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Around the World with Cinderella Seventh Grade Instructional Guide

Title: Around the World with Cinderella

Contact Author: Mary Ann Triplett

Email Address: [email protected]

Suggested Quarter: Third or Fourth

WV CCRS:

ELA.7.1 cite several pieces of textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text.

ELA.7.3 analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

ELA.7.14 compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

ELA.7.21 write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection organization and analysis of relevant content.

introduce a topic clearly, previewing what is to follow; organize ideas, concepts and information, using strategies such as definition, classification, comparison/contrast and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.

develop the topic with relevant facts, definitions, concrete details, quotations or other information and examples.

use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

use precise language and domain-specific vocabulary to inform about or explain the topic.

establish and maintain a formal style. provide a concluding statement or section that follows from and supports the

information or explanation presented.

ELA.7.24 with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing

for conventions should demonstrate command of Language objectives up to and including grade 7.)

ELA.7.26 conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

ELA.7.27 gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

ELA.7.28 draw evidence from literary or informational texts to support analysis, reflection, and research.

apply grade 7 Reading objectives to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

apply grade 7 Reading objectives to literary nonfiction and other informational text (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Performance Objectives: (Know & Do)

Learners will know:- The elements of culture- How to use a variety of skills and strategies to analyze and comprehend written

text.- How to pre-write, draft, revise, edit, and publish a complex, well-crafted,

cohesively organized research paper.- How to communicate to an audience for a certain purpose.

Learners will do the following:- Identify the elements of culture.- Use the writing process to compose a well-crafted, cohesively organized

research paper with documented sources.- Communicate consistently and effectively with an audience through an

expressive multi-media product with graphic aids.- Respond critically to oral and visual information by exploring and questioning the

information presented.

Big Idea: Researching a Culture

Enduring Understandings: - We read for a variety of reasons including to gain information, to perform a task,

and for enjoyment.- Writing is a means to communicate effectively with others. - Speaking, listening, and viewing can be used to communicate with a variety of

audiences for different purposes.- Although every culture is unique, all cultures contain universal elements.- Culture shapes people and people shape culture.

Essential Questions: How does what you read determine how you read?How do writers hook and hold their readers’ attention?How can a speaker help the listener understand his/her intended message?How can studying other cultures help us to understand our own culture and ourselves?Why is it important for people and cultures to create stories?

Learning Plan and Notes to Instructor: The intent of this unit, which can be integrated with social studies as well as arts and drama, is to teach students how to locate, collect, and organize information from both electronic and non-electronic resources. The culminating assessment is a research paper with documented sources and a multi-media product with graphic aids. Various checklists and rubrics have been included so the teacher would have some choice in which would best meet his/her needs as well as the needs of his/her students.

Unit Summary: Students begin by identifying a culture of interest and formulating questions to guide their research. Using a variety of sources for different types of information, students research their questions. Students synthesize the information gleaned into a research paper with documented sources. Students create a multi-media product with graphic aids to share their research.

Prior to starting this culminating assessment: Students should be familiar and comfortable with the writing process prior to beginning the culminating assessment. Students will also need to chose a Cinderella story for a culture they are interested in researching. After reading their version of Cinderella independently, students summarize their Cinderella stories orally for the class using a summarization technique previously taught and place an illustration of their Cinderella character on the appropriate section of the world map. Students discuss their versions of Cinderella. Students write a paragraph about their character’s thoughts and feelings. Students take the point of view of a character from the version of Cinderella they are studying and write a friendly letter sharing his/her feelings and offering advice to a character in a different version of Cinderella. Students generate interview questions to interview the different Cinderellas. Following the interview, students can begin the culminating assessment.

Differentiated Instruction: In order for all students to successfully complete the learning activities, academic prompts and culminating assessment, differentiated instruction is integrated throughout the unit.

Content is differentiated by interest because students choose a culture of interest to research.

Content is differentiated by readiness because students can use resources with different readability levels to conduct their research and teacher can provide support or small group instruction as needed.

Process is differentiated if the teacher provides interest centers for the students to explore. For example, students interested in music could explore the music of the culture or cultures.

Product can be differentiated by allowing students to work alone or by allowing students to work in small groups to explore the same culture with each member responsible for researching a certain element of the culture.

The content of the culminating assessment is differentiated by readiness, interest, and learning profile because the culminating assessment includes both a visual and an auditory component. If the teacher wanted to appeal to the more kinesthetic learner, he/she would allow students to act out a portion of the research report.

