Where in the World is Cinderella

Presented By: Leigha Thompson, Lacy Conner, Natalie Wolfe, Samantha Rausch, and Brett Tison

Table of Contents1. Curriculum2. Assessments3. Resources4. Introduction/ Motivation5. NETS Standards6. Engaged Learning7. Assignments that Matter8. Overall Evaluation

Unit Summary

• In this unit, students travel the globe to see how culture impacts the story of Cinderella. As they work through the unit activities, students read and analyze many versions of this classic tale, learn more about the literary genre, and study character development and the difference that point of view can make in the telling of a tale.

Curriculum• Designed for grade levels 3-5

• Subjects: Language Arts and History

• Topic :Cinderella

• Higher-Order Thinking Skills: Inference, Analysis

• Key Learnings: Cultural Literacy, Geography, Fairy Tales

• Time Needed: 6 weeks, 50-minute lessons, daily

Assessment Methods

Assessment Timeline

Before Project work begins

Students work on projects and complete tasks

After project work is completed

Questioning Journals Questioning Anecdotal NotesPeer Feedback Form

Presentation RubricBlog or Story Rubric Wiki Checklist

QuestionBlog or Story Rubic

Presentation RubricJournals

Assessment Objectives

These assessments help students and teachers • set goals• monitor student progress • provide feedback • assess thinking• processes, performances, and products• reflect on learning throughout the learning

cycle.

Resources

• Cinderella Story (book, movie)• Websites• Venn diagrams• ClipArt• Graphic Organizer

Introduction/ Motivation

• Introduce the fairytale unit by showing any fairytale in movie form.

• After watching the movie, explain the elements of fairytales and then have a group discussion on how the movie relates to each term.

Engaged LearningTeacher’s Role

•Facilitator•Monitor group work•Gives in class examples•Provides clear instructions and checklists

Student’s Role•Explorer•Research new topics•Reflect upon their discoveries with their groups

NETS Standards: Use of Technology Resources

• Facilitates high order and complex thinking skills, including problem solving, critical thinking, informed decision making, knowledge construction, and creativity.

NETS : Design, Implement, and Assessment

• Design, Implement, and Assess learner centered lessons that are based on the current best practices on teaching and learning with technology and that engage, motivate, and encourage self- directed student learning.

Nets: Availability of Technology

• Assess the availability of technology resources at the school site.

• Plan activities that integrate available resources.

• Develop a method for obtaining the additional necessary software and hardware to support the specific learning needs of students in the classroom.

NETS: Technology Productivity Tools

•Apply Technology Productivity tools and resources to collect, analyze, and interpret data and to report results to parents and students

Vision of Learning• Responsible for Learning

• Strategic

• Energized by Learning

• Collaborative

Tasks

•Authentic

•Challenging

•Multidisciplinary

Instructional Model

• InteractiveStudents respond to questions posed by the teacher and have some choices with regard to unit questions

• GenerativeStudents use software to create relevant and meaningful wanted posters

Learning Context

• Collaborative

• Knowledge Building

• Empathetic

Grouping

• Flexible- Use specific skill building to pair up into group for students who are unfamiliar with the story to shadow their partner telling the story.

• Equitable- Students have the opportunity to meet in groups after each individual assignment to gain feedback from the other members in the group

• Heterogeneous- Students are primarily placed into heterogeneous groups

Assignments that Matter

• Students want to know does happily ever after really exist ?

• Students participate in activities to find out if the story always ends happily ever after from every character’s perspective.

Relevancy

• Students learn to accept different view points other than their own

Our Learning Experiences• Little use of

creativity in the classroom

• Little use of technology

• Teacher –centered learning

•Teacher focused more on the grades rather than the actually understanding of skills.•No relevance to real life•Rote memorization

Our Lesson Plan

• Creativity in the assignments• Student-centered learning• Use of technology throughout the lesson• Teacher focused on the students

understanding the material, rather than the grades a student receives.

• Uses higher level thinking skills• Relevant to real-life

Overall Evaluation• Teacher’s will know how well the students

fully understand all the material at the end of the unit when the students present their presentations.

http://educate.intel.com/en/ProjectDesign/UnitPlanIndex/WhereIsCinderella/