souci and Walt
Disney’s Cinderella. (Did you like both stories? Why or Why not? What is the
point of view of both stories? What story elements are similar or different? What
is the setting of each story? What is the ending of both stories? Are they
different? Do you like how they end? Why or why not? If you can change the
ending to Cinderella, how would you change it? Explain.)

 Students will discuss both stories in partnerships. (Which version of Cinderella

did you like better? Explain. Did you share the same opinions as your partner?
Explain. Did both Cinderella’s have similar or different cultures? Explain.)

 Students will compare and contrast both stories using hula-hoops as a Venn
diagram in a small group format. (Did you like working in small groups? Explain.
What are some similarities in the story that you noticed? What are some
differences in the story that you noticed? Do Venn diagrams help you understand
what you read? Why or Why not?)

 Students will individually write their own version of Cinderella. (Did you like
writing your own story? What is the title of your story? In your story, do you
share any similarities or differences with the other stories we read in class?
Explain. What are the story elements that we should include in our stories?)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Class Discussion
Indicator: This will be evident when the teacher reads and discusses the two
versions of Cinderella titled Cendrillon by Robert D. San Souci and Walt Disney’s
Cinderella.

Discussion
Indicator: This will be evident when the students discuss the comparisons and
contrasts of the stories in partnerships.

Cooperative Small Group Activity

Indicator: This will be evident when the students fill in the “hula hoops” or Venn
diagram with similarities and differences in a small group format.

Independent Work
Indicator: This will be evident when the students write their own version of
Cinderella.
 ADAPTATIONS (Exceptionality*)

 For the ELL learners, the teacher will provide tapes of the books that are read in
the learners’ native language, the teacher will provide a list of vocabulary words
in both English and the learners’ native language and will check often for
understanding.

 For the students who have speech/language impairment, the students will sit in
front of the classroom near the teacher and the students will be prepared with a
question ahead of time, so the students are prepared to respond.

 For the students who have poor fine motor coordination, the students will verbally
respond in discussions, verbally share their comparisons and contrasts of the
stories and will use a computer to type their own stories.

DIFFERENTIATION OF INSTRUCTION
The teacher realizes not all students learn the same way. The class will be separated by
ability.
 For the students who are below grade level, they will be given a story map
graphic organizer to plan and organize their thoughts prior to writing their own
story. Additionally, students will be given a checklist to ensure they meet the
requirements of the writing assignment. They will write five to six sentences of
the story.

 For the students who are at grade level, they will be given a planning page and a
checklist to plan their thoughts and to ensure they meet the requirements of the
writing assignment. They will write seven to eight sentences of the story.

 For the students who are advanced, they will be given a checklist to ensure they
meet the requirements of the writing assignment. They will write ten or more
sentences of the story including illustrations.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

 The teacher will assess the students based on their responses to the stories through
partnerships and the hula-hoop Venn diagram activity.
 Students will be assessed through their writing of their own version of Cinderella
containing its correct elements.

INDEPENDENT PRACTICE

 Students will fill in a Venn diagram for two versions of The Three Little Pigs
called The Three Little Pigs by Paul Galdone and The Three Little Wolves and the
Big Bad Pig by Eugene Trivizas.
FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION
AND ACADEMIC ENRICHMENT

DIRECT TEACHER INTERVENTION:

 For the students who do not meet the objective, they will work with the teacher on
a story map graphic organizer.

ACADEMIC ENRICHMENT:

 For the students who do meet the objective, they will complete a main idea puzzle
on the story of Cinderella with three supporting details.
 TEACHER REFERENCES

Disney, W. (1974). Cinderella. NY: Random House.

Souci San D., Robert. (1998). Cendrillon. Simon & Schuster.

Henderson, D. (2010). Teaching Compare and Contrast With Venn Diagrams. Retrieved

March 03, 2017, from http://www.teachwithme.com/blogs/getting-to-the-

core/item/336-teaching-compare-and-contrast-with-venn-diagrams

(N.d.) Story Maps. (2017, February 27). Retrieved March 03, 2017, from

http://www.readingrockets.org/strategies/story_maps