Soraya R. Potter
DAY I The students will be able to:
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1. Listen to a telling of “Cinderella”
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2. Generate a list of characteristics of the story.
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3. Write a modernized version of the story which takes place in the Tri State area during the 1990’s.
PROCEDURE:
The students will be arranged in a round-table format to listen to the story and to better facilitate discussions. Once the story is told, the students will discuss the various characteristics of all of the Cinderella stories that they know. Upon finalizing the discussion, the students will be able to generate a list (for future use) of the known common characteristics of Cinderella tales.
SHORT TERM HOMEWORK ASSIGNMENT (STHA):
Worksheet number 1 CHARACTER MAKING.
LONG TERM HOMEWORK ASSIGNMENT:
Using your list, write a modernized version of the Cinderella tale. The story must take place in the Tri State Area during the 1990’s.
EVALUATION:
discussion
list generation (participation)
for individual discussion ... Worksheet #1
DAY II The students will be able to
1. discuss their characterization worksheets individually with the teacher.
2. make a castle in an arts and crafts project.
PROCEDURE:
This is done for a grade. Each student will bring his or her worksheet up to the teacher’s desk to discuss how they have responded to the questions and how they could make their character a little more believable as-well-as how they are expected to respond to questions in writing. Students who are not at my desk discussing their assignment will be working at their desks on an arts and crafts project.
EVALUATION:
STHW assignment
Castles
DAY III The students will be able to:
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1. Generate Synonyms for each of the words on the vocabulary list.
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2. Make up original crossword and word search puzzles using graph paper, their list of synonyms and a dictionary.
PROCEDURE:
Read aloud the list of vocabulary words with each student. The students should come into contact and use each word at least seven times during the course of the mini unit. (The word list should be reused with each unit unless the teacher finds other words that she would like to use in their place. The list may then be added to in order—to further enhance the students’ reading and handle on the terms for the units.) The students should use the vocabulary in their writing as well as in their speech.
The first encounter with the words is the pronunciation and the brainstorming for synonyms instead of using a dictionary to find definitions which usually use words that the students neither know nor bother to look up. The second encounter with the vocabulary will be the creation of an original crossword puzzle which makes use of the synonyms, spelling and usage in a sentence or phrase.
EVALUATION:
Completed crossword puzzle assignment
DAY IV The students will be able to:
1. Choose an appropriate title for their new Cinderella story.
2. Plan out the course of action in their story.
3. Start to write their story.
PROCEDURE:
Using a worksheet entitled CHOOSING TITLES, the students will practice selecting a title for stories based on a provided picture. Then they will picture their character in action in their mind and appropriately title their own story. (ie., Cindi-Ella, Roamin’ Cindy or Cindy E.)
EVALUATION:
Stories will be collected and evaluated on day 5 ... not graded, but constructively evaluated so that the story can be saved for possible end-of-the-quarter reevaluation and possible publication.
DAY V and VI The students will be able to:
1. Listen to three of their classmates telling of their modern Cinderella story.
2. Make (and if selected for #I, read) constructive criticism sheets
3. Discuss peer evaluations of their work.
PROCEDURE:
Each students will be given three constructive evaluation sheets and the teacher will solicit three volunteers to read their story to the class. All students will be responsible for evaluating a combination of written and orally rendered stories. (For example, a student may evaluate one written assignment and two of the three orally rendered stories or two written and one orally rendered story.) Students will be expected to choose the best of the works that they have evaluated to be read to the writer of the story for the benefit of the entire class.
EVALUATION:
Student’s written evaluations of the works that they have read and/or listened to.
DAY VII The students will be able to:
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1. Read the tale “Yeh Shin” aloud to the class.
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2. Discuss the common characteristics between this tale and the European version of the tale.
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a. Discuss also how the characters are different
PROCEDURE:
After listening to the story, the students will be asked to pull out their copy of the list of common characteristics to check their original assumptions and add to it. The students will be asked to identify possible reasons why the stories are so similar. The students will be asked to identify the differences between the two stories
EVALUATION: none.
(worksheets available in print form)