Multicultural+Cinderella+Tales

=Multicultural Cinderella Tales= =Claire Gladney= =Spring 2011=

** Environment: ** ** School: ** Chesapeake High School ** Students’ Current Grade Level: ** 10th Grade ** Course: ** Standard/Inclusion English 10 World Literature ** Class Period: ** 90 minutes ** Instructional Support ** : Para-educator ** Class Size: ** 27 students, 3 special education students, 1 504 plan, 23 general education students ** Room Set-Up: ** Desks are arranged in rows facing the front of the room. On cooperative learning days, student desks are arranged in tables of four and students are assigned their groups. A technology cart is located in the middle of the room. A projector, document camera, and I-panel are located on the cart. These tools project documents and instructional aids on the board for students to see. ** Student Disabilities: **
 * Student #1: (Specific Learning Disability-Reading, Writing, Math) Reading Comprehension: 6th Grade, Vocabulary: 3rd Grade, Letter-Word Identification: 8th Grade, Written Expression: 5th Grade
 * Student #2: (Specific Learning Disability-Reading, Writing, Math) Reading Comprehension: 3rd Grade, Letter-Word Identification: 5th Grade, Written Expression: 2nd Grade
 * Student #3: (Specific Learning Disability-Reading, Writing) Reading Comprehension: 4th Grade, Letter-Word Identification: 3rd Grade, Written Expression: 4th Grade

** Unit: ** Multicultural Cinderella Folktale Unit
 * This two week unit is used by English teachers in our school to introduce World Literature to the students.
 * Students examine a variety of Cinderella tales from around the world in order to determine how culture in different societies influences literature.
 * Students should be able to determine that while the overall plot of the various tales is similar, literary elements and plot structure will change based on the culture in which the story tales place.

** Unit Overview: ** Students will read and examine various Cinderella Tales, including the following: “The Indian Cinderella,” “The Tale of the Anklet,” “Benizara & Kakezara,” “Yeh-Shen,” “The Baba Yaga,” and “The Brother’s Grimm Cinderella.” Supplementary articles, poems, and songs are included in the unit as well. ** Summative Assessment: ** Students are asked to compose an original Cinderella tale which exemplifies the place and time period in which their story takes place. Students first complete brainstorming and pre-writing activities to plan for their narrative. They examine various student examples in order to determine strengths and weaknesses of prior students as well as explore the level of professional writing that is required for their narratives. Students practice proof reading peer’s passages and partake in mini-lessons which support their writing and proofreading skills. ** Unit Indicators: ** 1.2.2, 1.2.4, 2.3.5, 1.1.4, 1.2.2, 3.1.9, 2.1.1, 3.1.7, 3.2.1, 3.3.1, 3.3.2, 4.2.2, 4.2.3, 4.3.1, 4.3.2
 * Pre-Reading: examine background information of various cultures
 * During Reading: identify and discuss aspects of culture, including the following: character traits, setting, living arrangements, marital beliefs, magical elements (exemplify myths and beliefs of the society), clothing, and government. Students are also asked to draw inferences after each tale is read and discuss the stories as a class to conclude what each culture found as desirable attributes in their women and male leaders.
 * Post Reading: After reading each folktale, students are asked to complete written responses which indicate their comprehension of each objective.

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 * ==Required Items== || ==Attached Documents== ||
 * Unit Plans & Worksheets || [[file:Multicultural Cinderella Unit Plans.pdf]] ||
 * Instructional Tools || [[file:Unit Overview.ppt]]
 * Rationals || [[file:Rationals of Modifications.doc]] ||