Fairy Tale Unit

First Grade

Katherine Wasley EDUC 4567 Fall 2014

Professor Weiner

Unit Plan Coversheet (Complete for All Units)

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Name: Unit Title: Grade Level: Academic context of Unit (optional): If this unit builds upon content taught in previous units (e.g. the unit requires prerequisite knowledge of a specific novel, mathematical or scientific concept, or historical context), summarize students’ background knowledge/experiences here. 1. Rationale for Unit: Why did you choose this unit? Why is it important?

2. Demographic summary of students and description of school context: Who are your

intended students? Why is this unit appropriate for them? 3. Attention to diverse learners: How, explicitly, does this unit plan address the needs of

diverse learners, including culturally, academically, and linguistically diverse students?

4. Other considerations: What else informed your creation of this unit? What else should we know about this unit?

Understanding by Design: 1st Grade Fairy Tale Unit Title: Fairy Tales Subject/Course: First Grade-Reading Subject Area: Language Arts Topic: Fantasy Grade: First Grade Teacher: Kate Wasley Dates: 3 week total Unit—Spring (January/February)

Stage 1 – Desired Results Established Goal(s) / Content Standard(s): CCSS.ELA-Literacy.RL1.3—Describe characters, settings, and major events in a story, using key details. CCSS.ELA-Literacy.RL1.9—Compare and contrast the adventures and experiences of characters in stories. CCSS.ELA-Literacy.RL1.7—Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-Literacy.SL1.2—Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.SL1.4—Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS.ELA-Literacy.SL1.5—Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. CCSS.ELA-Literacy.L1.2—Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Understanding(s): Students will understand the essential elements of fantasy. Specifically, they will understand the literacy elements of fairy tales. Students will also understand the different text features that can be found in fantasy and fairy tale stories. They will also understand the elements of plots and character traits.

Essential Question(s) At the conclusion of this unit students in a first grade classroom will be able to answer these essential questions: What is Fantasy? Why do we read fairy tales? What are morals and theme? Why are moral important? What can we learn from morals?

Students will know: At the conclusion of this unit students will know the key elements of fantasy which include the setting being in an imaginary world or universe, characters having special powers or characteristics, plot with a conflict that is resolved in the end, themes that revolve around good and evil, and having a moral or a message to the reader. The students will be able to identify these and respond to them. They will also know how to comprehend these varies stories and answer assignments related to them.

Students will be able to: At the conclusion of this unit students will be able to read a fairy tale and be able to identify the moral and theme of the story. They will also be able to identify a fairy tale based on the traits of the characters in the story. They will be able to ask and answer questions and recount key details in a story. Students will also be able to write their own fantasy stories using all the elements of fantasy writing previously learned.

Stage 2 – Assessment Evidence Key Formative & Summative Assessments used throughout unit Formative Formative assessment strategies will include asking comprehension questions during and after the reading of the various stories. I will also be checking in on students unit books to make sure they are keeping up and understanding the material Summative / Performance Tasks The summative assessment for this unit will be the completion of all tasks and assignments in their unit booklet. The booklet will be compiled of the various activities that we do after reading different stories over the 3-week period of time. The unit book should be colorful, organized, and done thoroughly. The students will also have time to write their own fantasy story and that will also be placed in the unit book.

Stage 3 – Learning Plan / Learning Activities Learning Activities: Monday: DATE Introduction to Fantasy stories: Fairly tales…what are the elements of fairy tales

Tuesday: DATE Review of elements of fantasy stories…writing our own fantasy stories

Wednesday DATE Finishing fantasy stories and drawings to go along with them…creating books for entire unit

Thursday DATE Finish creating unit booklets…allowing students to decorate their booklets

Friday DATE Reading of book 1: Jack and the Beanstalk Write in Unit Book

DATE Comparing and contrasting two modern fairy tales: Looking at two different styles of Cinderella. What is the same and what is different?

