Ewa Hondra

Unit name: ________The story of Cinderella. __________________________________________________________

Grade:_____________2nd_grade of primary school, 12 learners in the class

_________________________________________________________________

Addressing Learners’ Diversified Needs: __This unit provides essential information for the lower-primary learners concerning the story of
Cinderella. This unit has been designed in a way which will allow the learners to effectively learn the richness of vocabulary in this story and cult
phrases. It practices not only literacy skills and the content of this story but also it involves practising music skills, such as playing the rhythm and
feeling it. It also refers to shaping students’ mathematical skills such as adding and counting. When it comes to science, this unit practices
making research questions and checking if they are in agreement with our assumptions. Arts and crafts combined with the use of language(what
I mean is for example making a setting of a story from lego Duplo blocks and acting out roles of the characters at the same time ) enables the
learners to practise concentration, memory, learn the new vocabulary in the context as well as have a lot of fun and joy.

Overall Big Specific Objectives including Teaching Procedures (instructional strategies, interaction Assessment plan
instructional understandings topic language, math, science, aids and patterns and grouping arrangements) for the unit
aims (general or essential music, art materials (formative and
aims) questions summative)

-To present the By the end of Literacy lesson 1 At the end of the Preparing for the text reception
story the unit lesson, students will
students will be be able to: “Cinderella” by  The teacher shows students the
able to: Sue Arengo cover of the book
-name the characters “Cinderella”(author: Sue Arengo,
-To present -name the
in the story level 4-see the book in the
what are the characters which attachment) and asks questions
characters in the are in the story such as: What is it? Who is there?
story What the people are doing usually
being on the ball? T-STS; STS-T
-To present -To understand
educational the moral of this
value of this story
literary text
-To practice -To feel the recognize the spoken Powerpoint The teacher pre-teaches the words, such as:
rhythm rhythm, be more form of the new presentation stepmother, shoes, prince, princess, coach,
open in vocabulary (pictures are pumpkin, fairy, lizard, midnight because
expressing -recognize receptively taken from they are key words to understand the story.
themselves
new vocabulary https://yandex. The teacher assumes that some of these
through dance
com/) words students already know and some of
-To practice them they do not know. The teacher shows
drawing, and each of these words on power point
creating art presentation and gives simple definition
pieces which directs the learner to understand the
story. The teacher also uses gestures. If
-To present and -learn new students do not know a particular word, the
practice new vocabulary teacher drills it to elicit the right answer. T-
vocabulary STS
-To practice -learn and
speaking and consolidate
listening skills adjectives,
such as: dirty,
thin, tall, long,
big, short
-mention basic facts, “Cinderella” by 2.Reading the text. Teacher reads the text
concerning reading Sue Arengo out loud and asks the learners to answer
comprehension questions to the text to get into interaction
with them. Teacher is showing gestures
during reading. Teacher asks concept
questions, e.g. can you see Cinderella? Who
is in the picture?

3.Introductory text recognition

 Teacher asks students if they like
the story
T-STS; STS-T
 4.Working with the text
 Focus on and retrieve explicitly
stated information
-understand the story  Checking comprehension
better
Teacher asks students what characters are
in the story? T-STS

-name the characters “Cinderella”by Teacher does with the students exercise 1,
Sue Arengo page 20 which is at the end of the book.
Ex. 1 p.20 at the Teacher shows this exercise on the screen,
end of the book reads out loud each sentence and points to
each word with a cursor. She asks students
which answer is right? Than, the teacher
circles the correct answer.

-remember the basic Ex. 2 p.20 at the Teacher does with students exercise 2 on Teacher checks
facts concerning the end of the book page 20. Teacher points to each of these how much
story of Cinderella “Cinderella” by pictures and asks the students who is it? students
Sue Arengo Then, the teacher reads out loud the understood from
sentences and asks the learners what the story
answer should she write in the blank space?
In case of the last point 5 in which the
students are asked to make their own
sentence, teacher gives a prompt.
Due to the fact that there is no picture of
stepmother, teacher asks students: who is
missing? What animals you saw in the
book?

Summing up: Leaving ticket in the spoken

form–each learner stands in a que and
 answers these questions who is it? what is
it? If he or she doesn’t know the answer,
than has a second chance.

Warming and revising:

After the lesson,  Teacher makes chain drill and asks
Literacy lesson 2
students will be able students to mention one word
to: which they learnt from the previous
class. T-STS
-make the events in  Teacher sticks on the board pictures
the chronological Cinderella in a random order. The students
order sequence cards make a sequence of events in the
(see the link: chronological order. Then, the
https://www.ab teacher asks students to show with
cteach.com/fre their magic wand which sentence
e/c/cinderellase the teacher is reading. (four groups,
quencecards.pd three people in each group)
f)  The teacher shows on the screen the
fragment starting on page 2 in the book
“Cinderella”: After two years(…) and
-recognize the spoken Book, magic ending with the sentence: “People
form of adjectives wand(which can called them the ugly sisters”. Teacher
be a pen), reads this fragment and presents
through gestures or pictures the
adjectives. The students repeat. Then,
teacher asks students: show me what is
-associate the dirty in the room? With their magic
adjective with the wands students show what is short,
gesture or picture long, dirty and who is tall. In case of the
word thin and big, teacher shows two
pictures of an elephant on the
screen(thin and big) and asks students-
tell me which one is thin?. If students
 answer incorrectly teacher answers: no,
it is not big, etc. The last adjective which
the students are asked to show with
their magic wand is the word
“beautiful”. Teacher says: sometimes it
happens that we don’t like someone
because this person is beautiful and
good.

