Make your own free website on Tripod.com

English Junkie Site

Home | English Links
Internal Beauty: Cinderella Unit Week 2

Day Six- Internal Beauty Unit

 

Date:  December 4, 2006

Class/Subject:  Language Arts                                                   Grade:  Eighth Grade

 

OBJECTIVES/STUDENT LEARNING OUTCOMES:

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

        Standard 3:  Comprehension

o       3.1a,b: Literal Understanding

o       3.2a,b: Inferences and Interpreting

o       3.3a,b: Summary and Generalization

o       3.4c,e,f: Analysis and Evaluation

Writing/Grammar/Usage and Mechanics:

        Standard 1: Writing Process

o       1.2: Details, examples, etc. to develop ideas

        Standard 2:  Modes and Forms of Writing

o       2.5a.b: Write reflective paper

o       2.9 Write a letter

        Standard 3: Grammar Usage and Mechanics

o       3.1 Standard English Usage in Writing

o       3.2 Mechanics and Spelling

o       3.3 Sentence Structure

 

INTRODUCTION/SET INDUCTION

        Bell work (write on board):  Is the story of Cinderella, with its worldwide view on internal beauty, a story just for children?  Why or why not?

        Take one of two volunteers to give their answer.  No one should be forced, however.

 

        INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:

        Bell work (write on board):  Is the story of Cinderella, with its worldwide view on internal beauty, a story just for children?  Why or why not?

        Review Using portfolios, make a chart on the white board (or butcher paper) to chart and review the similarities/differences in the different versions of Cinderella. 

        Peer Review:  Stories written on Day 5.

        Read Some or all (time permitting) of the stories written on Day 5

        Guided practice: Use some of the papers that are not read aloud to demonstrate grammar on the overhead.  Have students help make appropriate corrections with explanations.

        Read aloud for class: Adelita (Mexico) by Tomie dePaola

        Discuss:  Compare and contrast with other versions.  No worksheet.

        Review vocabulary

 

GUIDED PRACTICE:

        Guided practice: Use some of the papers that are not read aloud to demonstrate grammar on the overhead.  Have students help make appropriate corrections with explanations.

 

ADAPTATIONS FOR STUDENTS DIFFERENCES:

        None

 

INDEPENDENT PRACTICE:

        None

 

CLOSURE/REPRESENTATION:

        Discuss  Why Cinderella, though it is a fairy tale, spans the ages as a moral story.

 

EVALUATION/ASSESSMENT:

        Participation in exercises

 

RESOURCES AND MATERIALS:

        Overhead projector

        Adelita (Mexico) by Tomie dePaola

DAY 6

DAY 6


Day Seven- Internal Beauty Unit

 

Date:  December 4, 2006

Class/Subject:  Language Arts                                                   Grade:  Eighth Grade

 

OBJECTIVES/STUDENT LEARNING OUTCOMES:

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

        Standard 3:  Comprehension

o       3.1a,b: Literal Understanding

o       3.2a,b: Inferences and Interpreting

o       3.3a,b: Summary and Generalization

o       3.4c,e,f: Analysis and Evaluation

Writing/Grammar/Usage and Mechanics:

        Standard 1: Writing Process

o       1.2: Details, examples, etc. to develop ideas

        Standard 2:  Modes and Forms of Writing

o       2.5a.b: Write reflective paper

o       2.9 Write a letter

        Standard 3: Grammar Usage and Mechanics

o       3.1 Standard English Usage in Writing

o       3.2 Mechanics and Spelling

o       3.3 Sentence Structure

 

INTRODUCTION/SET INDUCTION

        Bell work (write on board):  Has this unit effected how you think about people around you?  Why or why not?

        Take one of two volunteers to give their answer.  No one should be forced, however.

 

        INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:

        Bell work (write on board):  Has this unit effected how you think about people around you?  Why or why not?

        Review Portfolio worksheets from this unit

        Discuss: Different versions similarities/differences, likes/dislikes, etc.

        Independent practice: Using portfolios to review, ask the students to write a paragraph explaining:  Of all of the versions that you have read or viewed (movie) so far, which is your favorite and why?  Be sure to be precise in your reasons and follow correct writing protocol. (Challenge:  use vocabulary words)

        Review Exam preparation (pages 4 and 5 in this Cinderella Unit packet).

 

GUIDED PRACTICE:

        None

 

ADAPTATIONS FOR STUDENTS DIFFERENCES:

        Leniency on written exercise and student pairing

 

INDEPENDENT PRACTICE:

        Using portfolios to review, ask the students to write a paragraph explaining:  Of all of the versions that you have read or viewed (movie) so far, which is your favorite and why?  Be sure to be precise in your reasons and follow correct writing protocol. (Challenge:  use vocabulary words)

 

CLOSURE/REPRESENTATION:

        Review Exam preparation

 

EVALUATION/ASSESSMENT:

        Participation in worksheet exercises

 

RESOURCES AND MATERIALS:

        Exam study guide (pages 4 and 5 in this Cinderella Unit packet).