Possible Adaptations: If you do not have access to the various versions of Cinderella and cannot access them through your school and/or public library, you could use versions of other traditional stories or fairy tales from around the world or folktales from different countries for your literature base.

Learning Environment: Although this unit can be taught in the traditional classroom using print materials, it is recommended that you use technology. While designed for independent research, many of the activities could be done with partners or in small groups. The teacher works collaboratively with the school librarian and the technology integration specialist if the school is fortunate enough to have one. Although the teacher does modeling and some direct instruction, students are primarily actively engaged in performing the learning tasks. Rubrics should be shared with students at the same time the prompts are introduced. All students must have signed acceptable use policy statements on file to access Internet sources.

Academic Prompts:

Prompt 1: Take Note - As an anthropologist, generate questions you would like to investigate about your culture of choice. Using your geography book, encyclopedia, the Internet, and newspaper articles provided by the teacher, research to find an answer to each question and take a couple of notes that you could use to develop a research paper. Use the included handout to gather your information and be sure to write down your sources. Prompt 2: Line It Up – As an anthropologist, use your notes to create an outline to use to develop a research paper (and eventually an oral presentation) about your culture of choice. Use the included outline handout to guide you. This presentation is a great introduction to the informative essay: http://www.languagearts7.com/Templates/expositoryessay.pdf

Prompt 3: Cite It – As an anthropologist, document the sources of information you used to glean information about your culture of choice in bibliographic format.

The teacher may choose a bibliographic format to teach. Some great resources to pull from are OWL at Purdue, https://owl.english.purdue.edu/owl/section/2/ and Learnzillion which has videos and worksheets specifically about citing sources, https://learnzillion.com/lesson_plans/7336 and https://learnzillion.com/lesson_plans/8132 Prompt 4: Picture This – As an anthropologist, plan and create an appropriate media product to share information about your culture of choice that demonstrates format, purpose, and audience. This product could be a brochure, a Microsoft Powerpoint presentation, a short video, a Prezi, an infographic created on a free cite like canva.com, or your own creation. Use the information you gathered for your essay to help guide your product creation. Point to remember: What do I MOST want my audience to know about this culture? Prompt 5: Say It Like You Mean It – As an anthropologist, plan and create an oral presentation to share information about your culture of choice. Use the included handout to guide your speech.

Culminating Assessment or Product: You are an anthropologist assigned to research a different culture. Your goal is to study the culture’s geography, art, music, literature, food, clothing, homes, families, customs, roles of women, and roles of men. You will be sharing your research with other anthropologists from around the world at the World Association of Anthropologists’ annual conference to be held (Insert due date). You will plan, create, organize, and present a research paper with documented sources as well as create and present a media product with graphic aids to share your information. Your performance will be judged by yourself, your parents, other anthropologists, and your teacher using the attached checklists and/or rubrics.

https://learnzillion.com/lesson_plans/8132


https://owl.english.purdue.edu/owl/section/2/

http://www.languagearts7.com/Templates/expositoryessay.pdf

Links and Other Resources:

Student Materials: Different versions of Cinderella stories. Some examples to get to started include: The Princess and the Golden Shoes (Scottish Tale), Tattercoats (English Tale), Kao and the Golden Fish (Thailand), Chinye: A West African Folktale, Raisel’s Riddle (Polish Tale), The Golden Sandal (Iraqi folktale), Mufaro’s Beautiful Daughters (African Tale), The Orphan (Greece), Yen-Shen: A Cinderella Story from China, and Rhodopis (Egyptian tale). The last two are thought to be some of the oldest Cinderella stories.Geography bookEncyclopediaInternet: See suggested websites belowNewspaper

Related Websites:www.ala.org/offices/resources/multicultural: links to various Cinderella stories from different culturesguide.culturecrossing.net: This site provides a very basic guide to social norms and information for countries around the world. https://www.peacecorps.gov/stories/: Collection of stories from Peace Corps volunteers. If you are interested in continuing to expose your students to the world, check out their Correspondence Match program, too! http://larryferlazzo.edublogs.org/2010/08/11/the-best-sites-for-learning-about-the-worlds-different-culturesTeacher’s website with a great informative writing guide: https://sites.google.com/a/sph-sentul.net/elise/ OWL at Purdue: https://owl.english.purdue.edu/owl/section/2/Learnzillion: https://learnzillion.com/lesson_plans/7336 and https://learnzillion.com/lesson_plans/8132

Related Handouts and Rubrics: See the following pages.