The teacher asks students to come back to

their tables and she says, reading the
-making inferences sentence from the screen and circling it:
Look, even the two ugly sisters hated the
man’s daughter because she was beautiful
and good (teacher shows the picture on
page 4 to illustrate the word “good”).
Teacher asks students: what does it mean
that she was good? Ss. give examples, if
they do not know a particular word in
English, the teacher writes it in Polish and
next to it writes an equivalent in
English.(exercise made by me, see the
appendix, p.2). Teacher adds different
examples.

Next, the teacher asks the students about

-making inferences the antonym of the word good, giving
simple definition and eliciting the word
“bad” from the students. Teacher says:
what about the ugly sisters? Were they
good? Teacher shows on the screen the
fragment (page 3 in the book, starting from
the words: “You can sleep in that dirty room
and ending with the words: you must clean
 it”) and asks the students: How were they?
How did they treat Cinderella? Teacher
elicits synonyms to the word: “bad” and
writes them in the mind map on the
document word and shows it on the screen.
Next to the word in Polish, teacher writes
an equivalent in English. (exercise made by
me, see the appendix)

-making inferences Teacher asks the learners to mention all the

characters which are in the story. Next,
students write one sentence concerning the
characters who are good and one sentence
concerning the characters who are bad.
Teacher gives a model sentence:
X, y and z are good people but m and n are
bad people. Students substitute the name
of the character in place of the letters.

-Interpretation of the Teacher asks students what the ending of

text the story is? Teacher expects the answer:
-finding cause and The Prince married Cinderella.
effect relationships
-determining the main T: why? Teacher directs the learners to
message understand that the prince fall in love with
Cinderella not only because she was
beautiful outside but also inside. From her
inside emanated warmth and goodness.

T: what happens if we are good to other

people? Teacher also presents other
 examples showing being good to other
people.

Ss: The goodness will come back to us.

T: What the mood in the story is? Teacher

-describing the story
setting relating to
time, place and action
expects the answer that this is a sad story
with a happy ending. What the mood on the
ball is? The students are listening to classical
music to answer on this question and
teacher continues with listening to this
music, starting the lesson 2 on music.

Music being a part of Sound with Teacher asks students to sit on the carpet
lesson 2 music and she switches on the classical music and
asks them: what is this music? Who plays
this? What instruments can you hear?
Musical
instruments Teacher says: Look, I have some
instruments for you. Teacher divides the
group into three groups of four people in
After the lesson each. The learners play with the use of
students will be able instruments. They hear only music.
to:
-recognize classical Then, the teacher shows the video and
music Video with uncovers the screen. Now, the learners can
music(see the see how the characters on the video dance.
-understand what is attachment- After 30 seconds, the learners start dancing.
rhythm in music and “The Second Each learner finds his or her own place in
feel the rhythm of the Waltz”) the classroom and makes his own steps. At
music the end, the teacher dances together with
the learners in the circle.
 -broaden their Students came back to their tables, teacher
imagination shows Cinderella once again in the book and
says:– look, it is a dress! So beautiful!
-express themselves Teacher introduces the words such as:
through dance shoes, dress, hat, gloves, and earrings.
improvisation Teacher shows each of them on the screen,
drills them and the students repeat.

Students fill in the missing letters on the

(the exercise made handout (see appendix, page 1). Then, the
-recognize receptively by me, pictures teacher asks the learners to read these
the new words from: words out loud. Students match the words
(https://yandex.co to the pictures.
m/)

Homework: Teacher divides the learners

into groups and they will have to learn their
Handout
role in the dialogue (Each learner gets
-write the new words maximum a few sentences to learn off by
and read them heart). (see appendix-the division of roles
-practise their memory under the heading arts and crafts)

-learn how to use the

new words in the
context
They are having fun on the ball, but there is
almost midnight!(Teacher shows the picture
presenting midnight in the book and then
on the plastic clock). Cinderella is going
Maths lesson 3 home! Teacher on a plastic clock shows how
A plastic clock
the clock works. She asks the questions,
 -understand how we such as: what time is it now? Then, the Teacher makes
count time teacher does together with the students notes while the
addition and subtraction on the board to students act out
help them understand how the clock their dialogues. At
works.(see appendix) the end, she
-revise addition and points to
subtraction Controlled practice activities: exercise on mistakes, but not
page 257,in the book McGraw-Hill, “Reteach indicating them
book and skills practice workbook”, Macmillan. personally but she
: (see the link in the appendix) says to the whole
-count time in group: remember
controlled practice Free practice activities: students do exercise that we say:
activities 4 and 5 on page 258 which is in the same /k t∫/ not coach.
book as above . Students work in pairs.
-count time in free
practice activities,
solve textual tasks Teacher says: Let’s come back to our ball.
when they have to
make calculations with You see- it is almost midnight and the
the use of numbers horses are waiting for Cindrella.
Cindrella, you have to hurry up!
Quickly!(Teacher shows the picture on page
12 in the book “Cinderella” –see the
attachment)

