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Section 1: Lesson Preparation

Teacher Candidate Christa Wilsted

Name:

Grade Level: 8th Grade -Keep in mind that we have 50 minute classes

Date: January 15th 2023

Unit/Subject: English Language Arts and Reading

Instructional Plan Title: Multicultural Unit, Day 3 – Finding Diversity in all Places

Lesson Summary and In 2-3 sentences, summarize the lesson, identifying the central focus
Focus: based on the content and skills you are teaching.

Yesterday, we discussed the more commonly known version of Cinderella, but

today we will discuss this tale as it is adapted around the world in different
cultures. They will then pick from a provided list, or search for their own
preferred culture’s version, and research it as well as answer questions about it
in regard to that culture.

Classroom and Student Describe the important classroom factors (demographics and
Factors/Grouping: environment) and student factors (IEPs, 504s, ELLs, students with
behavior concerns, gifted learners), and the effect of those factors on
I am doing this planning, teaching, and assessing students to facilitate learning for all
grouping based on how students. This should be limited to 2-3 sentences and the information
the current school I am should inform the differentiation components of the lesson.
employed with does it.
504, IEP, Special Needs are generally grouped in their own class period or two
and based on like needs. These students may also have pull-out classes they
attend for specialization of practice.

Advanced/Gifted have their own class period.

General education students have their own class periods that may include 504s
or other exceptional students who have little-to-no modifications necessary.

Students with behavior/character concerns are stationed close to the

teacher/aide for constant monitoring during instruction and work.

Those with vision, hearing, or focus problems are stationed at the front of the
room where instruction takes place.

National/State Learning ESL/ELL

Standards:
(1) The ELLA Texas Essential Knowledge and Skills (TEKS) embody the
I used standards from interconnected nature of listening, speaking, reading, writing, and
both ELL/ESL and thinking through the seven integrated strands of developing and
general ELAR sections
sustaining foundational language skills; comprehension; response;
of TEKS.
multiple genres; author's purpose and craft; composition; and inquiry
and research. The strands focus on academic oracy (proficiency in oral
expression and comprehension), authentic reading, and reflective

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writing to ensure a literate Texas. The strands are integrated and

progressive with students continuing to develop knowledge and skills
with increased complexity and nuance in order to think critically and
adapt to the ever-evolving nature of language and literacy.
(7) Response skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student responds to an increasingly challenging
variety of sources that are read, heard, or viewed. Based on the
student's language proficiency level, the student is expected to:
(A) describe personal connections to a variety of sources, including self-
selected texts;
(B) write responses that demonstrate understanding of texts, including
comparing sources within and across genres;
(C) use text evidence to support an appropriate response;
(D) paraphrase and summarize texts in ways that maintain meaning and
logical order;
(E) interact with sources in meaningful ways such as notetaking,
annotating, freewriting, or illustrating;
(F) respond using newly acquired vocabulary as appropriate;
(G) discuss and write about the explicit or implicit meanings of text;
(H) respond orally or in writing with appropriate register, vocabulary,
tone, and voice;
(I) reflect on and adjust responses as new evidence is presented; and
(J) defend or challenge the claims using relevant text evidence.

ELAR

(3) Developing and sustaining foundational language skills: listening,

speaking, reading, writing, and thinking--fluency. The student
reads grade-level text with fluency and comprehension. The
student is expected to adjust fluency when reading grade-level text
based on the reading purpose.
(4) Developing and sustaining foundational language skills: listening,
speaking, reading, writing, and thinking--self-sustained reading.
The student reads grade-appropriate texts independently. The
student is expected to self-select text and read independently for a
sustained period of time.
(6) Response skills: listening, speaking, reading, writing, and thinking
using multiple texts. The student responds to an increasingly
challenging variety of sources that are read, heard, or viewed. The
student is expected to:
(A) describe personal connections to a variety of sources,
including self-selected texts;
(B) write responses that demonstrate understanding of texts,
including comparing sources within and across genres;
(C) use text evidence to support an appropriate response;
(D) paraphrase and summarize texts in ways that maintain
meaning and logical order;

