Unit 2: Around the World with a Glass Slipper
Start Date/End Date:
 October 28th to December
13th
Pre-Assessment:
 Opinion Writing (to a
prompt)
Performance Task: (see below)
 Performance Task may be found on
our wikispace
Week of December 16-20, 2013
Note:




Grade: 1
Duration:
5-6 Weeks
ELA Simulation #1—November 18-19, 2013 (Grades 3-5)
Performance Task #1—week of December 16-20, 2013
PT results are due on January 7, 2014
End of unit review dates—January 2-3, 2014 (i.e., looking at unit outcomes with students)
Unit Rationale:
In this unit, students choose a favorite version of a fairy tale such as Cinderella, and write about their choices, supporting their opinion with reasons. Students
continue to focus on similarities and differences in fiction and nonfiction text. As the unit closes, the students examine various artistic mediums from different
countries and cultures and use descriptive words to discuss the work.
Common Core Learning Standards:
RL. 1.9
 Compare and contrast the adventures and experiences of characters in stories.
RI.1.9
 Identify basic similarities in and differences between two texts on the same topic(e.g. illustrations, descriptions, or procedures
W.1.1
 Write opinion pieces they introduce the topic or name the book they are writing about, states an opinion, supply a reason for an opinion and provide
some sense of closure.
W.1.6
 With guidance and support from adults, use a variety of digital tools to produce and publish, including in collaboration with peers.
SL.1.1
 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups
SL.1.5:
 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
L.1.5:
 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5(d):
 Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, [and] scowl) and adjectives differing in intensity
1
The School of Science and Applied Learning 2050 Prospect Avenue, Bronx, Y 10457 Telephone: (718) 584-6310 Facsimile: (718) 220-1370, CS300.wikispaces.com
(e.g., large, gigantic) by defining or choosing them, or by acting out the meanings.
L.1.6

Use words and phrases acquired through conversations, reading and being read to, and responding to texts including using frequently occurring
conjunctions to signal simple relationships (because)
Essential Questions:
 How have different cultures altered the classic story of Cinderella?
 What are the framework, structure, and features of a fairytale?
How can we compare and contrast different versions of a story?
Assessment/Performance Task:
Students will recount the story “Frog and Toad” in sequential order (beginning, middle, and end). Then students will state their opinion to the following prompt:
 In your opinion, do you think Frog and Toad were good friends? Why or why not? Give reasons to support your opinion.
This assessment asks students to demonstrate the ability to first retell a story and then to state their opinion about the text selected for this assessment.
Alignment to Common Core Learning Standards:
Focus Standards:
RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message, or lesson.
RL.1.3: Describe characters, settings, and major events in a story, using key details.
W.1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, and provide some sense of closure.
Speaking/Listening Skills/Routines:
 Turn & Talk
 Think, Pair, Share
 Sharing Stems (e.g., I believe…; I think…; I feel…; what do you think?)
 Accountable Talk (e.g., I agree with ___, because…; How do you feel about?; That makes me think of…)
 Students will know what a collaborative discussion is and how to engage in one.
Speaking and Listening:
 Express an opinion on two versions of the Cinderella story.
 Ask students to think about how all of the Cinderella stories are different because of the time and place in which they happen. Challenge students to
draw the “trying on the slipper” scene as if it were happening right now and in the place where they live. Students present their drawings to the class,
explaining their adaptation of the “slipper scene.” (SL.1.5, SL.1.6, RL.1.9)
Big Ideas/Enduring Understandings:
Content:
Different cultures alter details in a fairytale to create multiple versions of the
The cultural alterations made to the Cinderella:
same story.
Examples:
 The Turkey Girl (Native American: Zuni): The turkey’s help their care
take and make a dress for her special dance.
 Yeh-Shen ( A Cinderella Story from China):
An orphan, discovers the power her pet fish and its bones to help her
2
The School of Science and Applied Learning 2050 Prospect Avenue, Bronx, Y 10457 Telephone: (718) 584-6310 Facsimile: (718) 220-1370, CS300.wikispaces.com
During Reading Workshop:
 Language structures and features:
o --fiction- fairy tales
o --nonfiction-informational text
 Fairy tales have “good and bad” characters.
 Informational texts teach us about custom, places and people
 Authors write literary and nonfiction text about different places and
people.
 Illustrators provide the pictures in text to show the specific setting
3
survive, until she asks for help to attend the Spring Festival
 The Egyptian Cinderella: A falcon steals the slipper from a slave and
delivers it to the Pharaoh who will search Egypt to find its owner.
 The Korean Cinderella: Pear Blossom's fairy godmother appears in the
form of magical creatures that come to her aid and help her to triumph
over her ill-meaning relatives.
 Cinder-Elly: Set in a modern time, Cinder-Elly wishes to attend a
basketball game rather than the ball. All of her accoutrement match
the current setting, a house in the city, a glass sneaker, and the
“prince” as a star basketball player.
 Prince Cinders:A parody of Cinderella but in a male perspective.
 Kongi and Potgi ( A Cinderella Story from Korea): Kongi, the heroine,
receives help from numerous animals such as an ox, a toad, and
sparrows.
 The Persian Cinderella: An original story with some similarities to
Cinderella and has elements from other Persian stories (i.e. Aladdin).
 Smoky Mountain Rose (An Appalachian Cinderella): Set in the
Appalachian Mountains and told in authentic dialect and complete
with a fairy godmother who just happens to be a hog.
 Sootface: An Ojibwa Cinderella Story: A young girl named Sootface is
mistreated by her two older sisters, but when a mighty warrior wanted
to marry a woman who can see him when he is invisible. Sootface
realizes that true beauty lies within.
 Cinder Edna: Cinder Edna has better things to do than sit in the ashes
and feel sorry for herself. Can a girl who prefers loafers to glass
slippers live happily ever after?
During Writing Workshop:
Text type: Opinion Writing
Framework/structure
 Opinion statement about your favorite version of a fairytale
 Provide evidence from the text
 Conclusion
Linguistic feature
 Personal pronouns and their name
 Support your choice for your favorite version of fairytale
The School of Science and Applied Learning 2050 Prospect Avenue, Bronx, Y 10457 Telephone: (718) 584-6310 Facsimile: (718) 220-1370, CS300.wikispaces.com
Vocabulary
 Author
 Description-adjectives
 Illustration
 Illustrator
 Informational text
 Opinion
 Globe
 Map
 Continent
 Country
 Culture
 Fairy Tale
 Compare
 Contrast
 Label
 Heading
 Titles and subtitles
 Dialogue
 Scene
 Setting
 Once upon a time…