Experiment
Materials
Science being a part of needed for this Teacher shows a picture in powerpoint
lesson 3 -understand what the experiment are presenting a coach with Cinderella only and
interrelationship covered in another one presenting Cinderella and a
between the angle appendix prince. Teacher makes exclamation mark
from which the coach above both of them. Teacher asks the
question: what time should Cinderella leave
 falls down and its load to be at home before midnight, which in our
is science experiment means:

-understand the -What height of a ramp and load of the

experiment conducted
by scientific method
-understand that we
have to plan what
time we will leave
from one place to be
on time in other place
coach will make the coach go the fastest?
Teacher does the experiment with the
learners, she draws a table on the board
and measures time of each coach and
changes the angle. (see the appendix)
In the meantime, teacher says: you see
what happens in this case…and in that
case…

Teacher makes conclusions together with

the students.

Students sit on the carpet in the way in

Arts and crafts which their roles have been divided in
lesson 4 After the lesson dialogues. Each group gets colourful mat
students will have: with icons being the symbol of the events
icons with which happened (see appendix, the exercise
-learnt and symbols made by me, pictures from:
consolidated key presenting the https://yandex.com/ ).
vocabulary needed to events which
understand the story happened in Each group:
 the story (see
-understood the the appendix),  Makes a sequence of events in the
sequence of events lego Duplo chronological order(places a
better blocks number next to each of these
pictures to associate the icon with
the event) see appendix
 Builds the setting of their fragment
of the story from lego Duplo blocks
 Presents the dialogues with the use
of lego Duplo blocks(the learners
can move their characters and act
out the scenes with the use of these
blocks)
Role-playing non-
verbally Now the students change their roles, being
- the change of the in the particular group. This time, they do
roles of the characters not say their dialogue out loud and do not
use lego Duplo blocks, but they use gestures
to express the character whom they are
now. For example, the person who was a
bad character – for example one of the ugly
sisters, now plays the role of Cinderella.
They can mumble but do not say the words
out loud. The rest two groups observes this
scene and they have to make a guess,
-To revise the earlier looking at the gestures who plays which
introduced vocabulary role. Finally, teacher asks each student to
tell her how did they feel being this time
one of the ugly sisters, not Cinderella?(Did
you feel bad with it or good with it?)

Next, teacher shows on the screen the

adjectives gathered in the form of a mind

-to learn empathy, to
see how it is being in
other person’s shoes
Lesson 5 White paper,
After the lesson, the crayons
Going beyond the text students will:
map earlier, they read it together out loud
(see the appendix).
Teacher gives a model sentence and writes
it in document word, extending the font and
showing this sentence on the
screen(exercise made by me, see the
appendix, page 2) :
I am kind towards other people because
now I am Cinderella. I feel good with it.
Each student in the group who played this
non-verbal dialogue, says this sentence out
loud, looking on the screen with a model
sentence and filling orally the blank spaces
with:
a. the chosen word from the mind-map
b. the name of the character whom they are
now
c. the phrase: “to feel good with it/bad with
it”
As these dialogues were divided into three
groups, the rest two groups do the same
that is they role-play their dialogue non-
verbally and then do a,b and c points which
are above. (see appendix)
Creating unexpected ending:
The students draw another ending and they
tell one full sentence about it. The teacher
 presents her version at first and then asks
-be able to use their students to create their own.
imagination more
creatively What is this story about?

What characters do you remember?

-understand the moral
of the story What event was the most important?

What happened to Cinderella’s mother?

-They will realize that
we shouldn’t assess Teacher shows the cover of any other book
and treat people the for young learners, for example any picture
way they look (“don’t book (the one which they probably do not
judge the book by its know) and says: Do you think that this book
cover”) is interesting for you? They answer: yes/no.
Teacher adds: How can you give your
opinion/comment on that if you do not
know it? /didn’t read it? You see, this is
only a cover of the book. You don’t know
what is inside(she opens the book on any
page) so you cannot judge, say “no, it is not
for me” (she shows the gesture indicating
the disapproval of the book at the first
glance)

-To see what is the

construction of this -Teacher asks students which main topics
text the story is composed of?

-To examine text

features
 Teacher asks students: Is the story of
Cinderella a fairy tale? Is it a novel? Or is it a
comedy? Teacher together with the
students makes conclusions concerning the
features of this this text and; consequently,
she asks them: why is this story a fairy tale?
They together mention three features,
teacher gives simple definitions and elicits
the answers.
A star and a wish-
A star and a Finally, teacher gives handouts to students filling in the
wish handout which is an assessment to the whole unit. handout
(see appendix)