Title of Unit

Fairy Tales

Grade Level

Curriculum
Area

Reading/ELA

Time Frame

4 45-minute
sessions

Developed By

N. Bennett-OBrien

Content Standards:

ELACC2RL6: Acknowledge differences in the points of view of characters,

including by speaking in a different voice for each character when reading
dialogue aloud.
ELACC2RL9: Compare and contrast two or more versions of the same story
(e.g., Cinderella stories) by different authors or from different cultures.
AASL 1.1.6: Read, view, and listen for information presented in any format
(e.g., textual, visual, media, digital) in order to make inferences and gather
meaning.
AASL 2.1.4: Use technology and other information tools to analyze and
organize information.
AASL 2.2.4: Demonstrate personal productivity by completing products to
express learning.
ISTE-NETS 1b: Create original works as a means of personal or group
expression.

Understandings
Students will understand that:

Story elements are key components of literature that can be used to

better understand and compare texts. (Facet 1: Explanation)

Comparing and contrasting information is an effective tool for better

understanding a topic. (Facet 3: Application)
All characters, authors, and cultures do not share the same point of
view. (Facet 5: Empathy)

A good reader is able to understand the most important points

presented in two texts on the same topic. (Facet 6: Self-Knowledge)

Essential Questions
Overarching Questions:

Topical Questions:

How can point of view change

the conclusions you draw about
a character?

From whose perspective is this

story being told, and what
difference does it make?

In what ways can we compare

and contrast what we read?

How do story elements help

readers compare/contrast two
or more versions of the same
story?

In what ways can we compare

and contrast two versions of
the Cinderella story from
different cultures?

How does Cinderella view her

stepmother and sisters in the
traditional version of the tale?

How can I use story elements

to compare and contrast
multiple versions of the same
story?

Stage 2 - Evidence
Performance Task
Carriage Comparisons
Facet 1: Explanation (E) Facet 2: Interpretation (I) Facet 3: Application (A) Facet 6:
Self-Knowledge (S)

Goal: The goal is for students to demonstrate the similarities and

differences often found in multicultural versions of the same story. Students
task is to design a model to compare and contrast the story elements,
language, and important information in the two texts.
Role: Students will act as investigators who have been hired by a mystery
character from the fantasy land of Once Upon a Time to research and
describe how two multicultural versions of the same fairy tale can be similar

and different.
Audience: Students target audience will be the mystery character from the
land of Once Upon a Time and their fellow investigators.
Situation: Students will have a two-part challenge: (1) to identify the story
elements and important points of each version of the fairy tale (E), and (2) to
develop a model to be presented to the mystery character that clearly and
accurately compares and contrasts information presented in the two texts
(A, S).
Product Performance and Purpose: Students will develop a Venn-diagram
model comparing and contrasting story elements, language, and points of
view of characters in multicultural versions of the same fairy tale: the
traditional version of Cinderella and The Rough-Face Girl by Rafe Martin (I).
Standards and Criteria for Success: Students will be assessed by how
appropriately and accurately they identify story elements from the two texts;
and, how neatly and accurately they used a model to compare and contrast
the story elements, language, and important information found in the two
texts.

Stage 3: Plan Learning Experiences

Lesson Activities
Day 1 of Unit
1. To hook students, begin by telling them that they have received an
anonymous letter. When reading the letter aloud, students will learn
that they have been hired by a mystery character from Once Upon a
Time to act as investigators who will research and describe how two
multicultural versions of the same fairy tale can be similar and
different. H
2. Introduce the Learning Targets and Essential Questions. To create a
visual representation of learning progress, a picture of a target with
several rings around the center will be displayed prominently in the
classroom. The unit goal will be displayed in the center and a paper
arrow will be used to track where students are as they work towards
their goal. Essential questions will be written on the paper arrow. E
3. Introduce key vocabulary terms. Note: Instruction of vocabulary terms
is embedded throughout the unit and will be reviewed and addressed

4.
5.

6.

7.

as needed. E
Discuss the Carriage Comparisons performance task rubric. See
Appendix A.W
Read a classic version of Cinderella aloud, stopping to discuss
characters points of view and voices, as well as how illustrations can
help us understand characters, setting, and plot. E
Using a graphic organizer, students will create a story map identifying
characters, setting, and plot, and culture. Students will share their
maps with a partner for peer assessment and review. E, R
In their journal, students will respond to the following question: How
does Cinderella view her stepmother and sisters in the traditional
version of the tale? SLMS will collect and review journals to look for
misunderstandings needing instructional attention. E, R

