Lesson Plan Writing Our Own Cinderella Stories: Planning the Plot Goals/Objectives: SWBAT apply their knowledge

ge to generate a list of two crucial aspects each of the beginning, middle and end of Cinderella stories SWBAT use a template to plan the plot of their Cinderella story SWBAT integrate the unique cultural details they have selected into the plot of their Cinderella story Standards: Common Core State Standards o Writing CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order and provide some sense of closure o Speaking and Listening CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups PA Common Core Standards o 1.4 Writing (W) students write for different purposes and audiences; students write narrative pieces on familiar topics that have a clear focus, relevant content and supporting details, organized and cohesive thoughts, and grade appropriate conventions and word choice CC.1.4.1.M: Write narratives to develop real or imagined experiences or events CC.1.4.1.N: Establish who and what the narrative will be about CC.1.4.1.W: With guidance and support, recall information from experiences or gather information from provided sources to answer a question Materials and Preparation: Blank chart paper Cinderella Story Plot template (see attached) Students Common Elements of Cinderella Stories chart Students Personal Cinderella Story Cultural Elements chart Copies of the various Cinderella stories that have been read in class Classroom Arrangement and Management Issues: Classroom Arrangement o A whole class discussion meant to activate students knowledge of the common plot line in Cinderella stories will take place on the carpet This arrangement was chosen so that all students would have access to the class-generated chart of the common plot line elements of Cinderella stories

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The whole group discussion on the carpet also facilitates and encourages active participation because every student can see and hear what is happening. Because this part of the lesson is meant to activate the students own knowledge, it is especially important that each one feel that he/she is a part of what is going on. With all of the students in close proximity, I can see who seems to be engaged and who is not, and can adjust my teaching strategies (i.e. who I choose to call on, etc.) Students will remain on the carpet as I present and go over the Cinderella Story Plot template Because we do not have a projector or SmartBoard, it is important that the students are still in close to me when I am introducing the template so that they can see it and ask questions as needed before returning to their seats Students also tend to pay attention to directions better when they are seated at the carpet rather than at their desks where there are more distractions and things to play with Students will return to their tables to work on their Cinderella Story Plot template independently It is a regular part of the classroom routine that whenever students are engaged in independent writing work, they are seated at their desks where they have easy access to previous writing work they will need and all necessary writing materials The students are working independently during this part of the lesson because they will each be responsible for their own Cinderella story and therefore need to plan on their own. However, working at their tables provides students the opportunity to ask questions and/or ask for suggestions or feedback from their peers if necessary Having students work independently at their tables gives me the opportunity to walk around the room and check in with students one-onone to see if they are on the right track and to provide support if needed At the end of the lesson, the whole class will again meet on the carpet and one student each will share his/her plan for the beginning, middle and end of his/her story This whole group discussion gives struggling students the opportunity to hear ideas from others that may be helpful in their own work A group discussion also enables me to get a sense of where the class is as a whole and to determine if I need to do any re-teaching or clarifying The students love to share their ideas with others and really seem to take a sense of pride in their work when doing so. Because my job is to help students develop a love of writing, this is a great opportunity to help them feel good and proud about their work as an author The student responsible for writing folders at each table will pass them out when it comes time to begin independent work as usual I will pass out the Cinderella Story Plot template as students settle in at their tables for independent work

o Writing materials (paper, correction labels, etc.) will be available at the writing center as usual and other materials (pencils, erasers, etc.) will be in each tables bridge Management Issues o Students may get easily distracted and/or lose focus during whole group discussion times Wait for all students eyes and ears before continuing Move students away from distractions and/or closer to the teacher o Students may be disrespectful during whole group discussion times (i.e. talking out of turn, talking when others are talking) Remind students of expectations for discussion before beginning lesson Ask students who are sharing to wait for everyones attention before beginning and/or continuing to talk Require students to return to their desk if they are not able to behave appropriately o Some students may not actively participate in whole group discussion times I see the same brains working all day Increase wait time Ill give everyone a few more seconds to think Call on students who have not yet participated (and who I know are capable of answering) o Students may lose focus and/or not do their work during independent work time Proximity circulate throughout room and redirect students as needed Move students to other work areas (i.e. small table in the hall, carpet) Provide students with extra support and guidance with the assignment

Plan: The Hook (10-15 minutes) o Activating prior knowledge about basic plot line of Cinderella stories We have been reading many versions of Cinderella stories from around the world and we have already talked about some of the common elements of all those stories like an evil character, a helping character, a celebration/gathering of some sort, a lost item Today were going to talk more about the common plot or beginning, middle and end of Cinderella stories. Can anyone tell me how Cinderella stories usually begin? As students make suggestions about what usually happens during the beginning, middle and end of Cinderella stories, I will chart the information on the board The Body (45-50 minutes) o Introduction to Cinderella Story Plot template Yesterday, everyone picked out a minimum of three elements from their culture that they are going to include in their Cinderella story. Today we are going to work on planning the plot or beginning, middle and end of our stories, and tomorrow well begin writing!