DATE Reading of Book 3: The Three Little Pigs—create story map and place into Unit Book

DATE Allow students more time to work on activities they haven’t finished in their unit book yet from the previous three books (Jack in the Bean Stock, Cinderella, 3 Little Pigs

DATE Multicultural Fairytales: reading of 1st multicultural fairytale…compare and contrast

DATE Reading of 2nd multi-cultural book.

DATE Reading of Book: Hansel and Gretel…work on assignment for unit book

DATE Reading of last book: Rapunzel…work on assignment for unit book

DATE Allow students time to finish their work in the unit books

DATE Plan for student sharing time either Thursday or Friday (maybe invite parents to see the final result)

DATE Wrap up and collect unit books and ask closing discussion questions on Fairy Tales and Fantasy stories in general

LESSON PLAN #1: INTRODUCTION TO FANTASY AND FAIRY TALES (INTRO TO UNIT)

Day One: 40 Minutes 1. Lesson Objectives

a. Knowledge Outcomes:

CCSS.ELA.LITERACY.RI.1.5—Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CCSS.ELA.LITERACY.RL.1.5—Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. 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.

b. Skill Outcomes: Students should be able to demonstrate that they understand the difference between fantasy writing and storytelling as opposed to realism writing and storytelling. They should be able to identify the key elements that are found in fantasy stories. They should also be working within a large group to help brainstorm and provide the class with a list of elements. They should be working on their speaking and listening skills during the discussion and brainstorming activity during today’s lesson.

c. Language Outcomes: i. Common Core Speaking and Listening Standards #3 (Kindergarten): Participate

in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups.

1. ELD Level 3 Studentsà Produce statements about working collaboratively in small groups or centers using oral sentence starters and models

2. ELD Level 3 Students àFollow oral instructions to order objects according to their lengths following a model with a partner

ii. Common Core Speaking and Listening Standards #4 (Grade 2): Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

1. ELD STUDENT LEVEL 3 à Retell stories including main events, characters, and settings using photos, illustrations, or wordless picture books with a partner

2. Literacy Literacy skills for this lesson include speaking and listening to discussion, reading and responding the fantasy stories provided in the activity of the lesson.

3. Assessment: a. Formative

I will be formatively assessing students based on their contributions and attentiveness during the discussion and brainstorming activity on the rug. I will be paying attention to who understands the differences between the two different types of stories that we are comparing (fantasy vs. real life).

b. Summative assessment After the class discussion they students will be given a work sheet will they will have to distinguish the different types of stories. One story will be pure fantasy and the other will be realistic. In groups or partners the students will be identify elements of fantasy writing

that we have previously discussed. This is how I will understand if they comprehended the main lesson for today.

c. Materials Two stories on worksheets that the students need to identify, paper, pencils, markers, poster board for discussion, displaying of books

4. Sequence of activities

1) Hook: (Call students to the rug) (5 minutes) 1. Who is Cinderella? 2. Who are Hansel and Gretel? 3. Are they real life people? 4. What is a fairytale? 5. Other prompting questions to begin discussion on fairy tales

2) Activities: 1. Explain that we are starting our new literacy unit today on Fairy Tales 2. In order to understand fairy tales we need to learn about the elements of fantasy and

fairy tale stories 3. Who can tell me one this that always happens in a fairy tale? (10 minutes)

a. Think, pair, share with their neighbor to come up with examples b. Have students help you create a list on the poster board c. Write down the students responses and ideas as they say them d. Make sure all students are paying attention, listening and not calling out

4. Now, who can tell me some elements of real life stories? (5 minutes) a. Think, pair, share again b. Again, write down their answers on the other side of the poster board

5. What are the differences between these two? (5 minutes) a. Allow students time to respond

6. Re-explain the list that we have created together (5 minutes) 7. Now, it’s your turn to decide whether a story is fantasy or real! 8. Hand out worksheet with two stories on them and create partners (10 minutes) 9. Students should spread out around the room and read the short stories with their

partners 10. Once they have read the stories they should identify what story is fantasy and what

story is real! They should have reasoning for why they chose each. 11. Come back together to go over answers

b. Differentiation:

