Unit Plan Cendrillon by Robert D.

San Souchi
2/9/15- Cendrillon
SOL:
4.4 The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words.
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction
texts, and poetry
a) Explain the authors purpose.
b) Describe how the choice of language, setting, characters, and information contributes to
the authors purpose.
c) Identify the main idea.
d) Summarize supporting details.
e) Identify the problem and solution.
f) Identify sensory words.
g) Draw conclusions/make inferences about text.
h) Make, confirm, or revise predictions.
i) Identify cause and effect relationships.
Content Outline: The students will preview the story Cendrillon and receive background
knowledge on the island of Martinique.
Rationale: This is the introductory lesson for the book Cendrillon this lesson will give
background knowledge on the setting of the story. Students will also gain background
knowledge on the elements that make a fairy tale.
Objectives:
The students will be able understand the importance of the setting of Cendrillon.
The student will be able to understand the elements of a fairy tale.
The students will be able to differentiate between words with multiple definitions in order to
decide which sentence fits with the correct definition.
Lesson Opening: I will prompt the students by asking how many of them have read/ seen
Cinderella. I will explain that this week we will be reading a French version of the same story.
Connection: The students have read fairy tales before, and most of them will have the original
Cinderella to compare it to.
Instructional Strategies:
1.
2.
3.
4.

We will read the background knowledge on The Island of Msrtinique.

We will listen to the CD reading of Cendrillon.
The students will complete this weeks vocabulary sheet.
We will discuss the elements of fairy tales

5. I will pull small groups to read Tattercoat, Jane and the Beanstalk, and Juans Three
Wishes.
Products: Vocabulary worksheet
Assessment: Each student will produce a vocabulary worksheet with accurate sentences.
Closure: We will discuss the similarities we saw between this story and the Cinderella they are
used to.
Homework: The students will study their vocabulary for their test on Friday.
Differentiation: I will work my way around the room to assist lower students by recommending
different context clue strategies they could use in order to figure out the definition. I will also be
pulling groups based on individuals ability.
Materials: Reading books, vocabulary worksheet

2/10/15- Cendrillon
SOL: 4.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry
a) Explain the authors purpose.
b) Describe how the choice of language, setting, characters, and information contributes to
the authors purpose.
c) Identify the main idea.
d) Summarize supporting details.
e) Identify the problem and solution.
f) Identify sensory words.
g) Draw conclusions/make inferences about text.
h) Make, confirm, or revise predictions.
i) Identify cause and effect relationships.
Content Outline: The students will read in pairs the story Cendrillon and complete a multi flow
map of the cause and effect relationships.
Rationale: Students will be able find examples from the story of Cendrillons positive attitude
and how it affects her situation in the end.
Objectives:
The students will be able recognize the cause and effect relationship between Cendrillons
positive attitude and how it affects her in the end by completing a multi flow chart.
Lesson Opening: We will discuss what we remembered from the story yesterday, highlighting
Cendrillons character traits.
Connection: The students have read this story before, we are adding on to the knowledge.
Instructional Strategies:
1. The students will read Cendrillon in pairs
2. Students will complete the multi flow map about the cause and effect relationship
between Cendrillons positive attitude and what happens to her in the end.
3. I will pull small groups to read Tattercoat, Jane and the Beanstalk, and Juans Three
Wishes.
Products: Multi flow map
Assessment: I will collect the multi flow map
Closure: We will discuss the cause and effect relationship that we found.
Homework: The students will study their vocabulary for their test on Friday.

Differentiation: I will work my way around the room to assist lower students by recommending
different context clue strategies they could use in order to figure out the definition. I will also be
pulling groups based on individuals ability.
Materials: Reading books

2/11/15- Cendrillon
SOL: 4.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry
a) Explain the authors purpose.
b) Describe how the choice of language, setting, characters, and information contributes to
the authors purpose.
c) Identify the main idea.
d) Summarize supporting details.
e) Identify the problem and solution.
f) Identify sensory words.
g) Draw conclusions/make inferences about text.
h) Make, confirm, or revise predictions.
i) Identify cause and effect relationships.
Content Outline: As a class we will read Cinderella and compare and contrast it to Cendrillon.
Rationale: Students need to be able to compare and contrast elements from various stories in
order to understand the importance of a stories detail.
Objectives: The students will be able to compare and contrast it to Cendrillon to Cinderella in
order to understand the importance of cultural influence on the details in a story.
Lesson Opening: We will discuss what we remembered from the story yesterday; highlighting
what similarities we think both Cendrillon and Cinderella have in common.
Connection: The students have read Cendrillon before and we are adding on to their knowledge
by comparing elements in the story to the Cinderella they are familiar with.
Instructional Strategies:
1. As a class we will read Cinderella.
2. Students will complete the worksheet on comparing Cendrillon and Cinderella.
3. I will pull small groups to finish reading Tattercoat, Jane and the Beanstalk, and Juans
Three Wishes.
a. For Tattercoat we will also be comparing elements in this English version to the
French and American ones.
b. For Jane and the Beanstalk, and Juans Three Wishes we will be discussing what
elements make a story a fairy tale, and what elements their story includes.
Products: Cendrillon worksheet
Assessment: I will collect the Cendrillon worksheet.
Closure: We will discuss what elements we found that were surprisingly similar or different in
the two (or three) stories.

