This unit plan focuses on having students analyze different versions of the Cinderella story from around the world to understand how culture impacts fairy tales. Over six weeks, students will read and compare versions of Cinderella, learn about literary genres and character development, and consider how point of view shapes stories. Assessments include projects, blogs, presentations and journals to evaluate student understanding. Students work collaboratively to explore topics like whether "happily ever after" endings are universal. The lessons emphasize higher-order thinking, technology use, creativity, and real-world relevance.

1. Where in the World is Cinderella Presented By: Leigha Thompson, Lacy Conner, Natalie Wolfe, Samantha Rausch, and Brett Tison

2. Table of Contents Curriculum Assessments Resources Introduction/ Motivation NETS Standards Engaged Learning Assignments that Matter Overall Evaluation

3. Unit Summary In this unit, students travel the globe to see how culture impacts the story of Cinderella. As they work through the unit activities, students read and analyze many versions of this classic tale, learn more about the literary genre, and study character development and the difference that point of view can make in the telling of a tale.

4. Curriculum Designed for grade levels 3-5 Subjects: Language Arts and History Topic :Cinderella Higher-Order Thinking Skills: Inference, Analysis Key Learnings: Cultural Literacy, Geography, Fairy Tales Time Needed: 6 weeks, 50-minute lessons, daily

5. Assessment Methods Assessment Timeline Students work on projects and complete tasks Before Project work begins After project work is completed Presentation Rubric Blog or Story Rubric Wiki Checklist Question Blog or Story Rubic Presentation Rubric Journals Questioning Anecdotal Notes Peer Feedback Form Questioning Journals

6. AssessmentObjectives These assessments help students and teachers set goals monitor student progress provide feedback assess thinking processes, performances, and products reflect on learning throughout the learning cycle.

7. Resources Cinderella Story (book, movie) Websites Venn diagrams ClipArt Graphic Organizer

8. Introduction/ Motivation Introduce the fairytale unit by showing any fairytale in movie form. After watching the movie, explain the elements of fairytales and then have a group discussion on how the movie relates to each term.

10. Monitor group work

11. Gives in class examples

13. Research new topics

15. NETS : Design, Implement, and Assessment Design, Implement, and Assess learner centered lessons that are based on the current best practices on teaching and learning with technology and that engage, motivate, and encourage self- directed student learning.

16. Nets: Availability of Technology Assess the availability of technology resources at the school site. Plan activities that integrate available resources. Develop a method for obtaining the additional necessary software and hardware to support the specific learning needs of students in the classroom.

19. Challenging

21. Learning Context Collaborative Knowledge Building Empathetic

22. Grouping Flexible- Use specific skill building to pair up into group for students who are unfamiliar with the story to shadow their partner telling the story. Equitable- Students have the opportunity to meet in groups after each individual assignment to gain feedback from the other members in the group Heterogeneous- Students are primarily placed into heterogeneous groups

23. Assignments that Matter Students want to know does happily ever after really exist ? Students participate in activities to find out if the story always ends happily ever after from every character’s perspective.

24. Relevancy Students learn to accept different view points other than their own

26. No relevance to real life

27. Rote memorizationLittle use of creativity in the classroom Little use of technology Teacher –centered learning

28. Our Lesson Plan Creativity in the assignments Student-centered learning Use of technology throughout the lesson Teacher focused on the students understanding the material, rather than the grades a student receives. Uses higher level thinking skills Relevant to real-life

29. Overall Evaluation Teacher’s will know how well the students fully understand all the material at the end of the unit when the students present their presentations. http://educate.intel.com/en/ProjectDesign/UnitPlanIndex/WhereIsCinderella/