Students with IEPs and ELLs will be in the same group discussion with the whole class. If they need more prompting, I will provide that for. them. For the activity at the end they will work with me at the back table to give them more support. In regards to ELL students, I will have pictures to describe words in fantasy available for them to see (picture of castle, Cinderella, specific fairytales that they may recognize depending on their culture). If they need more support, I will work with them at the back table for students who need more support.

c. Wrap-Up: We will wrap up the lesson by going over the two examples of the stories that they read with their partners. I will re-iterate the elements of fantasy and explain what we will do for the rest of the unit.

d. Potential Pitfalls Not having enough time. If this does happen we will cut out the activity at the end and the students will do this the following day. I don’t expect there to be much struggle for the students during the discussion. If I have many students who are new to this country, I will be in examples of different fairytales from their home culture to try and prompt them that way. Potential pitfalls out of my control are fire drills, having certain students absent, being called out of the classroom, etc. If these do happen we will pick up with the activity the follow day.

Sources for stories: http://comprehension-worksheets.com/first-grade-comprehension-worksheets/

LESSON PLAN #2: FANTASY WRITING

Day Two 40-minute lesson First Grade 5. Lesson Objectives

a. Knowledge Outcomes CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS.ELA-LITERACY.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 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.

b. Skill Outcomes: At the conclusion of this lesson, students should be able to known the key elements of fantasy writing. The should also be able to use that knowledge to create there own short story that focuses on fantasy. I would like to see proper spaces in between their words, solid writing skills (proper capitalizations, neat handwriting, etc…).

c. Language Outcomes: 6. Assessment:

d. Formative assessments As students are talking about the brainstorming we did the previous day I will check for students who are responding to my prompts. I will also be keeping track of students are raising their hands to give me answers to the questions I ask about fantasy vs. reality storytelling and writing

e. Summative assessment I will be summatively assessing the students based on the writing and ideas they develop through their own fantasy stories. I will not be focused on the spelling and grammar and more focused on the content and development of ideas. The most important is that they are grasping the idea of what a fantasy story is.

f. Materials: Poster paper, markers, template for fantasy writing (see below), examples of fantasy books (fairytale books) present around the room for reference, poster paper from previous lesson of fantasy vs. reality writing, markers, crayons, colored pencils, writing utensils.

7. Sequence of activities

3) Hook: Call students to the rug. Relate back to yesterday when we learned about the differences between reality and fantasy (5 minutes)

Who can give me examples of things that we find in fantasy writing? What about reality? “Let’s look back at the chart we made yesterday…” What are some examples of fantasy stories we know? Can you name any? What makes a good fantasy story?

e. Activities: 1. Brainstorming activity about what makes a good fantasy story in the student’s opinion.

(5 minutes)

i. Write the things they say on a big poster board to hang up after the activity for the remainder of the unit

2. Explain that today we will be writing our own fantasy stories (10 minutes) i. What are elements of fantasy stories?

ii. Refer back to discussion from the previous day about elements of fairytales and fantasy stories

iii. Brainstorm different types of stories they could do (Space? Princesses? Etc...) iv. Doesn’t have to have a moral or a theme…just want students to get used to

writing a fantasy story instead of realistic piece of writing v. Show students template that they will use. They should write a short fantasy

story and then draw a picture! 3. Pass our the papers at the rug a few at a time allowing students to go get markers,

colored pencils, crayons. 4. Students should return to their seats and begin working on their fantasy stories (20

minutes) 5. Come back together and have some students read or share their pictures of the stories

that they created. (5 minutes) 6. End with telling the students that tomorrow we will begin to read some fantasy stories

(5 minutes)

f. Differentiation: This unit could be somewhat challenging for ELL students. Although to help maybe I could provide examples of fantasy stories from their particular background or instead of coming up with their own fantasy they could retell a fantasy story they know from previous experience. I will allow them to more pictures to explain their story. I will also have them sitting in their groups where they can gain support from some of the other students. I will also be rotating around the room constantly helping them and prompting them with ideas.

