Courtney Spangler Unit Plan ELED 647 Spring 2022

Title of Unit Plan: 2nd Grade ELA Courage within Folktales

Summary: This topic of courage will be demonstrated throughout the various folktale texts
being read over the three weeks of the English Language Arts unit. We will be reading five to
six, if not more, variations of the folktale of Cinderella. These stories will be taking place in
France, Egypt, China, Africa, and on Native American reservations. I chose this topic because I
love the variety of cultures that I get to expose my students to. I enjoy how one story can be
made into many different versions. Also, that each story has their own unique twists, so it is
never the same. I also enjoy these because it is normally about how a woman is the courageous
character. A lot of the stories we read throughout the year have a male main character. I believe
it is important that my female students see a female main character as well. These stories have
the same background of a woman finding her “prince” however, she faces many trials along the
way and must be courageous. I want these stories to inspire all my students to have courage and
fight for what they believe in or fight for what is right. While working through this unit, students
will be creating their own version of the Cinderella story. They will create their own characters,
setting, and write their story and present it a way of their choosing. For example, they can do a
play, skit, record it, make a rap, a poster, sing it etc.

Objectives:
Skills:
 Students can compare and contrast two or more versions of the same story by different
authors or from different cultures.
 Students can recount stories from diverse cultures and determine their central message,
lesson, or moral.
 Students will be able to ask and answer questions such as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
 Students can explain how the use of images can assist to understand the text.
Knowledge:
 Students can identify the difference between a folktale and non-fiction text.
 Students can write an opinion essay using information from a variety of texts to support
their opinions.
 Students can participate in collaborative discussions.
Dispositional:
 Students can identify acts of courage in the text and within their own lives.
 Students will be able to understand the meaning of courage.

Maryland State Standards:

 CCSS.ELA-Literacy.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.
 CCSS.ELA-Literacy.RL.2.2: Recount stories, including fables and folktales from
diverse cultures, and determine their central message, lesson, or moral.
 CCSS.ELA-Literacy.RL.2.7: Use information gained from the illustrations and words
in a print or digital text to demonstrate understanding of its characters, setting, or plot.
  CCSS.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
 CCSS.ELA-Writing.W.2.1: Write opinion pieces in which they introduce the topic or
book they are writing about, state an opinion, supply reasons that support the opinion, use
linking words (e.g. because, and, also) to connect opinion and reasons, and provide a
concluding statement or section.
 CCSS.ELA-Speaking and Listening.SL.2.1: Participate in collaborative conversations
with diverse partners about grade 2 topics and texts with peers and adults in small and
larger groups.
 CCSS.ELA-Speaking and Listening.SL.2.2: Recount or describe key ideas or details
from a text read aloud or information presented orally or through other media

Week 1 Summary:

 I will be introducing the Cinderella unit to the students. Students will gain an
understanding of what a folktale is and how it is different from a nonfiction
text. I will also be defining courage and students will be finding examples of
courage that can be found in the story. Students will also be creating the
setting background and their characters from various materials. They will
then use their creations to retell the story to younger students in the school.

Week 2 Summary:

 We will be continuing on with the Cinderella unit. Students will be learning

how to use a Venn diagram to compare and contrast versions of the stories.
We will also be moving into stories that are based in Africa. Students will
continue to work on their characters in their own version of Cinderella.

Week 3 Summary:

 We will finish up Cinderella’s in Africa and move into Asia. Students will
again compare and contrast the versions of the Cinderella’s. They will
continue to learn about courage and identify acts of courage throughout the
stories. This week they will really focus on illustrations found in the stories
and how they are important. They will start to draft their own story of
Cinderella.

Week 4 Summary:

 This week will be the last version of Cinderella that is read to the class. They
will do their final comparison using a Venn diagram. They will choose
 which two Cinderella stories they want to write an opinion piece on. The
writing process will begin.

