Name: Jamie Ropars Grade: Second Grade Subject/Topic/Activity: A read aloud. A Mexican Cinderella Story Adelita.

Comparison/Connection activity Standards: 2.RL.1: Ask and answer questions as who, what, when, where, why, and how to demonstrate an understanding of key details in a text. 2.Rl.2: Recount stories, using fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RL.3: Describe how characters in a story respond to major events and challenges. 2.RL.9: Compare and contrast two or more versions of the same story by different authors or from different cultures. 2.SL.1: Comprehension and collaboration 2.SL.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media

Objective: Students will be able to compare details of the same story but of a different culture. They will also be able to discuss in partners these findings and present them to the class.

Materials: A Mexican Cinderella Story Adelita, paper, White Board, and dry-erase markers. Structure/Procedure: *Connection: Yesterday we read as a class a fairytale story called, Cinderella. Did you know that there is a Mexican folktale of Cinderella called, Adelita? Today I want to read A Mexican Cinderella Story Adelita to you to show how writers take other published stories and change the details to make it their own story. *Teaching: To begin to make a list on the board of four or five things that happen in the original Cinderella story. Make sure to tell them to listen for the same or different occurrences in the Mexican Cinderella book. Introduce the title of the book and warn the students that the story is slightly different than what they have read before so take notice. Start reading and then pause on specific pages to get the students to think about the differences Stop on page four and have the students think if that part of the story is the same or different. Do they remember in the Disney version if Cinderellas father gets remarried? Stop on page nine so the students can see the first difference in the story, d ont talk about it in detail, and have them keep it in mind. Who is Esperanza and was there someone like that in the other Cinderella story?

Again stop on page 14 and keep that difference in mind while you continue to read to them. Does this part of the story seem different?

Make sure to pause throughout the story on certain points so you can discuss the differences during the assessment.

*Active Engagement: Have the class turn to a partner next to them to discuss the differences in the story. This will show them how different authors have different views to be able to change details in a story to make it their own written story. Bring the group back together and have each student tell you one difference to write on the white board. *Throughout each answer they give discuss the fairytale Cinderella and the difference with the Mexican Cinderella story, a folktale. *Link: I want you to think about this point. Isnt it the same concept as to what you are doing with your fairytales that you are writing in class? First you read one of your favorite fairytales, and then thought up ways to change the details, and last you wrote an original fairytale off the basis of one you have read. *Confer: Talk to a partner next to you about what you think about when having to write a fairytale in this way. Do you find it easier to read the story and then change the minor details to make it you own story?

*After Workshop Share: As a class lets discuss your stories once written and inform the class on the process you completed when changing the details of the original fairytale story and making it into your own fairytale story. Assessment: The students will be able to compare and contrast two stories that are of the same topic but are of different cultures. They will talk about the findings with a partner and then discuss the differences as a class on what they found between the folktale and fairytale. Management Issues/Transitions: There may be a little problem with distraction as they work together with partners. To fix that I will be walking around to each group to ensure they are working in the right direction. Transitions will mainly be done by what group they are a part of. Differentiation: This activity will work for many learners. In this activity they get actively engaged with writing their own fairytales, literacy comprehension with the compare/contrast activity assessment, discussion with partners, and also they work on verbal skills while discussing the findings in class. It also has a culture aspect because the setting is in Mexico and will grasp the attention for those students who like social studies. For this lesson it connects the fairytale unit they are learning in Reading as well as the Mexico unit they are learning in Social Studies.