Homework: The students will study their vocabulary for their test on Friday.
Differentiation: I will work my way around the room to assist lower students by recommending
different context clue strategies they could use in order to figure out the definition. I will also be
pulling groups based on individuals ability.
Materials: Reading books, Cendrillon worksheet

2/12/15- Cendrillon

SOL: 4.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry
a) Explain the authors purpose.
b) Describe how the choice of language, setting, characters, and information contributes to
the authors purpose.
c) Identify the main idea.
d) Summarize supporting details.
e) Identify the problem and solution.
f) Identify sensory words.
g) Draw conclusions/make inferences about text.
h) Make, confirm, or revise predictions.
i) Identify cause and effect relationships.
Content Outline: Each student will choose a character from Cinderella or Cendrillon in order to
create a tree map.
Rationale: Students need to be able to pull important character traits from the story and
understand how the influence the events in the story.
Objectives: The students will be able to complete a tree map of character traits for a character
from Cendrillon or Cinderella in order to understand how they influence the events in the story.
Lesson Opening: We will discuss our favorite characters from the story and why they are our
favorite.
Connection: The students have read Cendrillon and Cinderella before and now they are getting
the opportunity to choose their favorite character and discover what influence he or she had on
the story.
Instructional Strategies:
1. Students will complete a tree map for their favorite character. This tree map will include
character traits as well as events throughout the story and how they influenced either
Cendrillon and Cinderella.
2. I will pull small groups to finish reading Tattercoat, Jane and the Beanstalk, and Juans
Three Wishes.
a. For Tattercoat we will also be comparing elements in this English version to the
French and American ones.
b. For Jane and the Beanstalk, and Juans Three Wishes we will be discussing what
elements make a story a fairy tale, and what elements their story includes.
Products: Character Tree Map
Assessment: I will collect their tree map.

Closure: We will discuss which character we liked the best and what character traits that
character had that influenced the outcome of the story.
Homework: The students will study their vocabulary for their test on Friday.
Differentiation: I will work my way around the room to assist lower students by recommending
different context clue strategies they could use in order to figure out the definition. I will also be
pulling groups based on individuals ability.
Materials: Reading books

2/13/15- Cendrillon

SOL:
4.4 The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words.
d) Use word-reference materials, including the glossary, dictionary, and thesaurus.
4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction
texts, and poetry
a) Explain the authors purpose.
b) Describe how the choice of language, setting, characters, and information contributes to
the authors purpose.
c) Identify the main idea.
d) Summarize supporting details.
e) Identify the problem and solution.
f) Identify sensory words.
g) Draw conclusions/make inferences about text.
h) Make, confirm, or revise predictions.
i) Identify cause and effect relationships.
Content Outline: The students will finish the story Cendrillon and complete their vocabulary
quiz.
Rationale: This is the final lesson where the students are able to apply their knowledge of the
vocabulary words for this section.
Objectives: The students will be able apply their knowledge of the vocabulary words in order to
complete the vocabulary test.
Lesson Opening: I will emphasize the importance of reading the directions and following
through with the directions.
Connection: The students have been studying this words all week and applying them to both
Cendrillon and their small groups.
Instructional Strategies:
1. Students will complete their spelling test.
2. Students will complete their vocabulary test (attached).
3. Students will complete any unfinished work from the week.
Products: Vocabulary test, spelling test
Assessment: Vocabulary test, spelling test
Closure: We will discuss what we liked about the different Cinderella stories we read.
Homework: None

Differentiation: Students that need a reduced amount of vocabulary test questions will receive
them. Students will be given as much time as they need to complete the vocabulary test.
Students that have finished all their classwork will be able to read a book quietly.
Materials: Vocabulary test, spelling test

Name: ________________________

Date: _______________

Cendrillon Vocabulary Test

Part One Directions: Read the sentences bellow. Highlight or underline the
multiple meaning vocabulary word in each sentence. On the following line write
your own detailed sentence using the highlighted word. Make sure your sentence
uses the vocabulary word in the correct context based on the vocabulary definitions
I gave you.
The tube was hollow so I was able to look through one side and see out the other,
like binoculars.
______________________________________________________________________________
______________________________________________________________________________

When my dog saw my cat she charged at her so fast, but my cat was too quick for
her to catch.
______________________________________________________________________________
______________________________________________________________________________

I am so excited for my parents to chaperone on our field trip next week!

______________________________________________________________________________
______________________________________________________________________________

When my dad packs the car for family vacation he often has to shift around the
suitcases in order to get everything to fit.
______________________________________________________________________________
______________________________________________________________________________

Part Two Directions: Fill in the blank with the best vocabulary word from the word
bank.
Crossly
Peasant
Commotion
Shift

Elegant
Riddance
Hollow

Godmother
Gilded
Chaperone

Orphan
Hesitation
Charged

1. In Cendrillon, both of Cendrillons parents passed away which made her a(n)
_________________________.
2. Cendrillons ____________________ was picked by her mother for Cendrillon
when she was born in order to watch over her.
3. Graceful is a synonym for ___________________________.
4. A lord or a prince would be an antonym for ________________________.
5. I loved the detail on the ____________________ vase because gold is my
favorite color.
6. Describe a time that you have been in a situation where there was a lot of
commotion.
_______________________________________________________________
_______________________________________________________________
7. When you know the answer to a question you will answer without
____________________________ meaning that you do not pause before you
speak.
8. When you have something that you do not want any more you could say good
9.

______________________ to it and throw it away.

When I am in a bad mood I answer questions in a _______________________
or grumpy way.