Speaking and Listening
 Rules for sharing an opinion
 (e.g. listening respectfully to the opinion of others)
 What words help express and defend an opinion
Interdisciplinary Connections:
 Geography- working with maps and globes (locating the
countries/continents in which the Cinderella stories take place)
 Art- Masks and costumes (compare and contrast to present day
attire)—Discuss how countries and continents, as depicted in the
literature in this unit, are very different. Introduce masks from
different continents (upload images via Google images). As they view
each mask, ask the students to think of describing words (i.e.,
adjectives) you would use to tell someone about the mask. Ask such
questions as: What materials do you think are used? Why do you
believe each culture chooses specific colors or textures in their works
of art? Can you guess how each object was used? (L.1.5d, SL.1.4)
Students Will Be Able To/Progress Indicators
Read independently and listen to a variety of texts.
Use word recognition skills and resources.
Compare and contrast multiple versions of a story (e.g., Cinderella) by different authors and from different cultures.
Identify the similarities and differences between two texts on the same topic.
Write opinions about a favorite version of a story.
Read nonfiction texts independently with a sense of purpose (e.g., to know about the continents and cultures discussed in a fairy tale version).
Illustrate an adaptation of a scene and present it to the class.
Use vivid words to describe an object.
Making text-to-self connections; text-to-text connections; text-to-world connections
4
The School of Science and Applied Learning 2050 Prospect Avenue, Bronx, Y 10457 Telephone: (718) 584-6310 Facsimile: (718) 220-1370, CS300.wikispaces.com













Stop and think
Activating prior knowledge
Go through writing process to write proficient-level papers (narrative procedure)
In independently revised writing:
Focus on single topic—Content and Organization
Organize ideas around topic with beginning, middle, and end or main ideas—Content and Organization
Include some details—Style and Fluency
Write mostly in complete sentences, using appropriate words to communicate ideas—Style and Fluency
Write legibly—Style and Fluency
Use conventional grammar, including:
Correct grammar, including complete sentences.
Simple capitalization and punctuation.
Correct spelling of age-appropriate high-frequency words and regular plurals and phonetic spelling for difficult words.
Reading
Close reading of:
 Literary Text
 Nonfiction Text
Use meta-cognitive strategies (1)
 Making text to text connections
Use comprehension skills (2) (9)
 Give specific examples and evidence from the text to support your
opinion
 Make connections among other familiar fairy tales
Analyze (3)
 Notice the similarities and differences among the different versions of
the same fairy tale.
 Notice how texts are different from each other(such as an
informational text versus a fairytale)
Evaluate (7)
 Use details from illustration from fairy tales to support points made in
discussion(s)
5
Writing
Text type:
 Opinion-Students will choose their favorite Cinderella story and
support their opinion with details
The Writing Process: (5)
Planning:
 Talk about the fairy tale they chose for their writing
 State and discuss their opinion about their favorite version of the fairy
tale
 Use adjectives to describe their favorite version of Cinderella
Draft:
 Draw or write about their choice
Revise:
 Include details to picture and/or writing
 Focus on word choice elaboration and word order as they rewrite the
opinion piece
The School of Science and Applied Learning 2050 Prospect Avenue, Bronx, Y 10457 Telephone: (718) 584-6310 Facsimile: (718) 220-1370, CS300.wikispaces.com
Interpret/Determine (4)
 Words—acquire understanding of new words from context, i.e.
character, setting, problem, solution, events, beginning middle(events),
end scene, compare, contrast, “Once upon a time.., “Happily ever
after”
Edit:

