Elisha Ann

Lesson Plan

Fairy Tale Unit- Day 3 and 4

Comparing and Contrasting

2 Day Lesson Plan

Lesson Ideas Inspired by http://www.readwritethink.org/lessons/lesson_view.asp?id=261

-Comparing Cinderella variants by looking at setting

 DAY 3: Mufaro’s Beautiful Daughters and Cinderella

 Essential Questions:

• Why do cultures have similar fairy tales?
• How can I examine fairy tales from different cultures?
• How does the setting of a fairy tale affect the message, characters, or events?

Objectives:

• Students will compare and contrast Mufaro’s Beautiful Daughters and Cinderella, by identifying the fairy tale elements in each story, and discuss which elements are similar and different.
• Students will know that the settings are the main difference in the two stories, but does not change the message or overall events of the story.
• Students will discuss why both stories are “Cinderella variants”/
• Students will begin to conceptualize how fairy tales originate from all over the world by visually looking at a world map and beginning to fill it out with fairy tales read with the class and independently.
• Students will create their own venn diagrams to record their ideas about the similarities and differences about the two fairy tales. (Cross curriculuar integration: Learning how to create circles in Math/ geometry)

Materials:

• “Where’s the Fairy Tale From Anyways?!” handout (see attached)
• “Where’s the Fairy Tale From Anyways?!” Poster
• Mufaros’ Beautiful Daughters by John Steptoe
• “Is____________ a fairy tale?!” handouts (see attached)
• Color Pencils, markers, or crayons
• Compass
• Large paper for students to create venn diagrams.

Procedure:

1) Teacher will introduce the “Where’s the Fairy Tale From Anyways?!” Poster by asking students to keep their own copy of the map. Together class will fill out Cinderella by Perrault on the legend, and indicate the story originated in France. Color in map.(See attached.) Explain that class will be using this map throughout our fairy tale study to keep track of our the origins of fairy tales we read. (Whole Class, Individual Work)

2) Explain that Mufaro’s Beautiful Daughters is from Zimbabwe. Fill in map together. Explain that Zimbabwe is in Africa. The weather is quite different because it is near the equator, or any other facts children may want to share.

3) Preview book by showing pictures, and asking “What kind of setting is in Mufaro’s Beauitful Daughters by just looking at the illustrations?” “What do you notice about the characters and illustrations?” “How do you think this story originated?” Read blurb in beginning of book about how the book was originally an oral tale and retold by the author, John Steptoe.

5) Read aloud book, prompting students with questions throughout about the setting of the book, observations about illustrations, and predictions. (Whole Class, on rug)

6) When finished reading, discuss the story. What was the message of the book?

7) Discuss similarities and differences between Mufaro’s Beautiful Daughters and Cinderella. Were the characters similar or different in the two stories? How did both stories begin and end? How is magic used in both the stories? How did the setting change the story? Even though there are several differences between the two stories, can we still say both are “versions of Cinderella”?

8) Introduce the use of a Venn diagram to record our observations and ideas. Model on board.

9) Assign pairs to students and work in pairs. (can do individually as well).

10) Students use big paper and compass to create their own Venn Diagrams and fill out similarities and differences between two stories. (In pairs)

Standards:

• When previewing book, students will make predictions based on illustrations, dedications, blurb by the author in the beginning of the book, information researched about Zimbabwe, and prior knowledge. (1.1.5.D. Identify the basic ideas and facts in text using strategies (e.g., prior knowledge, illustrations and headings) and information from other sources to make predictions about text.)
• Students listen to a read aloud of Mufaro’s Beautiful Daughters. (1.6.3.B. Listen to a selection of literature)
• Students will summarize book through read aloud when prompted by the teacher, and after listening to the book, discuss message of fairy tale. (1.1.5 G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text – Summarize the major ideas, themes or procedures of the text.)
• In discussion, students will discuss how fairy tale elements are portrayed in both stories and how they are similar or different. Then, discuss how these similarities and differences affect the overall story. (1.3.3.B. Identify literary elements in stories describing characters, setting, and plot.) (1.2.6.A. Make inferences about similar concepts in multiple texts and draw conclusions.) (1.6.5.D. Contribute to discussion.)
• Using Venn Diagram and through discussion, students compare the use of fairy tale elements in the two fairy tales. (1.3.5. Compare the use of literary elements within and among texts including characters, setting, plot, theme and point of view.)
• Students are immersed in the genre of fairy tale to encourage them to read different genres of literature, along with genres they already are reading. (1.1.5.H. Demonstrate fluency and comprehension in reading – Read a variety of genres and types of text.)