Week 5 Summary:

 Students will work all week on composing their opinion essay on the various
Cinderella stories they read in class. They will use their Venn diagram notes
to complete this. Once the writing is complete, they will continue to work on
their own Cinderella story and if there was a week 6, they would present
their version.
Monday Tuesday Thursday Friday
Cinderella France Day 1 Cinderella France Day 2 Rough Face Girl Day 1 Rough Face Girl Day 2

Objectives: Objectives: Google Slides Objectives:

Students can identify the Students can identify the Students can identify the
difference between a difference between a folktale Objectives: difference between a folktale
folktale and non-fiction and non-fiction text. Students can identify the and non-fiction text.
text. difference between a folktale
Students will be able to ask and non-fiction text. Students can compare and
Students will be able to ask and answer questions such as contrast two or more versions
and answer questions such who, what, where, when, Students can compare and of the same story by different
as who, what, where, when, why, and how to contrast two or more versions authors or from different
why, and how to demonstrate understanding of the same story by different cultures.
demonstrate understanding of key details in a text. authors or from different
of key details in a text. cultures. Students can identify acts of
Students will be able to courage in the text and within
Students will be able to understand the meaning of Students can identify acts of their own lives.
understand the meaning of courage. courage in the text and within
courage. their own lives. Standards:
Standards: CCSS.ELA-Literacy.RL.2.1
Standards: CCSS.ELA-Literacy.RL.2.1 Standards: CCSS.ELA-Literacy.RL.2.2
CCSS.ELA- CCSS.ELA-Literacy.RL.2.7 CCSS.ELA-Literacy.RL.2.1 CCSS.ELA-Speaking and
Literacy.RL.2.1 CCSS.ELA-Speaking and CCSS.ELA-Literacy.RL.2.2 Listening.SL.2.1
CCSS.ELA- Listening.SL.2.2 CCSS.ELA-Speaking and
Literacy.RL.2.7 Listening.SL.2.1 Activities:
CCSS.ELA-Speaking and Activities: Students will complete a
Listening.SL.2.2 Students will complete a Activities: writing prompt. Students will
writing prompt. Students will complete a complete their setting
Activities: writing prompt. Students will background.
Students will complete a Assessment: create their setting
writing prompt. Informal: Seeing if students background. Assessment:
can identify the main points Informal: Seeing if students
Assessment: of the story map within the Assessment: can identify the main points of
Informal: Seeing if students story. I will also be asking Informal: Seeing if students the story map within the story.
can identify the main points students to identify acts of can identify the main points of Students will be asked to
the story map within the story. identify acts of courage that
of the story map within the
story.
Compare and Contrast
France and Rough Face
Girl
Objectives:
Students can compare and
contrast two or more
versions of the same story
by different authors or from
different cultures.
Students can recount stories
from diverse cultures and
determine their central
message, lesson, or moral.
Standards:
CCSS.ELA-Writing.W.2.1
CCSS.ELA-
Literacy.RL.2.9
CCSS.ELA-
Literacy.RL.2.2
Activities:
Students will complete a
Venn Diagram comparing
the first two versions of the
fairytale.
Assessment:
Formal: Students will write
a short opinion piece
comparing the two
folktales. They may present
it in a form of their
choosing after writing it.
Song, rap, video, skit, or
just reading their writing.
courage that occurred within
the story.
Egyptian Cinderella Day 1
Google Slides
Objectives:
Students can ask and answer
questions about the text.
Students will be able identify
the main purpose of the text.
Students can explain how the
use of images can assist to
understand the text.
Standards:
CCSS.ELA-Literacy.RL.2.1
CCSS.ELA-Literacy.RL.2.7
CCSS.ELA-Literacy.RL.2.2
Activities:
Students will complete a
writing prompt. Students
will create their characters
out various materials.
Assessment:
Informal: Students will
conduct a peer driven
conversation about the
illustrations in the text and
how they assist in a better
understanding of the story
elements.
Students will be asked to
identify acts of courage that
occurred within the story.
Students will be asked to
identify elements that make
this story a folktale.
Egyptian Cinderella Day 2
Objectives:
Students can ask and answer
questions about the text.
Students will be able identify
the main purpose of the text.
Students can explain how the
use of images can assist to
understand the text.
Students can identify the
difference between a folktale
and non-fiction text.
Students can identify acts of
courage in the text and within
their own lives.
Standards:
CCSS.ELA-Literacy.RL.2.1
CCSS.ELA-Literacy.RL.2.7
CCSS.ELA-Literacy.RL.2.2
Activities:
Students will complete a
writing prompt. Students will
continue to create their
characters.
Assessment:
Informal: Students will
collaborate with each other in
a think-pair-share. Students
will identify acts of courage,
main story elements, and
identify elements of a folktale.
occurred within the story.
Students will be asked to
identify elements that make
this story a folktale.
Mufaro’s Beautiful
Daughter Day 1
Objectives:
Students can recount
stories from diverse
cultures and determine
their central message,
lesson, or moral.
Students will be able to
ask and answer questions
such as who, what, where,
when, why, and how to
demonstrate
understanding of key
details in a text.
Students can explain how
the use of images can
assist to understand the
text.
Standards:
CCSS.ELA-Literacy.RL.2.1
CCSS.ELA-Literacy.RL.2.2
CCSS.ELA-Literacy.RL.2.7
CCSS.ELA-Speaking and
Listening.SL.2.1
CCSS.ELA-Speaking and
Listening.SL.2.2
Activities:
Students will complete a
writing prompt. Students will
begin planning their plots of
their own Cinderella story.
Assessment:
Informal: Students will be
collaborating with each other
to answer the discussion
questions throughout the
reading. They will be
 answering who, what, where,
when, and why questions.