g. Wrap-Up: We will come together as a whole class once again and some students, who volunteer, will have the opportunity to share their fantasy writing and/or pictures. During this time, we won’t be able to have everyone share (we will have more sharing time at the end of the unit or another day) and students won’t have time to ask questions to each other. They can give silent signals of stories that are similar to theirs or that they liked! I will end with explaining that we will begin to read some fantasy stories the following day.

h. Potential Pitfalls

ELL students not being able to grasp the concept (depending on their level), not having enough time for the students to be able to write their entire story (we can continue this on for longer is necessary or work on their another time when there is a free period)

Template adapted from Lindsay Griffith at http://www.teacherspayteachers.com/Product/Creative-Writing-Story-Template-499809 ada

LESSON PLAN #5: JACK AND THE BEANSTALK AND

OPINION WRITING ACTIVITY Day Five: 40 minutes 1. Lesson Objectives

a. Knowledge Outcomes:

CCSS.ELA-LITERACY.W.1.1— Write opinion pieces, in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CCSS.ELA-LITERACY.SL.1.5— Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. CCSS.ELA-LITERACY.SL.1.6— Produce complete sentences when appropriate to task and situation. Skill Outcomes: The students will learn and comprehend the book Jack and the Beanstalk. They will understand the main plot of the story and the main characters in the book. We will also be writing an opinion piece. They will learn how to take a side on a topic and give a reason. They will use drawings and other visual displays to add detail and meaning to their opinion piece

b. Language Outcomes: ELL students’ levels 3-5 will be working in a separate group with me. This will provide them with extra support. During the read aloud I will make sure to move slow and give the group extra time to look at the pictures on the pages throughout the book. This activity incorporates using the text and pictures to make a comprehensive story map of the book

2. Literacy—This lesson follows a similar pattern to the rest of the unit. The students will be able to describe the main plot, moral, characters, etc. within the story. This lesson in particular focuses on writing an opinion piece after we have read the story.

3. Assessment: a. Formative assessments

The students will be assessed through the answers to my comprehensions during and after the read aloud of Jack and the Beanstalk. I will also be assessing them by walking around and having them read and explain their opinion piece to me.

b. Summative assessment Once the students have completed their opinion pieces and have drawn a picture and added detail they will be able to put it into their final unit book. The students and myself will assess this book at the end of the unit. They will be given the opportunity to share their stories and activities with their classmates.

4. Sequence of the lesson i. Initiation: When the students arrive for the day, there will be gold chips spread around

their tables. I will have also put up a fake beanstalk in the room with a castle in the clouds. I will ask students to predict what our next book will be in their unit books and explain why. We will then discuss. (5 minutes)

ii. Activities: a. After the students have made their predictions and we have discussed what book

we will be reading I will have the students come to the rug for the read aloud b. Next, we will read the book Jack and the Beanstalk aloud. I will make sure to go

slowly, and give students ample time to look at the pictures to aid in their understanding. (5 minutes)

c. After the read aloud I will ask students to help me complete the chart on the poster board. The students will help me identify the plot, the main characters, the main conflict and moral of the story. (10 minutes)

d. I will then ask the students if they were Jack, would they climb the beanstalk? (5 minutes)

e. I will give students time to think-pair-and share their opinions with their neighbor. Allow a few students to share with the class (5 minutes)

f. I will explain the task for today. They will each be given a sheet where they will have to explain whether they would climb the beanstalk and whether they

wouldn’t climb the beanstalk and why. They should also draw a picture after they have written their response. (5 minutes)

g. Allow time for questions h. Pass out sheets and allow students to return to their desks to work on their opinion

pieces (10 minutes/rest of class time) i. Pass out crayons/colored pencils/etc. j. I will be walking around to guide students and to check in on their understanding

and progress k. Once they are done they may glue their opinion pieces into their final unit plan

book. l. If time allows, students may read some of the other fairytale books on display on

the rug with a partner. b. Materials: Jack and the Beanstalk by Steven Kellog, poster board and markers for post-

read aloud brainstorm, opinion writing worksheets for students, pencils, markers, colored pencils, etc.

c. Differentiation: ELL students will be working at the side table with me. I will provide support for them as they write their opinion pieces as best as possible. The think-pair-share activity prior to going off on their own will also be beneficial as they will be able to hear some of their classmates opinions being shared. This book will also be used in activities in math and science this week as well. Hopefully, this will give students time to practice and work with this story.

d. Wrap-Up: Once the students have completed their opinion pieces or when they are reading on the rug and time is up, I will call for the students to clean up. If they have not finished, we will have time later in the day or another day next week to finish up. I have built in time for students to be able to do catch up work for this unit.