DAY 2:

Modeling the Hamburger Model to Write a Paragraph about Cinderella and Mufaro’s Beautiful Daughters

 Essential Questions:

• How can we use our Venn Digrams and ideas to create a paragraph comparing or contrasting Cinderella and Mufaro’s Beautiful Daughters?
• Why do we need a topic and closing sentence?

Objectives:

• Students will connect using a Venn Diagram to writing a pargraph.
• Students will review how the hamburger model can be used to write a pargraph
• Students will discuss how to write effective topic and closing sentences.
• Students will pick one element on their Venn Diagram to write a paragraph.
• Students will use their Venn Diagrams to create comparing or contrasting paragraphs.

Materials:

• Hamburger Paragraph Template (see attached)

From: http://www.writingfix.com/wordlists/Hamburger_Paragraph_Template.pdf “

• Student’s draft of their Venn Diagram
• Diagram of hamburger model drawn on chalk board or white board

Procedure:

1) Students may finish their Venn Diagrams if they need more time.

Differentiation Ideas: Students struggling with comprehending story may use a copy of the book, and teacher may also provide a Venn Diagram template indicating all the elements. Student pairs who finish early may draw and color their own hamburger, list parts of the hamburger, and talk about which part of the hamburger they think are the most important and why.

2) Now, teacher will model how to use the hamburger model to write a paragraph. On the white board or chalk board, teacher will explain how the hamburger model works. Prompt students to think about “What do you like on your hamburgers?” “What makes a good hamburger?” “What do you think makes a good and complete paragraph?” The buns are the topic and closing sentence, which hold the paragraph together just like a real hamburger. You also need the meat of the paragraph to be juicy. Provide good details and solid sentences. State the fairy element you are comparing and then provide examples. These are the lettuce and ketchup of the hamburger.

3) For the model, the teacher will use the fairy tale element of magic to demonstrate the paragraph. Magic in Mufaro’s and Cinderella are both used to help the main character achieve her goal. However, the different types of magic are used (Mufaro’s: boy, snake, old lady; Cinderella: godmother, pumpkin, glass slipper) Go through each step, and write the topic sentence in the top bun, etc.

5) Students use their Venn Diagrams, pick an element to compare, and write their own paragraph in the Hamburger Paragraph Template.

Assessment:
Students will be evaluated upon their completion of the Venn Diagram and paragraph. Their ideas on the Venn Diagram should be complete and express their ability to analyze the story. The paragraph should include topic sentence, closing sentence, and explanation of the difference or similarity of a fairy tale element between the two texts.

Standards:

• Students will read the two stories and understand the fairy tale elements in each. (1.3.3.A. & 1.3.5.A. Read and understand works of literature) (1.3.3.B. Identify literary elements in stories describing characters, setting, and plot.)
• Students will compare the two stories and write a paragraph about a difference or similarity (1.4.3.B. Write informational pieces (e.g. descriptions, letters, reports, instructions) using illustrations when relevant.)
• Each student pair will identify each fairy tale element as existing in their picture book by giving specific examples from their book. (1.1.5.H Demonstrate after reading understanding and interpretation of both fiction and nonfiction text – Make responsible assertions about the ideas from the text by citing evidence from the text.)
• In their paragraphs, student will use focused topic and closing sentences, cite relevant examples from the stories, and include appropriate details about how the fairy elements affects the overall story. (1.5.3.A. & 1.5.5.A. Write with a sharp, distinct focus identifying topic, task, and audience.) (1.5.3.B. Write using well-developed content appropriate for the topic.)