        Pencils

DAY 7

DAY 7


Day Eight- Internal Beauty Unit

 

Date:  December 4, 2006

Class/Subject:  Language Arts                                                   Grade:  Eighth Grade

 

OBJECTIVES/STUDENT LEARNING OUTCOMES:

        Standard 1:  Vocabulary

o       1.1: Words in Context

        Standard 3:  Comprehension

o       3.1a,b: Literal Understanding

o       3.2a,b: Inferences and Interpreting

o       3.3a,b: Summary and Generalization

o       3.4c,e,f: Analysis and Evaluation

o       3.5b Monitoring and Correction Strategies

 

INTRODUCTION/SET INDUCTION

        Bell work (write on board):  What have you learned from this unit?

  • Take one of two volunteers to give their answer.  No one should be forced, however.

 

INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:

        Bell work (write on board):  What have you learned from this unit?

        Take one of two volunteers to give their answer.  No one should be forced, however.

        Reminder :  As always, each puzzle is worth 2 points of credit on the exam, should you choose to do them.  These will be due at the end of the hour.  You may work on them after you have completed and submitted the exam.

        Exam: (page  in this Cinderella Unit packet)

        Take up exams and extra credit at the end of the hour.

 

GUIDED PRACTICE:

        None

 

INDEPENDENT PRACTICE:

        None

ADAPTATIONS FOR STUDENTS DIFFERENCES:

        Reduction from 50 to 25 exam questions (20 to 10 vocabulary questions)

 

INDEPENDENT PRACTICE:

        None

CLOSURE/REPRESENTATION:

        Finish and submit vocabulary/essay extra credit

 

EVALUATION/ASSESSMENT:

        Exam

 

RESOURCES AND MATERIALS:

        Exam

        Pencils

DAY 9

DAY 9


Day Nine- Internal Beauty Unit

 


Date:  December 4, 2006

Class/Subject:  Language Arts                                                   Grade:  Eighth Grade

 

OBJECTIVES/STUDENT LEARNING OUTCOMES:

Visual Literacy:

o       Standard 2: Evaluate Media

o       2.1

INTRODUCTION/SET INDUCTION

        Bell work (write on board):  Is magic necessary in Cinderella?

  • Take one of two volunteers to give their answer.  No one should be forced, however.

 

INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:

        Bell work (write on board):  Is magic necessary in Cinderella?

        Activity Movie Everafter with Drew Barrymore (part 2)

        Independent Practice:  Everafter Questionnaire (pages 8 and 10 in this Cinderella Unit packet): Turn in at end of hour to be given back the next day.

        Discussion:  Predictions for the movie.

 

GUIDED PRACTICE:

        None

 

ADAPTATIONS FOR STUDENTS DIFFERENCES:

        None

 

INDEPENDENT PRACTICE:

        Everafter Questionnaire (pages 8 and 10 in this Cinderella Unit packet):

 

CLOSURE/REPRESENTATION:

        To be continued.

 

EVALUATION/ASSESSMENT:

        Participation in questionnaire

 

RESOURCES AND MATERIALS:

        Questionnaire (pages 8 and 10 in this Cinderella Unit packet):

        Pencils

Popcorn (snacks and drinks brought by student okay

 

 

 DAY 9

 

Day Ten- Internal Beauty Unit

 

Date:  December 4, 2006

Class/Subject:  Language Arts                                                   Grade:  Eighth Grade

OBJECTIVES/STUDENT LEARNING OUTCOMES:

Visual Literacy:

o       Standard 2: Evaluate Media

o       2.1

INTRODUCTION/SET INDUCTION

        Bell work (write on board):  Is intelligence attractive?

         Take one of two volunteers to give their answer.  No one should be forced, however.

 

INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:

        Bell work (write on board):  Is intelligence attractive?

        Activity Movie Everafter with Drew Barrymore (part 2)

        Independent Practice:  Everafter Questionnaire (pages 8 and 10 in this Cinderella Unit packet): Return to finish.  Turn in at end of hour.

        Discussion:  Comparisons with movie vs. the story versions read in class.

 

GUIDED PRACTICE:

        None

 

ADAPTATIONS FOR STUDENTS DIFFERENCES:

        None

 

INDEPENDENT PRACTICE:

        Everafter Questionnaire (pages 8 and 10 in this Cinderella Unit packet):

 

CLOSURE/REPRESENTATION:

        Discuss (if time) the movie Everafter compared with the other versions.

         In what ways does this Cinderella fit into the cultural idea of internal beauty?

         What are some of the traits that this Cinderella has?

 

EVALUATION/ASSESSMENT:

        Participation in questionnaire

 

RESOURCES AND MATERIALS:

        Questionnaire (pages 8 and 10 in this Cinderella Unit packet):

        Pencils

Popcorn (snacks and drinks brought by student okay

Next go check out the stories.

Enter supporting content here