Using the word wall to correct their spelling
Use text structure to identify (5)
 Fairy tales
 Informational text
Publish:
 Produce one opinion with at least two reasons why they liked this
version of that fairy tale the most.
Identify text-type-specific features
 Fairy tales have characters that are “good and bad”
 We learn facts about countries and cultures from informational text
Technology: (6)
 Look at video on Brain pop relevant to specific culture of Cinderella.
 DVD version of Cinderella
Use reading strategies:
 Directionality of print (top, bottom, left, right, page by page)
 Words are separated by spaces in print (word boundaries)
 Match one spoken to one written word while reading and writing
Recall/Research: (7), (8), (9)
 Not at this time
Use word-solving strategies
 Recognize a few high frequency words in text
 Recognize letters that are embedded in words and in a continuous text
Range of Writing (10) (begins in Gr. 3)
 Not applicable
Follow classroom routines
 Building stamina 20 minutes
 Ways to listen to others and respond to the opinion of others
Additional Supports and Extensions
Multiple Entry Points
By using a variety of instructional strategies and resources to respond to students’ diverse learning strengths, needs, and prior background knowledge, teachers
offer more than one entry point into the curriculum, making the complexity and depth of any subject matter accessible to a range of students.
1.2b Multiple Entry points (strategies, questions, routines)
Across classrooms teaching strategies, questioning, and routines are strategically differentiated so that all learners, including students with disabilities and ELLS,
have multiple entry points, supports, and extensions into the curricula."
The goal of using Common Core Learning Standards (CCLS) is to provide the highest academic standards to all of our students. A one size-fits-all approach is not
effective to meet the diverse range of learners in our schools. By creating options and considering multiple entry points for how instruction is presented, how
6
The School of Science and Applied Learning 2050 Prospect Avenue, Bronx, Y 10457 Telephone: (718) 584-6310 Facsimile: (718) 220-1370, CS300.wikispaces.com
students express their ideas, and how teachers can engage students in their learning, instruction can be customized and adjusted to meet individual student
needs. In this manner, we can support our students to success in the CCLAS.
What do we mean by multiple entry points?
 Different ways by which a teacher can approach a topic so that students, regardless of their unique blends of intelligences, experiences, and interests,
become involved with content.
 Using a variety of instructional strategies and resources to respond to students’ diverse learning strengths, needs, and prior background knowledge,
teachers offer more than one access point (entry point) into the curriculum, making the complexity and depth of any subject matter accessible to a
range of students.
 Across classrooms teaching strategies, questioning, and routines are strategically differentiated so that all learners, including students with disabilities
and ELLS, have multiple entry points, supports, and extensions into the curriculum.
Below are some ideas about how to provide options in representation, action/expression, and engagement in lessons while planning for the unit. Please use the
following as a starting point. Think about your own group of students and assess whether these are options you can use.
 Offer alternatives for accessing information through multiple learning styles (visual, auditory, kinesthetic, etc.)
 Vary demands and resources to optimize challenge by providing appropriately leveled tasks in reading and writing.
 Encourage and support opportunities for peer interactions, conversations, and support through discussions in both small and large group settings.
 Provide opportunities to build and activate schema (background knowledge) about informational texts and writing.
 Allow students to respond and react to a topic in different ways.
Students with Disabilities (SWDs):
 Provide meaningful practice, review, and repetition
 Provide adequate time to answer
 Use multiple means of presenting the same material (visual, auditory,
tactile, kinesthetic)
Response to Intervention RTI):
Tier 1: Universal Interventions—80 to 90% of students in class (Expected
progress within regular classroom)…
 Pre-teaching/pre-quizzes/pre-assessments
 Shortened or modified assignments for whole group
 Partner/group work for reading, assignments and projects
 Incorporate technology into lessons and assignments
 Monitor students with proximity
 Small group instruction
 Extended time for assignments if necessary
 Cooperative learning groups
 Reader’s logs activities
7
English Language Learners (ELLs):
 Language experience approaches (students produce language in
response to first hand multi-sensory experiences)
Gifted and Talented (GT):
Recommended strategies for addressing the learning needs of gifted,
talented, advanced students in grades K and 1:
 Differentiating your instruction for varying degrees of readiness or
interest or different learning styles can be accomplished by varying the
content, process of product for these students.
 In addition to a faster pace, gifted students thrive on complexity and
abstract thinking. Some at this age are also able to work
independently and with less structure.
 Provide books and other resources at a higher level of sophistication
and/or reading level.
 Provide alternate activities (some accompany these units) or provide
The School of Science and Applied Learning 2050 Prospect Avenue, Bronx, Y 10457 Telephone: (718) 584-6310 Facsimile: (718) 220-1370, CS300.wikispaces.com