Show students template and explain that they must follow the guidelines in the template, and can also include one of the other plot elements we charted as a class o Model use of template in creation of my own Cinderella story As you know, I will be writing my own Cinderella story as well. Just like you, Im going to use this template to plan the plot of my story. Go through each section (beginning, middle and end) following the template and including one additional idea the students came up with on our chart o Giving instructions for independent writing work for the day Your job as a writer today is to complete your Cinderella Story Plot template as best you can. Remember that this is just a plan if you come up with a new, great idea tonight for what you want to happen in your story you can always make revisions to your template tomorrow. Remind students to think about how the cultural elements the have chosen will fit into the plot of their story Encourage students to use their creativity and try their best not to make their plots too similar to any of the versions of Cinderella we have already read Students will be given the opportunity to pose any lingering questions and/or ask for any clarification if needed Pass out templates and dismiss students back to their desks one table at a time, reminding the student at each table responsible for the writing folders that he/she should go get and distribute them o Independent work time Throughout this time, I will circulate throughout the room, making sure students are staying on task and are completing their work correctly See Anticipating Student Responses section for how I will address students who need support completing their assignment Closure (15 minutes) o Class discussion about how students complete their templates One student each will present the plan for the beginning, middle or end of their Cinderella story The students will be selected based on the completeness and quality of their templates that I will monitor as I walk around the class during independent work time. I will let them know ahead of time that they will be sharing Im going to make ____ famous and have him/her share the ____ (beginning, middle or end) section of his/her template. The students and I will be given the opportunity to comment and/or make suggestions to the children who present

Assessment: Formal o Completion (or near completion) of Cinderella Story Plot template

Do students follow the templates and guidelines accurately and completely? Can students integrate the knowledge/experiences they have from reading many versions of Cinderella in order to plan a plot for their own Cinderella story that follows the common structure? Do students include any additional plot elements discussed in class? Do the students plots flow logically? Is there order and cohesiveness? Is it clear that the cultural details the students have already selected will fit into their plots?

Informal o Contributions to class discussion on common plot elements in Cinderella stories Do students suggest elements of plot (problem, solution, etc.) as opposed to the other elements (character, setting, etc.) we have discussed in class? Do students use their knowledge and experience with Cinderella stories when thinking about specific plot elements or do they give more general examples? o Contributions to closing discussion Do students offer suggestions to their peers that are appropriate and constructive? Do students comments and questions relate directly to the days goal of planning the plot? Can students take feedback/criticism? o Observations during independent work time See guiding questions in the formal assessment section above Are students able to revise their work based on my comments/suggestions?

Anticipating Student Responses: If students are unable to come up common elements of the plot in Cinderella stories, I will first give a couple of examples from the Cinderella Story Plot template I have created o If students continue to struggle, I will ask guiding questions such as: What do we learn about at the beginning of most Cinderella stories? What is the main problem in most Cinderella stories? How does the main problem usually get solved? What tends to happen at the very end of Cinderella stories? If a majority of the students continue to have questions about how to use the template, we will do another example as a class based on one of the Cinderella stories used in a whole class read aloud o If one or two students seems to be particularly confused, I will host a guided writing group during independent work time to provide further explanation, clarification and support If students struggle when it comes to filling out the template for their own story, I will first try to have an informal conversation with them about how they see their story going (I find that generally, once students have talked through their ideas, they are much better able to write about them)

o For any student who continues to struggle, I will give them more structured support in developing the beginning section, and then will challenge them to complete the other sections independently Accommodations: For students who find the material too challenging o See Anticipating Student Responses above o Students will be able to choose a Cinderella story from the library to re-read and refresh their memory of Cinderella stories o For ELL student Student will be permitted to write single words instead of phrases If necessary, I will provide more structure for the student by way of sentence starters/frames, etc. If needed, student will be able to draw story first and then dictate to me what is happening For students who need greater challenge and/or finish early o Students who need a greater challenge will be encouraged to add more of the common plot elements from the class generated list o Students who finish early will be given the opportunity to start on their draft