Dr. Miranti Murphy BOULEVARD HEIGHTS ELEMENTARY, HOLLYWOOD, FL
2nd Grade ELA : Unit #1 - Fractured Fairly Tales : Lesson #5

The Korean Cinderella: Day 5 of Cinderella Unit

Objective: SWBAT identify point of view as a literary device that shapes the story.
Standards: RL.2.9 W.2.7 SL.2.1a
Subject(s): English / Language Arts
60 minutes
1 Background and introduction - 20 minutes

     I show a documentary movie clip about the Korean lifestyle. My students and I discuss the differences and similarities in Korean vs. American lifestyles. After the discussion, I begin my Promethean Flipchart to introduce the goal and rubric for this lesson (see resource).  My district follows the teachings of Dr. Robert Marzano.  He is a proponent of matching learning goals with specific rubrics or scales.  The rationale is that students and teachers will know where students are at the learning progression.  The rubric serves as a map to the destinated goal.  There is no guessing because the rubric and goal work together to demystify teacher expectations.  I tell students that I am going to read about a Korean Cinderella, whose lifestyle is similar to the movie clip we discussed.

     I begin to read the Korean Cinderella by Shirley Climo.  Its genre is fantasy, involving magical creatures set in a rich Korean cultural background.  I ask students to pay attention to the values of this culture and note similarities/ differences with that of our culture.  

     At the end of my read aloud, the students and I discuss the similarities and differences between our culture as it relates to:

  • values
  • family structure
  • society
  • dress
  • lifestyle

It is so important to develop speaking and listening skills.  Common Core is evident for this lesson because students are recounting or describing key ideas or details from a read aloud.

Multimedia Tools
Intrinsic Motivation

     My observation of students during this lesson indicate that they are entranced with multi-media presentations.  They indicate how disappointed they are when those types of presentations are over.  They want to see and hear more because it stimulates their senses.  Students also share that they enjoy using technology for research.  I try to integrate a lot of technology into my lesson to reach my 21 Century audience.

2 Working Together - 20 minutes

     Students are asked to work in cooperative groups and research the Korean culture.  Each cooperative team has to report back facts they discover about one of the topics below which I will assign per team:

  1. Homes and Lifestyle-orange
  2. Food-blue
  3. Clothing-green
  4. Beliefs of Society-white

I give them note cards with designated colors indicated above.  I explain and model for students an example of how to research and use color coded note cards using guiding questions (See resource).  This activity will be a jig saw, meaning that Team 1 will become experts on Homes and Lifestyle in Korea through their research, Team 2 will become experts on Korean food, etc.  Then, we will all share our piece of the puzzle to put together a whole research paper on the Korean Culture.

   The materials the managers of each team will gather:

  • one laptop
  • Guiding Question sheet
  • one memory stick with information I uploaded about Korean facts (movies clips, documents, articles, etc.)
  • one color note card that is assigned for their team
  • notebook paper
  • pencils

     We review the rules for cooperative group work.  Students will perform their assigned group roles as they take notes and research their assigned topics as they answer their guiding questions.  

Common Core promotes the use of cross curricular writing to communicate information, clarify thinking, and establish conceptual understanding.  Writing across the curriculum, in this case Social Studies, fosters critical thinking. Students learn through responses to written or oral questions, summaries, free writing, notes, and other writing assignments that align to learning ideas and concepts. Using index cards also promotes students to plan their writing carefully and precisely because their space is limited. This is known as "microtheme writing".

 

Sources:

 msedwards-englishii-houghhs.cmswiki.wikispaces.net

 http://michigan.gov/documents/mde/SSWAC_225020_7.pdf


3 Putting it All Together - 20 minutes

    Student share their answers to the guiding questions to the class, as well as extra notes they have taken that they would like to share.  Each table selects one speaker to present this information orally. 

     I ask students to rate their understanding of this research process by voting with their feet using my "Windshield Check" (see resource).  Students who understand and can work independently go to the "clear" windshield sign.  Students who understand but need some guidance, walk towards the "buggy" windshield sign. Students who do not get it at all and need further explanation, walk towards the "muddy" windshield sign.  I like using this activity because it individualizes and differentiates instruction.  Sometimes, in cooperative groups, it is difficult to see how each individual is doing because of the supports the group provides.  I plan to meet with each group to differentiate as follows:

  1. Muddy Group-Review step by step process of research with lots of modeling.
  2. Buggy Group-Focus on weak areas and strengthen them by skills practice and modeling.
  3. Clear Group-Give extension assignment such as independent research of an approved topic of their interest.