1. Lesson Plan Presented by Dawn Gentile
My Life is a fairytale
Lesson Plan
Presented by Dawn Gentile

2. Dawn Gentile EDSE 666 My Life is a Fairytale
Lesson Plan
Lesson Plan Title: – My life is a fairytale Subject - Language Arts Grade Level – Grades 7 or 8 General, Inclusion or Special Education
Time: Five academic periods (45 minutes) or three double periods
Standards Addressed: Standard 1: Language for Information and Understanding
Standard 2: Language for Literary Response and Expression
Standard 3-Language for Critical Analysis and Evaluation 
Standard 4- Language for Social Interaction
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Dawn Gentile EDSE 666 My Life is a Fairytale

3. Concept, Goals & Objectives
Concept: The story of Cinderella is centuries old and has been told all over the world. We will compare similarities and differences in Cinderella stories in four parts of the world.
Goal: Students will use the narrative principles of fairy tales to create and share their own personal narrative by creating their own modern day Cinderella story. Objective:
Students will recognize common plot characteristics of a Cinderella tale
Students will recognize variations of Cinderella tales
Students will write a narrative—their own Cinderella story reflecting their native culture
Student will recognize similarities amongst cultures.
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Dawn Gentile EDSE 666 My Life is a Fairytale

4. Dawn Gentile EDSE 666 My Life is a Fairytale
Venn Diagram
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Dawn Gentile EDSE 666 My Life is a Fairytale

5. Teacher Preparation/ Required Materials
Review lesson plan. Print all materials.
Prior Knowledge: Discussion; what do students know about Cinderella? How was her life? What kind of family did she have?
Required Materials:
Computer (s) with Internet access, PowerPoint
Copies of Cinderella stories from a minimum of four different countries retrieved from the Internet site (see attached)
Venn Diagram handouts (see attached)
9/5/2019
Dawn Gentile EDSE 666 My Life is a Fairytale

6. Step by Step Procedures
Lesson should begin by teacher reading the traditional American version of Cinderella to the class. Discussion and questions should begin immediately after.
Then teacher will:
Place students in groups of four students (cooperative learning groups). Assign each student a job title:
Director/ Taskmaster – read instructions, organize group, encourage group
Investigator – research, fact check
Materials coordinator – collect and distribute materials to group
Data Recorder/Reporter – compiles answers, writes answers, presents on behalf of the group where applicable
Assign each group a country/Cinderella story
Ask students choose which project they would like to work on; their choices are PowerPoint presentation, story board timeline, or a research book report (mini).
Group recorder/reporter – presents project
Venn Diagram worksheets are handed to groups. Groups will visit the other groups in the classroom to complete Venn (similarities and differences). Students should be instructed to look for similarities and differences in characters, settings, families, etc.
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Dawn Gentile EDSE 666 My Life is a Fairytale

7. Homework, Assessment & Modifications/Accommodations
Homework: Students will create their own Cinderella story/narrative reflective of their culture.
Assessment: Completion of group projects and Venn Diagrams in class. Successful completion of homework assignment.
Modifications/Accommodations:
Hand outs including:
Vocabulary lists of key words
Brief explanation of Cinderella concept
Students with emotional disabilities, autism, ADHD can be assigned the role of “researcher” or “materials coordinator”
Visual learners can use props from story and/or participate in mini presentation
Auditory learners can re-tell story in their own words or use computer assisted stories with headphones (where available)
Extra time to complete assignment
Gifted students can explore and research an additional Cinderella story not discussed in class and do a report for extra credit
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Dawn Gentile EDSE 666 My Life is a Fairytale

8. Dawn Gentile EDSE 666 My Life is a Fairytale
References
Bosma, Bette. (2001). An Experimental Study to Determine the Feasibility of Using Folk Literature to Teach Select Critical Reading Skills to Sixth Graders.
Bosma, B. (1992). Fairy Tales, Fables, Legends, and Myths (2ndnd ed.). New York: Teachers College.
Characteristics of Young Adolescents (2009). Retrieved August 7, 2010, from
Gunning, T. (2008). Creating Literacy Instruction (2nd ed.). Pearson.
Mello, R. (2001). The power of storytelling: How oral narrative influences children’s relationships in classrooms. International Journal of Education and the Arts.
Powell, S.D. (2005). Introduction to Middle School (2nd). New York: Pearson.
Sloan, G. D. (1984). The Child as Critic: Teaching Literature in Elementary and Middle School, (2nd ed. ). New York: Teachers College.
Zipes, Jack, ed. The Oxford Companion to Fairy Tales. Oxford: Oxford University, 2006
9/5/2019
Dawn Gentile EDSE 666 My Life is a Fairytale