Mufaro’s Beautiful Compare and Contrast Korean Cinderella Day 1 Korean Cinderella Day 2
Daughter Day 2 Egyptian and Beautiful
Daughter Google Slides Objectives:
Objectives: Students can ask and answer
Students can recount Objectives: Objectives: questions about the text.
stories from diverse Students can compare and Students can ask and answer
cultures and determine contrast two or more questions about the text. Students can explain how the
their central message, versions of the same story by use of images can assist to
lesson, or moral. different authors or from Students can explain how the understand the text.
different cultures. use of images can assist to
Students will be able to understand the text. Students can identify acts of
ask and answer Students can recount stories courage in the text and within
questions such as who, from diverse cultures and Students can identify the their own lives.
what, where, when, determine their central difference between a folktale
why, and how to message, lesson, or moral. and non-fiction text. Students will be able to
demonstrate understand the meaning of
understanding of key Standards: courage.
Standards:
details in a text. CCSS.ELA-Writing.W.2.1 CCSS.ELA-Literacy.RL.2.1
CCSS.ELA-Literacy.RL.2.9 CCSS.ELA-Literacy.RL.2.7 Standards:
Students can explain CCSS.ELA-Literacy.RL.2.2 CCSS.ELA-Speaking and CCSS.ELA-Literacy.RL.2.1
how the use of images Listening.SL.2.1 CCSS.ELA-Literacy.RL.2.7
can assist to understand Activities:
the text. Students will complete a Activities: Activities:
Venn Diagram comparing Students will participate in Students will create their own
Students can identify acts the first two versions of the the collaborate jigsaw illustration to add to the story.
of courage in the text and fairytale. discussion. Students will The students will continue to
within their own lives. continue their learning about work on their own version of
Assessment: Korea with an online course Cinderella once they are done.
Standards: Formal: Students will write a developed by me.
CCSS.ELA- short opinion piece Assessments:
Literacy.RL.2.2 comparing the two folktales. Informal: Students will create
Assessment:
CCSS.ELA- They may present it in a Informal: Students will an illustration to add to the
Literacy.RL.2.1 form of their choosing after complete a Jig-saw group text. They will have to explain
CCSS.ELA- writing it. Song, rap, video, with discussion questions. how their illustration will help
Literacy.RL.2.7: skit, or just reading their Each group will get a readers understand what is
writing. different question and take it occurring in the story.
Activities: to their new group to discuss.
Students will review the There will be 5 questions
characters, settings, total, one for each group.
problems, solutions,
message/moral, and key
events of the stories to help
review for the quiz.
 Assessment:
Formal: Students will take a
graded assignment quiz on
the various Cinderella
stories they have read.

