Learning Experience 1

Candidate: Rebecca Ciamacco Date: 4/2017

Grade Level: First Subject: ELA Number of Students: 21

1. Central Focus

Students will compare and contrast the

American and African versions of Cinderella
by applying and analyzing the story
elements.

Core Standard/Content Standard:

RL.1.1 Ask and answer questions about key details in a text.

RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or
events.

Learning Objective/s:

Students achieving below grade level expectations will identify the characters,
setting and plot of the story, Cinderella and participate in the readers theater
retelling exercise.
Students achieving at grade level expectations will identify the characters,
setting, problem, beginning, middle and end of the story, Cinderella and participate in
the readers theater retelling exercise.
Students achieving above grade level expectations will identify how one
character in Cinderella feels and how he/she relates to themselves.

2. Learning Experience Plan

Anticipatory set/Introduction:
Must include, numbered:
1 Gain Attention: If you can hear my voice, clap once. If you can hear my voice
sit down crisscross. If you have ever heard the story Cinderella before put
both hands in the air.
2 Review Previous Learning: What is the setting of a story? Who is the main
character in Cinderella? What is the beginning, middle and end of a story?
3 Motivation: Today we get to explore the story of Cinderella and retell it by
becoming the characters.
4 Statement of Student Objective: By the end of today you will have identified
the story elements of Cinderella and retold the story yourselves!
5 Introduction: Turn towards the smart board and lets listen to the story!

Strategies/Methods: (describe steps in instruction)

Listen to Disney version of Cinderella on the smart board:
http://www.justbooksreadaloud.com/ReadToMe.php?vid=Cinderella
 Students will complete their story elements worksheet independently
Students will discuss the answers to the worksheet as a class
Students will be broken into groups for the readers theater exercise
Students will each be assigned a part to play
Students will be given time to practice reading the script with their
group
Students will perform the play for the rest of the class

Closure/Conclusion:
Students will be asked, What were the main events in our story of Cinderella?

3. Supporting Learning:

Materials /Resources needed:

Cinderella storybook online: http://www.justbooksreadaloud.com/ReadToMe.php?vid=Cinderella
SmartBoard
Differentiated Cinderella story elements worksheet
Cinderella readers theater scripts
Clip boards
Character name tags

Grouping for Learning:

Large group, individual, and small group

Language Demands: (vocabulary demands AND other communication demands)

Vocabulary demands: story elements, setting, problem, characters, beginning,
middle, end, play, fiction, fantasy, retell, key details,
The students will be expected to listen, respond, write and speak aloud in front of
the group.

4. Assessment/Monitoring Learning:

Type of Assessment (describe):

Students will be assessed using a checklist and informal observation. The checklist
will be utilized during the story elements activity to assess whether the students
could identify the setting, characters, problem and beginning, middle and end of the
story. Notes will be taken during the readers theater performance portion of the
lesson.

Monitoring of Progress: (describe)

Monitoring of progress will take place during the review of previous learning, story
elements worksheet, and readers theater exercise.
 Learning Experience 2

Candidate: Rebecca Ciamacco Date: 4/2017

Grade Level: First Subject: ELA Number of Students: 21

5. Central Focus

Students will compare and contrast the

American and African versions of Cinderella
by applying and analyzing the story
elements.

Core Standard/Content Standard:

RL.1.1 Ask and answer questions about key details in a text.

RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or
events.

Learning Objective/s:

Students achieving below grade level expectations will show two differences in
regards to setting or characters in a visual representation.
Students achieving at grade level expectations will identify 4 differences between
the two stories in regards to setting or characters in a visual representation.
Students achieving above grade level expectations will identify 6 differences
between the two stories in regards to setting, characters, or plot in a visual
representation.

6. Learning Experience Plan

Anticipatory set/Introduction:
Must include, numbered:
6 Gain Attention: Play a sound clip of music from Africa.
7 Review Previous Learning: Who can tell me the main events that happened
in our story Cinderella?
8 Motivation: Today we are going to read another Cinderella story but from the
country of Africa.
9 Statement of Student Objective: By the end of our lesson today you will tell
the similarities and differences of the two stories in an art project.
10 Introduction: Lets begin our story Mufaros Beautiful Daughters by John
Steptoe.

Strategies/Methods: (describe steps in instruction)

Students will listen to Mufaros Beautiful Daughters
Students will complete a comparison chart as a class with the
similarities and differences of the two stories.
Students will create a visual representation of both stories including the
setting, characters or plot using watercolors.
 Closure/Conclusion:
Students will be asked, What was different about the setting in our two stories?
What was similar about the characters in both of our stories?

7. Supporting Learning:

Materials /Resources needed:

Mufaros Beautiful Daughters
Setting comparison art sheets
Watercolors
Story comparison chart

Grouping for Learning:

Large group and individual

Language Demands: (vocabulary demands AND other communication demands)

Vocabulary demands:
Setting, location, habitat, characters, plot, problem, similarities, differences, Venn
diagram
Students will be expected to listen, respond and draw.
8. Assessment/Monitoring Learning:

Type of Assessment (describe):

Students will be assessed using a checklist in response to their final art project. The
checklist will assess what similarities and differences they identified in regards to the
setting, characters or plot.