Day 2 of Unit
1. To hook students, SLMS will hide several hot seat questions
underneath students chairs. This game, called Who Has the Glass
Slipper?, activates students prior knowledge and prepares them for
new learning. H
2. Review the Learning Targets, Essential Questions, and Key Vocabulary.
E
3. Read The Rough-Face Girl, a legend from the Eastern Woodland tribes,
stopping to discuss characters points of view and voices, as well as
how illustrations can help us understand characters, setting, and plot.
E
4. Using the same graphic organizer from the previous lesson, students
will create a story map identifying characters, setting, plot, and
culture. Again, students will share their maps with a partner for peer
assessment and review. E, R
5. In their journal, students will reflect on how their own point of view is
similar to or different than at least one of the characters in this story.
SLMS will collect and review journals to look for misunderstandings
needing instructional attention. E, R

Day 3 of Unit
1. To activate their prior knowledge, students will have a Ticket in the
Door where they will write down all of the characters in both versions
of the Cinderella story. H
2. Review the Learning Targets, Essential Questions, and Key Vocabulary.

E
3. Using two hula hoops and cards labeled with both stories titles,
characters (including points of view), settings, plots, and cultures,
students will work as a group to sort story elements into the
appropriate hoop. E
4. Independently, students will use a Venn diagram graphic organizer to
compare and contrast story elements and cultures of the two stories.
Students may share their comparisons with the class upon completion.
E
5. In their learning logs, students will reflect on at least one way the two
stories are similar and one way they are different. SLMS will collect
and review learning logs to look for misunderstandings needing
instructional attention. E, R

Day 4 of Unit
1. As an activator, the SLMS will have a bag of character points of view
and story elements. Student volunteers will be asked to pull a card out
of the bag and tell which character or from which story this
information comes from. H
2. Review the Learning Targets, Essential Questions, and Key Vocabulary.
E
3. Review Venn diagram graphic organizer from previous days lesson
and discuss ways that students found the stories to be similar and
different. E
4. Introduce Carriage Comparison Venn diagram template on
ClassTools.net. The SLMS will model how to type the titles on
opposing sides and differences below. The SLMS will also explain that
likenesses between the two tales will be typed in the middle shared
space of the two larger circles. E
5. Independently, students will complete the Carriage Comparison Venn
diagram activity using the digital template to record their findings. E
6. Using the performance task rubric, students will self- and peer-assess
their completed projects. E, E-2
7. In their journals, students will respond to the following essential
question: How can I use story elements to compare and contrast
multiple versions of the same story? SLMS will collect and review
journals to look for misunderstandings needing instructional attention.
E, R

Student Self-Assessment and Reflection

Journal Students will reflect on how their own point of view is similar to or
different than the main character of fairy tale stories we have studied.
Learning Log At the end of each lesson, students will reflect on something
they learned, discovered, found interesting, or have a question about.
Rubrics Using a given rubric, students will self-assess before submitting
the following Carriage Comparison performance task:
(1)Carriage Comparisons Assessing students accuracy with which they
developed a model comparing and contrasting story elements,
language, and points of view of characters in multicultural versions of
the same fairy tale: the traditional version of Cinderella and The
Rough-Face Girl by Rafe Martin.

Notes to the Instructor

To demonstrate instructional differentiation, the SLMS will:
Create a visual representation of learning progress a picture of a
target with several rings around the center will be displayed
prominently in the classroom. The unit goal will be displayed in the
center and a paper arrow will be used to track where students are as
they work towards their goal. Essential questions will be written on
the paper arrow.
Design two small-group tasks, labeled Target Practice and SLMSs
Choice, to provide appropriate instructional support for each group of
learners.
Utilize cooperative groups in which students develop similarities and
differences between the two tales. This activity will be a tiered
assignment based on the ability and motivational levels of the
students. The SLMS will primarily assist students needing more
instructional support, while the other group works independently on
their task.

Appendix A
Carriage Comparisons
Excellent
(4 - 5 points)

Developing
(2 - 3 points)

1
Story
Elements

Accurately
identifies and
describes story
elements and
important points of
selected texts.

2
Organizat
ion

Uses model to
clearly and
accurately compare
and contrast
information
presented in the
two texts.
Model is neat and
easy to read and
understand.

Some of the story

elements and
important points
of selected texts
were accurately
identified and
described.
Model compares
and contrasts
some of the
information
presented in the
two texts.

Skills

3
Neatness

Model is
somewhat neat
and easy to read
and understand.

Needs
Improvement
(0 - 1 point)

Score

Story elements and

important points of
selected texts were
not accurately
identified or
described.
Model does not
clearly or
accurately compare
or contrast
information
presented in the
two texts.
Model is not neat
or easy to read or
understand.

Total Score:

/15