https://owl.english.purdue.edu/owl/section/2/

https://sites.google.com/a/sph-sentul.net/elise/

https://sites.google.com/a/sph-sentul.net/elise/

http://larryferlazzo.edublogs.org/2010/08/11/the-best-sites-for-learning-about-the-worlds-different-cultures

http://larryferlazzo.edublogs.org/2010/08/11/the-best-sites-for-learning-about-the-worlds-different-cultures

https://www.peacecorps.gov/stories/

http://www.ala.org/offices/resources/multicultural

Take Note

Name ___________________________________________ Date _________ Period ______

As an anthropologist, generate questions you would like to investigate about your culture of choice. Using your geography book, encyclopedia, the Internet, and newspaper articles provided by the teacher, research to find an answer to each question and take a couple of notes that you could use to develop a research paper.

What was the title of the story you read? ___________________________________________________

What culture will you be researching? ______________________________________________________

What questions do you have about this culture?

1. ______________________________________________________________________________

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What did you find out and where did you find it? _____________________________________________

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2. ______________________________________________________________________________

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3. ______________________________________________________________________________

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4. ______________________________________________________________________________

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5. ______________________________________________________________________________

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6. ______________________________________________________________________________

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What other interesting information did you find out about the culture you are researching?

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CRITERION-BASED PERFORMANCE CHECKLIST

Take Note

Performance Traits Presence Points Possible Points Earned

Generated questions address the elements of culture being studied.

Yes No 5

Multiple sources are used to respond to the generated questions.

Yes No 5

Responses are provided to generated questions.

Yes No 5

Final Grade: _________ / 15

Notes:

Line It Up: Essay Outline Worksheet

Name:_______________________________________ Date:____________

Topic: (the title or the topic of your essay):_____________________________

I. Introductory Paragraph

A. Opening Statement: How will you first bring the reader into your essay? What will you say to introduce what your essay is about? Think of this as a handshake with the reader. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What else will you say to introduce your ideas? B.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________C. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thesis Statement: What is the main idea of your essay? THIS IS THE MOST IMPORTANT SENTENCE OF YOUR ENTIRE ESSAY, SO WORD IT CAREFULLY!!!!!!!!____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

II. Body Paragraph #1

A. Topic Sentence: What will this paragraph be about?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________B. Evidence: What specific facts or ideas are you bringing into play here? Be sure to include your full quotes and page numbers for each quote like this: (pg. #).________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________C. Concluding Sentence: How will you connect this paragraph back to your thesis? Write a sentence which explains how the evidence above proves your thesis statement. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

III. Body Paragraph #2

A. Topic Sentence: What will this paragraph be about?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B. Evidence: What specific facts or ideas are you bringing into play here? Be sure to include your full quotes and page numbers for each quote like this: (pg. #).________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

C. Concluding Sentence: How will you connect this paragraph back to your thesis? Write a sentence which explains how the evidence above proves your thesis statement. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IV. Body Paragraph #3

A. Topic Sentence: What will this paragraph be about?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________B. Evidence: What specific facts or ideas are you bringing into play here? Be sure to include your full quotes and page numbers for each quote like this: (pg. #).________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

C. Concluding Sentence: How will you connect this paragraph back to your thesis? Write a sentence which explains how the evidence above proves your thesis statement. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IV. Body Paragraph #4 (optional)A. Topic Sentence: What will this paragraph be about?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B. Evidence: What specific facts or ideas are you bringing into play here? Be sure to include your full quotes and page numbers for each quote like this: (pg. #).________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

C. Concluding Sentence: How will you connect this paragraph back to your thesis? Write a sentence which explains how the evidence above proves your thesis statement. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

V. Concluding Paragraph

A. Summative OR “So-What?” Statement: (reconnection to Thesis Statement):So-What version: If everything I’ve said is true, so what? What’s the point of all this? Summative version: How can I sum it all up? Restate thesis in light of what you have proven. THIS SHOULD BE THE MIRROR IMAGE OF YOUR THESIS STATEMENT. WORD IT CAREFULLY! ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Supporting Sentences:If this is a Summative paragraph, recap the points of your essay. If this is a So-What paragraphs, add the appropriate sentences that further your statement. B. _________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________C.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________D.______________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________

Closing Sentence: This is the final sentence of your essay, which naturally ends your discussion of the topic. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Obtained from https://sites.google.com/a/sph-sentul.net/elise/


Line It Up


Outline is in correct form. Yes No 5

Topics include the elements of culture. Yes No 5

Subtopics include details that can be used to develop a research paper and/or multi-media product.

