Teacher: Holli Haskins Grade Level: Second

Subject: Language Arts (Compare/Contrast) Unit or Chapter: N/A

Acquisition Stages of the ELLs in my class: 1 Starting (Level 1), 2 Developing (Level 3)
1. What are the ELL or content area standards?
2.1 The student will demonstrate an understanding of oral language structure.
b) Create and participate in oral dramatic activities.

2.8 The student will read and demonstrate comprehension of fictional texts.
e) Describe characters, setting, and important events in fiction.
f) Identify the problem and solution.
g) Identify the main idea.
h) Summarize stories and events with beginning, middle, and end in the correct sequence.

Throughout this lesson sequence students will be read aloud various versions of
Cinderella. Students will compare and contrast the various versions while using their
comprehension strategies previously taught. In the end students will work in groups to
orally retell or present their version of Cinderella. This lesson supports multicultural
education by teaching Cinderella through a variety of cultures, the English version, the
Vietnamese version, the Middle Eastern version, and the North American (cowboy)
version.

2. What key concepts will students learn, and what strategies will be used to teach
them?
Learning Outcomes: Compare and Contrast using Comprehension Strategies, Orally
Retell
Teaching Strategies: Modeling how to orally retell stories, modeling how to use
comprehension strategies to compare/contrast
Modeling is the best way to introduce/teach EL students especially a Level 1. For the
Level 1 student it is best to give the option of participating in the retelling, this would all
depend on how much English they know so far. In the end they may be given the
opportunity to show their learning another way.
3. What background knowledge will students need? How will it be activated?
Students will need to be aware of comprehension strategies, such as making predictions;
asking/answering questions about what is being read; describe characters, setting,
important events; identify problem and solution; identify main idea; and summarize the
story. These comprehension strategies will be activated by modeling how to use them
when reading the first version of Cinderella; the first one read to the class will be the
English version. Once all the comprehension strategies have been modeled students will
need to do the same for the other three versions when read aloud to them.

Students will also need background knowledge on Cinderella; this will be given when the
teacher models how to retell a story. In this case the story would be Cinderella since that
is the study being done. The teacher will use a felt board with characters to show and tell
the students how the story of Cinderella goes, it is hoped that many students will be able
to join in during the oral retelling of the story.

4. List key terms, words, idioms, and phrases (TWIPs) to be pretaught. Include simple,
student-friendly definitions. Identify words that are likely to be used outside class as
well as academic words that are content-specific.
 Oral Retelling: A spoken rather than written retelling of a story or event
 Sequencing: Ordering events in which they happened
 Problem/Solution: Something that happens in a story and how it is solved
 Main Idea: What the story is mostly about
 Characters: People in a story
 Setting: Where the story takes place
5. Design one or more of the following activities for TWIP instruction:
 Sequencing Activity: Students will be given the assignment of sequencing each
version of Cinderella. In order to modify the lesson for all learners, some will have to
write and sequence, others will be given pre-written cards to sequence, and my low
level learners and most likely the Level 1 and possibly the Level 3 EL students will
be given picture cards to sequence the events of Cinderella. This activity will be done
in order to prepare them for the oral retelling of the story as their end assignment.
 Filling out simple charts: Students will be given the assignment of filling out a simple
chart to state the main idea, characters, setting, and problem/solution for all of the
versions of Cinderella read aloud to them. These charts will also be a way for students
to compare/contrast the different versions. To modify students will be allowed to
draw pictures in the boxes instead of writing words. They may also be given a filled
out chart that they will need to cut up and match back together.
According to the WIDA Can Do descriptors for both Level 1 and 3 EL students, the way
I have modified both of these assignments they should be able to complete both of them
with oral instructions from the teacher or ESOL teacher.
6. Check which of the following strategies you will use in class:
 Buddies
 Cooperative Groups
 Graphs, charts, photos, drawings
 Graphic organizers
 Using body language, skits, storytelling, music, videos
All of these are ways for EL students to interact with their peers and learn more of the
English language by hearing their classmates work together. Even though this is a whole
class lesson, students will be given numerous opportunities to talk in buddies or small
groups in order to complete assignments. According to the WIDA Can Do descriptors all
of my EL students should be able to complete assignments given the various strategies
we are using in class to complete all assignments.
7. How will you modify text for beginning learners of English?
In order to modify text for beginning learners of English I will find a version of
Cinderella in their native language. Hopefully this version will also have English beside it
so that we can read together and comprehend what is happening in the story together by
sorting sequence picture cards about Cinderella. It is important to use a lot of pictures
with EL students since this is a great way to communicate when there is a language
barrier.