Monitoring of Progress: (describe)

Monitoring of progress will take place during the review of previous learning, during
the group comparison chart activity and during the art project.

Learning Experience 3
Candidate: Rebecca Ciamacco Date: 4/2017
Grade Level: First Subject: ELA Number of Students: 21

9. Central Focus

Students will compare and contrast the

American and African versions of Cinderella
by applying and analyzing the story
elements.

Core Standard/Content Standard:

RL.1.1 Ask and answer questions about key details in a text.

RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or
events.

Learning Objective/s:

Students achieving below grade level expectations will identify 4 character traits
for each character and 2 differences between 2 characters.
Students achieving at grade level expectations will identify 6 character traits, 4
differences between two characters.
Students achieving above grade level expectations will identify 4 differences and
2 similarities between 2 characters.

10. Learning Experience Plan

Anticipatory set/Introduction:
Must include, numbered:
11 Gain Attention: Red group meet me at the blue carpet.
12 Review Previous Learning: Who were the characters in Cinderella? Who
were the characters in Mufaros Beautiful Daughters?
13 Motivation: Today we get to work in groups to complete character webs
14 Statement of Student Objective: At the end of our time today, you will have
compared and contrasted the characters of both of our stories.
15 Introduction: Each group will receive one character from Cinderella and one
character from Mufaros beautiful Daughters.

Strategies/Methods: (describe steps in instruction)

Students will be broken into small groups
Each group will receive one-character map from Mufaros Beautiful
Daughters and one-character map from Cinderella
Students will complete character maps in their groups utilizing the
character trait cards.
The students will compare and contrast the characters using a Venn
diagram
 Closure/Conclusion:
Students will be asked, What two characters are similar? What two characters are
opposites?

11. Supporting Learning:

Materials /Resources needed:

Character trait cards
Character web maps
Venn diagram anchor charts

Grouping for Learning:

Small group and large group

Language Demands: (vocabulary demands AND other communication demands)

Vocabulary demands: compare, contrast, characters, character traits, main
character, Venn diagram
Students will be expected to work cooperatively, listen, respond and write.
12. Assessment/Monitoring Learning:

Type of Assessment (describe):

Students will be assessed using informal observation during the group character
traits activity. Notes will be taken to assess where each student is in identifying
character traits and analyzing the similarities and differences.

Monitoring of Progress: (describe)

Monitoring of progress will take place during the group character map activity and
during the large group Venn diagram review.

Learning Experience 4

Candidate: Rebecca Ciamacco Date: 4/2017

Grade Level: First Subject: ELA Number of Students: 21

13. Central Focus

Students will compare and contrast the

 American and African versions of Cinderella
by applying and analyzing the story
elements.

Core Standard/Content Standard:

RL.1.1 Ask and answer questions about key details in a text.

RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or
events.

Learning Objective/s:

Students achieving below grade level expectations will write a five sentence
paragraph identifying setting, one character, and one event with teacher assistance.
Students achieving at grade level expectations will write a five sentence
paragraph identifying setting, one character, and one event independently.
Students achieving above grade level expectations will write a detailed 5
sentence paragraph identifying setting, two characters, and one event.

14. Learning Experience Plan

Anticipatory set/Introduction:
Must include, numbered:
16 Gain Attention: Stretch to the ceiling, stretch to the ground. Run in place
then have a seat!
17 Review Previous Learning: Who were some of your favorite characters in
our two stories? What about them do you like?
18 Motivation: Today is the last day of our Cinderella unit.
19 Statement of Student Objective: We are going to write a paragraph today all
about your favorite of the two stories we have been studying.
20 Introduction: We are going to start our writing by using a web.

Strategies/Methods: (describe steps in instruction)

Students will complete a web about either Mufaros Beautiful
Daughters or Cinderella.
Students will use the web to write a paragraph that compares and
contrasts the stories of Mufaros Beautiful Daughters and Cinderella.
Students will listen to the Rodgers and Hammersteins Cinderella
soundtrack while working.

Closure/Conclusion:
Students will be asked, What does compare and contrast mean? What do we use
a Venn diagram for?

15. Supporting Learning:

Materials /Resources needed:

Paragraph web
 Writing paper
SmartBoard

Grouping for Learning:

Large group and individual

Language Demands: (vocabulary demands AND other communication demands)

Vocabulary demands: setting, character, plot, key detail, event, opinion, sentence,
paragraph
Students will be expected to listen, respond and write.

16. Assessment/Monitoring Learning:

Type of Assessment (describe):

Students will be assessed using a rubric. The final copy of their paragraph will be
evaluated based on identifying the setting, one or two characters and one main
event. It will also be assessed for capitalization, punctuation, spelling and spacing.

Monitoring of Progress: (describe)

Monitoring of progress will take place during the web and paragraph writing
activities.