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(E) interact with sources in meaningful ways such as

notetaking, annotating, freewriting, or illustrating;
(F) respond using newly acquired vocabulary as appropriate;
(G) discuss and write about the explicit or implicit meanings of
text;
(H) respond orally or in writing with appropriate register,
vocabulary, tone, and voice;
(I) reflect on and adjust responses as new evidence is presented;
and
(J) defend or challenge the authors' claims using relevant text
evidence.
(12) Inquiry and research: listening, speaking, reading, writing,
and thinking using multiple texts. The student engages in both
short-term and sustained recursive inquiry processes for a variety
of purposes. The student is expected to:
(A) generate student-selected and teacher-guided questions for
formal and informal inquiry;
(B) develop and revise a plan;
(C) refine the major research question, if necessary, guided by
the answers to a secondary set of questions;
(D) identify and gather relevant information from a variety of
sources;
(E) differentiate between primary and secondary sources;
(F) synthesize information from a variety of sources;
(G) differentiate between paraphrasing and plagiarism when
using source materials;
(H) examine sources for:
(i) reliability, credibility, and bias, including omission; and
(ii) faulty reasoning such as bandwagon appeals, repetition,
and loaded language;
(I) display academic citations and use source materials
ethically; and
(J) use an appropriate mode of delivery, whether written, oral,
or multimodal, to present results.

Specific Learning Students will:

Target(s)/Objectives:
 Learn to respect and appreciate cultural diversity.
 Understand and recognize unique cultural and ethnic heritage.

Academic Language In this section, include a bulleted list of the general academic vocabulary
and content-specific vocabulary you need to teach. In a few sentences,
Terminology and describe how you will teach students those terms in the lesson.

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definitions follow below Adaptation

the lesson plan.
Bias

Culture

Discrimination

Ethnicity

Folklore

Heritage

Multicultural

Oppression

Prejudice

Roots

Stereotype

Resources, Materials, List all resources, materials, equipment, and technology you and the
Equipment, and students will use during the lesson. As required by your instructor, add or
Technology: attach copies of ALL printed and online materials at the end of this
template. Include links needed for online resources.

Cinderella Tales – Cinderella Tales: 10 International Versions of the Beloved

Tale (fairytalez.com)
Cinderella by Charles Perrault

Laptops (teacher and student)

Mufaro’s Beautiful Daughters by John Steptoe

Notebook Paper

Pen/Pencil

Projector

The Golden Sandal: A Middle Eastern Cinderella Story by Rebecca Hycox Ayres

The Persian Cinderella by Shirley Climo

Adelita: A Mexican Cinderella Story by Tomie dePaola

White Board

Section 2: Instructional Planning

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Anticipatory Set Time

Needed
Keep in mind:
Day 1 – Intro to multiculturalism and diversity with touches on folklore, tradition, and culture 7
minutes
Day 2 – Read and discussed original Cinderella and its origins.
Day 3, this day:
 I will post a collage of multicultural Cinderellas on the white board and ask them to
give me inferences on who it is.
 I will ask what differences there are between the different versions and why that may be.
 They will record notes, ideas, and thoughts on paper regarding cultures and different
Cinderellas as we discuss the previous two days’ lesson summaries.

Multiple Means of Representation Time

Needed
Learners perceive and comprehend information differently. Your goal in this section is to explain
how you would present content in various ways to meet the needs of different learners. For
example, you may present the material using guided notes, graphic organizers, video or other 7
visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, Minutes
etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will
use these materials throughout the lesson to support learning. Bold any materials you will need
to prepare for the lesson.

 I will use the Smart Board to display Perrault’s Cinderella story.

 We will have a review discussion over the tale.
 I will use the Smart Board to display the various Cinderella stories from across the
world.
 We will discuss where each is from and lightly discuss the “about info” of each. They will
take notes on notebook paper with pencil.
 We will discuss the assignment (details follow) and the objectives stated above.
 We will also discuss the main unit’s assignment - researching how cultures differ and
express themselves throughout the world in many ways.

Explain how you will differentiate materials for each of the following groups:

 English language learners (ELL):

All students will take notes and participate in discussion.

If an ELL has a literacy barrier, they will generally have an aide present to facilitate
instruction and note-taking.
They may also receive a print-out of teacher notes.

 Students with special needs:

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All students will take notes and participate in discussion.

They may also receive a print-out of teacher notes.
If necessary, adaptive technology is available for transcribing text, audio versions are
available, and color sheets and highlighters are there for students with focus issues.

 Students with gifted abilities and Early finishers (those students who finish early
and may need additional resources/support):

These students are placed in their own, advanced, class periods. They will have the
same set of discussion and notes as the rest. Assignments will be differentiated as
explained below.

Multiple Means of Engagement Time

Needed
Your goal for this section is to outline how you will engage students in interacting with the
content and academic language. How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group work, Kagan cooperative 20
learning structures, hands-on activities, structured discussions, reading and writing activities, Minutes
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore,
practice, and apply the content and academic language. Bold any activities you will use in the
lesson. Also, include formative questioning strategies and higher order thinking questions you
might pose.

