Dr. Miranti Murphy BOULEVARD HEIGHTS ELEMENTARY, HOLLYWOOD, FL
2nd Grade ELA : Unit #1 - Fractured Fairly Tales : Lesson #3

The Golden Sandal: Day 3 of Cinderella Unit

Objective: SWBAT compare and contrast key details in different versions of the same fictional story
Standards: RL.2.7 RL.2.9
Subject(s): English / Language Arts
60 minutes
1 A Middle Eastern Version of Cinderella - 20 minutes

     With my Promehean Flipchart to guide my instruction (see resource), students discuss their background knowledge of the traditional US version of Cinderella.  Then, we discuss any other versions they know about.  We talk about the central theme of Cinderella.  The focus on comparisons of similarities/differences of two or more versions of the same story with a common central theme is consistent with ELA Common Core.  Students are asked to remember this central theme as I read aloud a different version of Cinderella from a book:  The Golden Sandal (A Middle Eastern Cinderella Story), by Rebecca Hickox.  

     Then, we discuss the central theme of this story. Is it the same or similar to the traditional U.S. version of Cinderella?  At first, students pointed out the superficial similarities among the Cinderella stories:  poor girl, abusive step parent, rich man or prince, etc.  Of course, I probe deeper and ask about the "moral of the story" or "lesson of the story".  Then students blurt out "good always win over evil" and "Things always get better".  The latter intrigued me to ask the student to elaborate.  She explained, " Sometimes you are in a bad situation.  But, if you work hard and wait, things will get better".  Out of the mouths of babes !

     I read the book a second time.  This time, I ask students to write down in their reading journals anything from my reading that stands out to them or they have a questions about.  They are to label the side of their paper with a plus sing of things that interested them and a  question mark for things they have questions about on their notes.

For more on how to set up your group discussion, see previous Cinderella Lesson: Cinder Elly Lesson 1, Unit 1

If the shoe fits
Student Ownership

     Students really enjoyed making a 3 dimensional slipper or shoe.  They can also take home the pattern and construct their individual shoes at home to bring back and share tomorrow.  Time just does not allow for each student to make a shoe during this lesson since I want them to have a chance to collaborate and share.  

     Working in their collaborative groups to make one shoe fits the Common Core speaking and listening standard of student to student discussions in small groups, following agreed upon rules. Once students master this technique, it can be done for any lesson.  This is a creative process, yet it aligns with common core because this activity promotes collaborative conversations. 

2 Shoe In - 20 minutes

    Now that we have read another version of Cinderella, we are going to focus on shoe making.  Each table of cooperative groups will create a Cinderella shoe from the template of the outer and inner ling of the shoe in the resource section.  The team decorates the shoe by depicting the Central Theme of the story into the shoe design. Students will list similarities and differences (similarities on one paper and differences on another)  between the two different versions of Cinderella in their cooperative groups,  roll their lists like a scroll, and insert them in the shoe to present after their discussions.

     Students are to share their notes with their teams and decide on one topic they agree to talk about that they collectively find interesting or stand out.  They are to discuss this topic and summarize their discussions.  The summarizer is asked to write down the team's discussion summary. The leader guides the discussion.  See discussion template under resource section that the leader will use to guide the discussion. Afterward, the team will do the same for one section collaboratively agree to have questions about.  Students are to vote on the top two topics that they will summarize collectively.  We discuss the brainstorming techniques and collaboration rules and rubrics to guide this discussion (See resources).  I walk around as students discuss and work together.

     A strategy I use is placing a color coded cup in the middle of their table, so I know when they need my assistance.  See resource for explanation of this management system.  This works very well during collaborations because it enables me to gauge levels of independence and direct my attention as needed.

Source:

http://www.skiptomylou.org/2008/10/28/paper-witch-shoes/

3 Sharing Ideas - 20 minutes

     Does the shoe fit?  Did everyone in the cooperative group fit in with their group by doing their share of work and learning how to compromise for the benefit of their team?  We first discuss the group leaders' team assessments using the cooperative group rubric/ scale to measure their levels of cooperation within their groups.  The are asked to discuss ways they can improve for the next time.

    Now, students get to share their shoe design and their Scroll Summaries.  Most of the teams share responsibilities in the oral presentation.  One person will read and discuss the first summary, while another team member reads the other summary.  A third person will discuss the shoe design and why they decorated it with what they considered the central theme.