Yes No 5

Final Grade: _________ / 15

Notes:


Cite It


Geography textbook is correctly cited. Yes No 5

Encyclopedia article is correctly cited. Yes No 5

Internet source is correctly cited. Yes No 5

Newspaper article is correctly cited. Yes No 5

Final Grade: _________ / 15

Notes:


Picture This


Media product conveys information in appropriate format.

Yes No 5

Media product conveys information about our culture.

Yes No 5

Media product conveys information to the intended audience.

Yes No 5

Final Grade: _________ / 15

Notes:

Say It Like You Mean It: EXAMPLE OF INFORMATIVE SPEECH OUTLINE

Name _____________________________________________ Date ________________ Period ______

Topic: ______________________________________________________________________________

General Purpose: To Inform

Specific Purpose: _____________________________________________________________________

Thesis: _____________________________________________________________________________

____________________________________________________________________________________

I. Introduction

A. Attention Getter: _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

B. Reason to Listen: _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

C. Thesis Statement: ____________________________________________________________

D. Credibility Statement:

1. _____________________________________________________________________

2. _____________________________________________________________________

E. Preview of Main Points:

1. First, I will discuss _____________________________________________________

2. Second, I will discuss ___________________________________________________

3. Finally, I will discuss ____________________________________________________

II. Main Point One

A. _________________________________________________________________________________

1. Support for main point _________________________________________________________

_____________________________________________________________________________

a. Evidence ____________________________________________________________

b. Evidence ____________________________________________________________

c. Evidence ____________________________________________________________


_____________________________________________________________________________

a. Evidence ____________________________________________________________

b. Evidence ____________________________________________________________

c. Evidence ____________________________________________________________


_____________________________________________________________________________

a. Evidence ____________________________________________________________

b. Evidence ____________________________________________________________

c. Evidence ____________________________________________________________

B. Main Point Two

1. Support for main point ________________________________________________________

_____________________________________________________________________________

a. Evidence ____________________________________________________________

b. Evidence ____________________________________________________________

c. Evidence ____________________________________________________________


_____________________________________________________________________________

a. Evidence ____________________________________________________________

b. Evidence ____________________________________________________________

c. Evidence ____________________________________________________________


_____________________________________________________________________________

a. Evidence ____________________________________________________________

b. Evidence ____________________________________________________________

c. Evidence ____________________________________________________________

C. Main Point Three

1. Support for main point ________________________________________________________

_____________________________________________________________________________

a. Evidence ____________________________________________________________

b. Evidence ____________________________________________________________

c. Evidence ____________________________________________________________


_____________________________________________________________________________

a. Evidence ____________________________________________________________

b. Evidence ____________________________________________________________

c. Evidence ____________________________________________________________


_____________________________________________________________________________

a. Evidence ____________________________________________________________

b. Evidence ____________________________________________________________

c. Evidence ____________________________________________________________

III. Conclusion

A. Review of Main Points:

1. Today I first discussed __________________________________________________

2. Second, I discussed ____________________________________________________

3. Finally, I discussed ____________________________________________________

B. Restate Thesis: ______________________________________________________________

C. Closure: In conclusion, ________________________________________________________

_____________________________________________________________________________

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Say It Like You Mean It


The organization of the oral presentation is adequate and coherent with a beginning, middle, and end.

Yes No 5

The development of the oral presentation is adequate with a clear focus and sufficient supporting evidence.

Yes No 5

The oral presentation is adequate with a variety of complete and correct sentences.

Yes No 5

The oral presentation is adequate with appropriate, economical, and precise word choice and usage.

Yes No 5

Standard English is used to communicate with intended audience.

Yes No 5

Final Grade: _________ / 25

Notes:


Culminating Assessment


The organization of the research paper, the media product, and the oral presentation adequately addresses the elements of the culture studied in a coherent manner with a beginning, middle, and end.

Yes No 5

The development of the research paper, media product, and oral presentation is adequately focused with sufficient supporting evidence to illustrate the elements of the culture studied.

Yes No 5

The research paper, media product, and oral presentation adequately convey the information of the culture studied with a variety of complete and correct sentences.

Yes No 5

The research paper, media product, and oral presentation adequately communicate the information of the culture studied with appropriate, economical, and precise word choice and usage.

Yes No 5

The research paper, media product, and oral presentation convey the information about the culture studied using Standard English.

Yes No 5

Final Grade: _________ / 25

Notes:

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