Cinderella Around the World Standards
Standards in Global Education/ ESL 3rd Grade
Common Core Language Arts- Grade 3
Reading for Literature #2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Integration of Global Education (using the Elementary Global Competence Matrix- Language Arts):
-Students will examine the world and its challenge through reading fictional texts from a variety of local, national, and global sources.
-Students will examine the perspectives of the characters in the text and how the perspectives impact the overall text structure.
Specific Lesson Plan Modifications for Global Competencies:
-Students will describe the story structures (characters, setting, problem, solution) of Cendrillon: A Caribbean Cinderella Story and Sootface: An Ojibwa Cinderella Story. They will identify and discuss specific details from the texts. (Investigate the World)
-Students will compare/contrast the cultures of the two stories and how those cultures impact the perspective of the main characters in the story. Students will discuss the traditions, customs, geographical features and languages addressed in the stories. (Recognize Perspective Investigate the World)
-Students will read closely to determine how the challenges of assigned gender roles are played out in the texts. They will also examine the influence those roles on the perspectives of the main characters in the stories. (Recognize Perspective, Communicate Ideas)
Informal Outcome Assessments:
-Students will recount the story using Determine the Gist charts for each text.
-Students will use a Venn Diagram to compare/contrast the cultures represented in both stories.
-Students will participate in the True for Who Visible Thinking Routine to help them understand how assigned gender role impact multiple perspectives within cultures. They will write a reflection about the impact.
Tennessee State Standards
Social Studies -Grade 3
3.13 Summarize how people interact with their environment to satisfy basic needs and how geographic challenges are resolved, including housing, industry, transportation, communication, bridges, dams, tunnels, canals, freshwater supply, irrigation systems, and landfills.
Integration of Global Education (using the Elementary Global Competence Matrix)
-Students will examine their ability to contribute to improvement locally, regionally, and globally.
-Recognize their accessibility to various experiences and educational opportunities and compare them to those of students in other countries.
-Identify world problems/challenges and explain how different countries address them. Create additional plans to address the problems.
Specific Lesson Modifications for Global Competencies:
– Students will read the following online articles:
*The Kabul Bus Turned Kid’s Mobile Library at http://observers.france24.com/en/20180606-kabul-bus-turned-children%E2%80%99-bookmobile
*‘Floating School’ Makes Sure Kids Get To Class When The Water Rises at https://www.npr.org/sections/goatsandsoda/2018/09/12/646378073/floating-schools-make-sure-kids-get-to-class-when-the-water-rises
-Student will discuss key details from both articles. They will compare/ contrast the educational opportunities, culture, and community of the children in both articles to their own educational opportunities, culture, and community in the United States. (Investigate the World)
-They will examine the challenges both countries face and how those challenges impact education for children. (Recognize Perspective)
-Students will analyze the solutions both countries implement to solve those problems and how those solutions impact the communities in those countries. (Recognize Perspective)
-Students will work in groups to produce at least three additional solutions. Students must also explain how the solutions could impact parents, teachers, and students. (Communicate Ideas, Take Action)
Informal Outcome Assessments:
-Students will list key details from the articles on the Main Idea/ Supporting Details Graphic Organizer.
-Students will use a compare/contrast chart to display the similarities and differences between key aspects of their lives with the children in the articles.
-Students will use chart paper to display a list of additional solutions and share the solutions with the class.
Reference:
Asia Society. Ready for the World: Preparing Elementary Students for the World. New York: Asia Society. Retrieved November 3, 2018 from https://asiasociety.org/files/Ready%20for%20the%20World.
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