Varied lesson plans that cater to different learning styles
Opportunities for reassessment
One-on-One instruction if needed
Re-read text for fluency
Check for understanding frequently
Modeled writing
Tier 2: Targeted Interventions = 5-15% of students (Slower progress than
expected in regular classroom)…
 Behavior plans
 Individual counseling
 Chunking assignments for students
 Extending time for assignments and assessments
 Re-teach skills in a step-by-step process
 Modification of assignments (i.e., fewer number of problems)
 Provide 1 on 1 time for questions and answers
 Books on tape or CD
 Oral assignments
 1-on-1 or peer tutoring
 Organization using student planner
 Use tutoring provided by teachers of peers




opportunities to work at advanced level on the same or a related topic.
Provide simulations and/or opportunities to apply new concepts of the
unit within the classroom, school and/or community.
Provide consistent opportunities to work at the higher level of Bloom’s
taxonomy: analysis, synthesis, evaluation, and/or creativity.
Provide opportunities to work with academics peers. It is NOT the job
of these students to “teach” their peers or be a “role model” all the
time.
Allow students to pursue areas of passion that may or may not align
with the unit content. After all, if they have mastered the content, the
standard has been met.
Tier 3: Intensive Interventions = 1-5% (Little to NO progress within regular
classroom)…
 Test read to students
 Choose the most important sections of assignment that student is sure
to need to pass test, and have them focus only on those
 Test re-takes
 Books on tape or CD
 After school individual
 Modify activities to meet certain needs
 Decoding support
Resources—Texts:
Professional Resources:
 Strategies that Work
 CCLS
8
The School of Science and Applied Learning 2050 Prospect Avenue, Bronx, Y 10457 Telephone: (718) 584-6310 Facsimile: (718) 220-1370, CS300.wikispaces.com
 The Continuum of Literacy Learning
Literary Text/Picture Books:
 Cinderella ( Marcia Brown)
 The Korean Cinderella ( Shirley Climo and Ruth Heller)
 Little Gold Star; A Spanish – American Cinderella tale( Robert D. San Souci and Sergio Martinez )
 Yeh-Shen: A Cinderella Story from China( Ai-Ling Louie and Ed Young
 Mufaro’s Beautiful Daughters (John Steptoe)
Poems:
 Star Light, Star Bright (Traditional Poem)
Nursery Rhymes:
 N/A
Informational Text:
 DK First Atlas( Anita Ganeri and Chris Oxlade)
 Look What Came From China (Miles Harvey)
 Look What Came From Africa (Miles Harvey)
 Pull- Ahead Books Continents (Madeline Donaldson)
Suggested Field Trips:
 Trip to the Native American Museum
Assessment: Bodies of Evidence and Records of Teaching
 Anecdotal notes of students’ use of concepts of print and reading strategies form conferences and small group work.
 Students’ performance on BAS (F&P) running records and word analysis.
 Students’ drawings entries in reading response journals.
 Students’ book logs showing records of books read at independent levels (just right books) and students’ selections of appropriate just-right books for
book bags.
 Anecdotal notes of conferences and/or small group instruction plans.
 Lesson Plans
 Unit Outcome(s)
 Pre and Post Assessments
Assessment: Bodies of Evidence and Records of Teaching
Initial Assessments:
Formative Assessments (throughout the unit):
Summative Assessments (at the end of the unit):
May be…
May be…
May be…
 Pre-teaching/pre-quizzes/pre-assessments
 Observations during in-class activities
 Unit Outcome—writing sample
 Interest surveys
 Learning logs, Journals, exit slips
 Unit exams
 Pre-writing assessments
 Question and answer sessions, both
 Performance Task(s)
9
The School of Science and Applied Learning 2050 Prospect Avenue, Bronx, Y 10457 Telephone: (718) 584-6310 Facsimile: (718) 220-1370, CS300.wikispaces.com

Benchmark writing (BOY, MOY, EOY)




10
formal—planned and informal—
spontaneous
Conferences between the instructor and
students
Student feedback through use of checklists,
post-it notes, etc.
Peer assessment
Running records (BOY, MOY, EOY, Interim)
The School of Science and Applied Learning 2050 Prospect Avenue, Bronx, Y 10457 Telephone: (718) 584-6310 Facsimile: (718) 220-1370, CS300.wikispaces.com