Lesson 3

Class Description: Elementary 3rd Grade.

Unit: Multicultural Literature

Topic: Native American, African, and American culture.

Unit Goals: At the conclusion of the lesson, SWBAT:
1. Recognize multicultural literature by reading various multicultural texts.
2. Understand cultures other than their own through reading about other cultures.
3. See similarities between cultures by doing activities.

Lesson Objectives: Students will:
1. For reading growth complete a compare and contrast graphic organizer using similarities and differences between the three “Cinderella like stories.”
2. For content knowledge students will each write a summary of the book they read.

Performance Assessment:
Objective Assessment
1. Completed comparison/contrast graphic organizer worth 4 points.
2. Summary of one of the three books worth 5 points.

Reading Type: Reading for literary experience (appreciation and analysis)

Macrostructure Thinking Skills for Reading: Students read a book best suited to their reading ability and as a class come up with similarities and differences between the three Cinderella versions. Students will also look for main concepts for summarizing while they read.

Materials:
pencils

Readiness:

a) Anticipatory Set: Look at the bulletin board what do you see? Pictures of footwear: a moccasin, a slipper, and a sandal. A fairy, an old woman, and a Native Indian woman and a princess.

b) Background Knowledge: What do these things have in common? They are shoes, and people.

c) Concept Development: Before we each read a version of Cinderella I’m going to read to you the original Cinderella. Then I will tell you the titles of the book you are going to read and ask you what culture it comes from. Those of you reading The Rough-Face Girl what do you think the culture is in which the story came from. Native American. Those of you reading Cinderella, what culture is it from? American. Those of you reading Mufaro’s Beautiful Daughters what culture is it from? African. Before we begin reading these books you need to know what you are going to do when you are finished reading your books. You are each going to write a summary of your book. I’m going to show you how to write a summary right now and then you will be able to write a summary when you’ve finished reading. A summary is taking the most important facts from the story and writing them down. You are retelling the story by using the main events. First of all you need to use key phrases such as Who, What, When, Where, Why, and How. These key phrases will help you identify the main points in the story. Let’s do an example. Using our third grade classroom I'm going to show you how to write a summary using the five key points. The first is who. Who is in the classroom? Students. What is in the classroom? desks and chairs. When are we in the classroom? All day except for recess, lunch, music, and P. E. Where is the class room? In Stellar Elementary. Why are we in the classroom? To learn. How did we get to the classroom? By walking or riding in a bus or car to the school. So my summary is written like this. Students come to Stellar Elementary by bus, car, or walking. They come to learn while they sit in their chairs at their desks. Now you are going to help write a summary . Remember when we read Why Mosquito’s Buzz in People’s ears? lets use the key phrases to help us write a summary of the story. Who was the main character? The mosquito. What did he do? He was talking to the iguana and the iguana was annoyed so he stuck sticks in his ears and that is how everything bad started happening. When did mother owl stop waking the sun? When her baby owlet was killed by the monkey. Where did the story take place? In Africa. Why did King Lion call a meeting of the animals? To find out why mother owl wouldn't’t wake the sun, and to find out who killed the owlet. How did the council find out who killed the owlet? They called the monkey and he said it was the crow, who said it was the rabbit who said it was the pythons fault, who said it was the iguana who finally said it was because of the annoying mosquito. This is how you write a summary. Writing a summary takes lots of practice, if you need help look at the summary we just wrote and ask yourself the six key phrases. If you need help please raise your hand and I will come assist you. First you are going to read your versions of Cinderella and then you will write your summary.

d) Purpose for Reading: Today we will each be reading different versions of the story of Cinderella.

2. Silent Reading: Students will each read one of three versions of Cinderella and write a summary based on the specific version they read. Lower level readers will read Cinderella, at level readers will read Rough-Face Girl, and high level readers will read Mufaro's beautiful daughters. This shows differentiation of text by three different books at three different reading levels.

3. Discussion: Now that we have finished reading our books and have written our summaries lets compare and contrast the books by filling out our graphic organizers together. On the left hand side of your compare and contrast graphic organizers are three questions. Every question needs to be answered under each of the title’s of the book. Let me show you. Let’s say the first question is What were the names of the main characters of the book. In the first column under The Rough-Face Girl you would write Rough-face girl, under Cinderella you would write Cinderella, under Mufaro's beautiful Daughters you would write Nyasha. Now we need to do this together as a class since not everyone has had the chance to read all of the books yet. Someday when you have time you may go back and silently read the other Cinderella versions, but for right now you need to focus on just one. Okay lets start with the first question. What do Rough-Face girl, Cinderella, and Nyasha do at the beginning of the story. Rough-Faced girl works for her sisters, so does Cinderella, and so does Nyasha. Good! This is something they all have in common? What happens at the end of the books to each girl? Rough-Faced girl marries Invisible Being, Cinderella marries Prince Charming, and Nyasha marries King Nyoka. What do they each have in common here? They each marry a king or someone important. Question number three asks, “What type of person or people do Rough-Face girl, Cinderella, and Nyasha have to help them along their journeys?” Rough-Face girl has Invisible Mans sister and her father. Cinderella has her fairy godmother. Nyasha has her father Mufaro, Nyoka (a small snake), a small boy, and an old woman. What makes these stories different? They have different characters who play different parts.

4. Rereading: Encourage students to look back at their stories while they are writing their summaries.

5. Follow- Up (Reinforcement):
Now that we have each read a version of Cinderella in a different culture, written a summary, and filled out our comparison/contrast graphic organizers, we are going to share with each other our summaries. Each student will come up to the front of the classroom and state the title of his or her book and read their summary aloud.

Differentiation of Instruction

Content: Readability Levels:
Rough-Face Girl- 2nd Grade Level
Cinderella- 3rd Grade Level
Mufaro's Beautiful Daughters- 4th Grade Level

Process:
Students each read a version of Cinderella at their readability level. Students will then write a summary of their book following the model that the teacher did with the students during concept development. Students compare and contrast their version with other versions read by their classmates, by filling out a comparison/contrast graphic organizer. Students each share the title of their version of Cinderella and read their summaries to the class.
Product:
Students finished reading their version of Cinderella, wrote a summary based on the model the teacher presented, completed their comparison/contrast graphic organizer, and shares their summaries with classmates.

Instructional Tools

Compare/Contrast Graphic Organizer

*Worth 4 points

Summary

*Worth 5 points