1. Potential Pitfalls—My main concern for this lesson is time. We may have to go over and some students may not finish their maps in the 40 minutes allotted. If so, we will continue this into the following day or they will be given time the following week to complete this or other activities they may not have finished. Example of template worksheet below:

JACK AND THE BEANSTALK: OPINION WRITING NAME: __________________ If I was Jack, I ________________ have climbed the

beanstalk because…

LESSON PLAN #6: THE THREE LITTLE PIGS WITH STORY

MAPS Day Six: 40 minutes 1. Lesson Objectives

a. Knowledge Outcomes: CCSS.ELA-LITERACY.RL.1.2—Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RL.1.3—Describe characters, settings, and major events in a story, using key details. CCSS.ELA-LITERACY.RL.1.2—Use illustrations and details in a story to describe its characters, setting, or events.

b. Skill Outcomes: After this lesson, students will have a solid understanding of the book The Three Little Pigs by Paul Galdone. They will be able to identify the major characters, the main plot, and the outcome of the story. They will be able to identify elements or fairy tales and fantasy within the book. Finally, they will also be able to develop meaning and make connections from the book to themselves.

c. Language Outcomes: ELL students’ levels 3-5 will be working in a separate group with me. This will provide them with extra support. During the read aloud I will make sure to move slow and give the group extra time to look at the pictures on the pages throughout the book. This activity incorporates using the text and pictures to make a comprehensive story map of the book

2. Literacy—This lesson will deal with identifying the main elements in a story and being able to put them into order using a story plot. The students will also work on their comprehension as I read the story aloud to them.

3. Assessment: a. Formative assessments

After reading the book twice out loud I will ask comprehension questions to guide student understanding. Some questions would be as follow: Who are the main characters in the story? What is the main plot of the story? What was the outcome? Is there a moral in this

story? What happened to the three pigs during the story? How can we tell that this is a fantasy story? Is there a villain in the story?

b. Summative assessment After the student’s have completed their story maps independently I will have them describe the story plot to me. These story maps will be going in their final unit book where the rest of the activities we do during this unit will go as well.

4. Sequence of the lesson i. Initiation: I will put up a picture of the front cover of the book. I will then ask the students

if anyone has ever heard of The Three Little Pigs. I will have them brainstorm what the story will be about and make predictions. (5 minutes)

ii. Activities: a. After the prediction and brainstorming activity I will tell the students a little about

The Three Little Pigs asking any of the students if they have read the story before. (5 minutes)

b. I will then read the book aloud once, reading slowly and showing the students pictures (10 minutes)

c. After, I will ask the students comprehension questions such as the ones mentioned above in the formative assessment. (5 minutes)

d. I will then give instructions to students that we are completing a story map for this book. Together we will identify the main parts in the story.

e. Afterwards the students will return to their desks/tables to complete their own story maps and color them in. (15 minutes)

f. ELL students will be with me at the back table and I will give them extra support with their story maps.

b. Materials: The Three Little Pigs by Paul Galdone, whiteboard and markers for story map, individuals story maps for students, pencils, markers, colored pencils, etc.

c. Differentiation: ELL students will be working with me for the story map portion of the lesson. This way they have access to the story and the pictures. They will not have to write as much on their story maps. I would just like to see pictures and some words to show that they understand the main plot of the story.

d. Wrap-Up: After students have completed their story maps, they will show me individually. After the group has finished we will then wrap up by repeating the main plot of the story. We will talk about the main message in the story? Is there a villain? What is the moral of the story?

2. Potential Pitfalls—My main concern for this lesson is time. We may have to go over and some students may not finish their maps in the 40 minutes allotted. If so, we will continue this into the following day.