Yeh-Shen Chinese Yeh-Shen Chinese Compare and Contrast Opinion Writing Day 1
Cinderella Day 1 Cinderella Day 2 Korean and Chinese
Cinderella Objectives:
Objectives: Objectives: Students can write an opinion
Students will be able to Students can identify acts of Objectives: essay using information from a
ask and answer courage in the text and Students can compare and variety of texts to support their
questions such as who, within their own lives. contrast two or more versions opinions.
what, where, when, of the same story by different
why, and how to Students can identify the authors or from different Students can compare and
demonstrate difference between a folktale cultures. contrast two or more versions
understanding of key and non-fiction text of the same story by different
details in a text. Students can recount stories authors or from different
Students can participate in from diverse cultures and cultures.
Students can explain collaborative discussions. determine their central
how the use of images message, lesson, or moral. Standards:
can assist to understand Students can recount stories CCSS.ELA-Writing.W.2.1
the text. from diverse cultures and Standards: CCSS.ELA-Literacy.RL.2.9
determine their central CCSS.ELA-Writing.W.2.1 CCSS.ELA-Literacy.RL.2.2
Students can participate in message, lesson, or moral. CCSS.ELA-Literacy.RL.2.9
collaborative discussions. CCSS.ELA-Literacy.RL.2.2 Activities:
Students will be able to ask Students will be split into
Standards: and answer questions to Activities: groups based on which folktale
CCSS.ELA- demonstrate understanding Students will complete a they want to write about. They
Literacy.RL.2.2 of key details in a text. Venn Diagram comparing the will complete a Venn Diagram
CCSS.ELA- first two versions of the as a group comparing two
Literacy.RL.2.1 fairytale. versions of the stories.
CCSS.ELA- Standards:
Literacy.RL.2.7: CCSS.ELA-Speaking and Assessment: Assessment:
Listening.SL.2.1 Formal: Students will write a Informal: I will meet with each
Activities: CCSS.ELA-Literacy.RL.2.2 short opinion piece individual small group and
Students will complete a CCSS.ELA-Literacy.RL.2.1 comparing the two folktales. review their Venn Diagram.
writing prompt. CCSS.ELA-Literacy.RL.2.2 They may present it in a form Students will then present their
of their choosing after writing reasons as a team to the class.
Assessment: Activities: it. Song, rap, video, skit, or
Informal: Seeing if students Students will complete a just reading their writing.
can identify the main points writing prompt. Students
of the story map within the will finalize their Cinderella
story. plot and begin to create their
presentation.

Assessment:
Informal: Students will
collaborate with each other
in a think-pair-share.
 Students will identify acts of
courage, main story
elements, and identify
elements of a folktale.

Opinion Writing Day 2 Opinion Writing Day 3 Opinion Writing Day 4 Opinion Writing Day 5

Objectives: Objectives: Objectives: Objectives:

Students can write an
opinion essay using
information from a variety
of texts to support their
opinions.
Students can compare and
contrast two or more
versions of the same story
by different authors or from
different cultures.
Standards:
CCSS.ELA-Writing.W.2.1
CCSS.ELA-
Literacy.RL.2.9
CCSS.ELA-
Literacy.RL.2.2
Activities:
Students will review Venn
Diagrams from their group
and add any more details
into it to begin writing their
opinion draft essay.
Assessment:
Informal: Students will
begin writing their rough
draft opinion essay.
Students can write an
opinion essay using
information from a variety of
texts to support their
opinions.
Students can compare and
contrast two or more
versions of the same story by
different authors or from
different cultures.
Standards:
CCSS.ELA-Writing.W.2.1
CCSS.ELA-Literacy.RL.2.9
CCSS.ELA-Literacy.RL.2.2
Activities:
Students will continue to
write their rough draft
opinion essays.
Assessment:
Informal: Students will
finish writing their rough
draft opinion essay.
Students can write an opinion
essay using information from
a variety of texts to support
their opinions.
Students can compare and
contrast two or more versions
of the same story by different
authors or from different
cultures.
Standards:
CCSS.ELA-Writing.W.2.1
CCSS.ELA-Literacy.RL.2.9
CCSS.ELA-Literacy.RL.2.2
Activities:
Students will peer edit/revise
their rough draft opinion
essays.
Assessment:
Informal: Students will be
meeting in pairs will teacher
to edit/revise their rough
draft. Students may begin
their final copy.
Students can write an opinion
essay using information from a
variety of texts to support their
opinions.
Students can compare and
contrast two or more versions
of the same story by different
authors or from different
cultures.
Standards:
CCSS.ELA-Writing.W.2.1
CCSS.ELA-Literacy.RL.2.9
CCSS.ELA-Literacy.RL.2.2
Activities:
Students will finish writing
their final copy of their
opinion essay.
Assessment:
Formal: Students will share
their final copy of their
opinion essay via a recording
or in person reading.

Formal Assessments: Graded quiz and opinion writing piece on favorite Cinderella story and
why providing details from one of the many books being read.

Informal Assessments: summarizing, discussion questions/class discussions, think-pair-share,

writing tasks/journaling

Students will develop their own Cinderella story as they go through the unit. They will present in
the way they choose at the end of the unit after the writing assignment is completed.