 Students will do a cultural match activity where students will match each Cinderella
(name) to her story/book and culture. So, it is a three-part matching activity.
 From here, we will discuss aspects of culture and how each Cinderella relates to one
another and how they differ.
 We will also discuss how they all relate to and differ from the Perrault’s Cinderella as well
as Disney’s.

Explain how you will differentiate activities for each of the following groups:
 English language learners (ELL):
Activities are done as a class today so limited differentiation is necessary. These
students, if applicable, will work with either their aide (ELLs who are of low proficiency
are provided an in-class aide to shadow them and help them with translation and work)
or fellow student who understands the content fairly well.

 Students with special needs:

Students with special needs will also have limited differentiation today as it is group
activity. Papers and assessments will differ, though, as discussed later.

 Students with gifted abilities and Early finishers (those students who finish early
and may need additional resources/support):

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Gifted students are in their own, advanced, class periods. They will do the activity
individually rather than pairs or groups.

Multiple Means of Expression Time

Needed
Learners differ in the ways they navigate a learning environment and express what they know.
Your goal in this section is to explain the various ways in which your students will demonstrate
what they have learned. Explain how you will provide alternative means for response, selection, 15
and composition to accommodate all learners. Will you tier any of these products? Will you offer Minutes
students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge
about the topic. For example, students may demonstrate their knowledge in more summative
ways through a short answer or multiple-choice test, multimedia presentation, video, speech to
text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example,
students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running
records, four corners, or hand raising. Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced.
They will be expected to write the reflection using complete sentences, proper capitalization and
punctuation, and utilize an example from the simulation to demonstrate their understanding.
Students will also take part in formative assessments throughout the lesson, such as thumbs up-
thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to
re-teach or re-direct learning.

Students will complete the vocabulary definitions based on the “academic language” section.
They will keep these on hand for later use. There will be a vocabulary test later in the week over
them.

Students will complete their Cultural Cinderella matching activity as explained above. They
will be expected to match the name to the Cinderella and then that pair to the correct cultural
origin.

Students will begin their Cultural Cinderella research (focus on the initial questions) that they
will finish overnight, if necessary.

Explain how you will differentiate assessments for each of the following groups:
 English language learners (ELL):

These students will have their aide, if necessary. They will participate in all group
discussion and work. They will have translation dictionaries available as well as their

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laptops.
They will also have programs available where reading material can be translated.

 Students with special needs:

These students will have simplified vocabulary lists. They will also be on Reading Works
for simplified reading material. They will also have access to adaptive and assistive
technologies, if necessary. Materials and assignments will also be read aloud to them.

 Students with gifted abilities and Early finishers (those students who finish early
and may need additional resources/support):

These students will go deeper into their learning. They will find reputable sources for the
information they find and they will do work independently. If finished, they may work
ahead on the cultural research assignment or read their AR books.

Extension Activity and/or Homework Time

Needed
Identify and describe any extension activities or homework tasks as appropriate. Explain
how the extension activity or homework assignment supports the learning
targets/objectives. As required by your instructor, attach any copies of homework at the Overnight
end of this template.

Continue researching the culture that their Cinderella comes from.

They must answer the key questions before they are allowed to move on to information
application, final assessments. and/or projects. It looks like a lot, but multiple questions are one
or few words.

-Name of culture
-Region of culture
-What things define this culture (practices, beliefs, music)?
-Important people in this culture?
-Interesting fact about this culture?
-How this version of Cinderella relates to and demonstrates the culture?

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Academic Language/Vocabulary Term – Definitions

Bias – prejudice/preference for or against a thing, person, or group in relation to another, usually unfair

Culture – customs, arts, social institutions, and achievements of a specific nation, people, or other group

Discrimination - fact of belonging to a population group or subgroup made up of people who share a
common cultural background or descent

Ethnicity - fact of belonging to a population group or subgroup made up of people who share a common
cultural background or descent

Folklore - traditional beliefs, customs, and stories of a community, passed through the generations by
word of mouth

Heritage – inherited traditions, values, monuments, objects, culture, and legacy

Multicultural – relating to several cultures or ethnic groups

Oppression – prolonged cruel/unjust treatment or control

Prejudice – judgement or opinion of someone or a group of people that is not based on reason or actual
experience

Roots – source or origin of a person/people

Stereotype – specific belief or assumption of individuals based on their membership

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References

Texas Education Agency. (2017). Texas Essential Knowledge and Skills for Spanish Language
Arts and Reading and English as a Second Language. Texas Administrative Code.
Retrieved December 5, 2022, from
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?
sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=128
&rl=23

Texas Education Agency. (2017). Texas Essential Knowledge and Skills for English Language
Arts and Reading. Texas Administrative Code. Retrieved December 5, 2022, from
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?
sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=110
&rl=24

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