Example of story map adapted from http://mrsrojasteaches.blogspot.com/

LESSON PLAN #7: MULTI-CULTURAL CINDERELLA AND

COMPARE AND CONTRAST Day Seven: 40 minutes 1. Lesson Objectives

a. Knowledge Outcomes: CCSS.ELA-LITERACY.RL.1.2—Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RL.1.3—Describe characters, settings, and major events in a story, using key details. CCSS.ELA-LITERACY.RL.1.2—Use illustrations and details in a story to describe its characters, setting, or events.

b. Skill Outcomes: After this lesson, students will be able to compare and contrast different types of fairytales. They will be able to identify key differences between the different books. They will always be able to identify the major details in the story as well as describing characters, settings, and major events. These skills will although they to see the major differences as well as similarities between the two stories. We will also be introducing a van diagram. I do not expect the students to completely understand and use the van diagram on their own. We will be doing on together as a whole class.

c. Language Outcomes: ELL students’ levels 3-5 will still be working in the whole group with the rest of the class. However, during the read aloud I will make sure to move slow and give the group extra time to look at the pictures on the pages throughout the book. They can show and point to

different pictures of the book to try and describe similarities and differences between to the two books.

2. Literacy—This lesson will deal with identifying main similarities and differences between two stories. The students will also work on their comprehension as I read the story aloud to them. Finally, they will work on their re-tell as they relay back to me what happened in the story

3. Assessment: a. Formative assessments

During and after the reading of each of the stories I will be asking students comprehension questions. Some examples of these questions will be: How is this similar from the Cinderella version you are familiar with? How is this story different? Who are the main characters? What is the main plot? What are the main differences and similarities between these two stories?

b. Summative assessment When the students read the second multicultural fairytale tomorrow they will be given a compare and contrast sheet to do in groups. As the students are working together to complete a their compare and contrast chart in their groups I will be monitoring student involvement and progress. Once they have finished they will be putting them into their unit booklet. This will be collected at the end of the unit for a summative assessment of all of their activities

4. Sequence of the lesson i. Initiation: I will have items such as a crown, a picture of class slipper, a fairy godmother, a

carriage, etc. and have the students try and guess our next fairy tale book. (5 minutes) ii. Activities:

a. Call students to rug b. After the students have guessed that we are reading Cinderella next I will have

them tell me everything they know about the story Cinderella. I will be writing their thoughts on poster board for them all to see. (10 minutes)

c. I will then tell them that we will not be reading the traditional Cinderella that they all know, but instead we will be reading a different type of Cinderella from a different part of the world. (5 minutes)

d. I will show them the book of Cinderella from Mexico. I will have other Cinderella stories from different places around the world that they can read on their own time. (5 minutes)

e. We will then read the first book aloud. I will ask them comprehension questions during and after the story (10 minutes)

f. Together we will create a van diagram of the similarities and differences that we see from the traditional Cinderella that we know to this Cinderella story that we just read. (10 minutes)

b. Materials: Adelita by Tomi dePaola, Poster paper and markers for van diagram, nts, pencils, markers, colored pencils, etc.

c. Differentiation: I will try and pick a story from the culture of the majority of my students who are ELL. This should help them relate to the story and they may even know it better. As I stated above, ELL students will be participating in the whole class, but I will allow for partner sharing and the use of pictures to help them understanding and describe their thoughts to their classmates and me. For students with IEP’s they will also benefit from partner sharing and the use of pictures. I will make sure to ask many comprehension questions to help them understand the story.

d. Wrap-Up: After we have completed the van diagram together I will explain that tomorrow we will be reading a different fairy tale from another different culture. I will emphasize that all culture

have their one fairytales but stories like Cinderella are so popular that many different cultures have the same story, but slightly different aspects.

3. Potential Pitfalls—My main concern for this lesson is the students are required to sit for a long time. If they seem to be getting antsy we can move back to our seats to finish the compare and contrast activity. Other potential pitfalls are me being absent, a fire drill and other unforeseeable interruptions.