Submitted by​:​ ​ Brittany Bruney ​CWID:​ 50080056

Grade Level: ​5th ​ Mentor Teacher:​ Krenek
Subject/Topic:​ English Language Arts/Reading

Comparing and Contrasting Fairy Tales and Myths Across Cultures

Rationale​:
The purpose of this lesson is to compare
and contrast the themes or the moral
lessons between two different cultures and
across two different genres.
TEKS Achieved:
110.16(b)(3)(A): Compare and contrast the
themes or moral lessons of several works
of fiction from various cultures.
110.16(b)(5)(A): Students will read
independently and provide evidence of
their reading.
ELPS:
74.4(4)(D)(iv): Advanced High ELL’S are
able to apply, with minimal second
language acquisition support, basic and
high order comprehension skills when
reading grade-appropriate text.
Materials/Equipment:
Egyptian Cinderella story:
(​https://www.teacherspayteachers.com/Pro
duct/COMPARING-MYTHS-FINDING-THE
ME-MUCH-MORE-ELA-MEGA-BUNDLE--
2197809​)
Cinderella story by Barbara McClintock
Promethean Board
White board
Expo markers
Venn Diagram Desk Mats
Venn Diagram picture to display on
Promethean
Disney’s Storybook Collection book
Assorted princess/fairy props (wand,
crowns, 2 mini fake pumpkins, stuffed
mouse, fake glass slipper)
Online timer via Google 
Accommodations:
1. The student who has ADHD will
have extra time on their
assignments.
2. The advanced high ELL’s in the
class will have instructions repeated
to clarify the lesson and extra
teacher modeling, if needed.

  
 
Bloom’s Taxonomy: Differentiated Classroom Strategies: Curriculum
Knowledge/Remember Learning: Cooperative Groups Integration:
Comprehension/Under Auditory Hands-On Reading
stand Visual/Spatial Technology
Analysis Kinesthetic Independent Activities
Create / Synthesis Logical/Math Charts/Graphs/Maps
Evaluation Verbal/Linguistic Whole-group
Pairing
Intrapersonal Student Presentations
Interpersonal

Objectives:
• The students will break down and list, from the two texts, to compare and contrast the
similarities and differences between the two different fiction stories.
• The students will list evidence of their reading in their venn diagram.
• The students will comprehend and understand the text, directions, and reading with
minimal to no support.

Lesson Plan:
• Introduction (Anticipatory Set/Focus/Motivation):
Students will see a KWL chart on the whiteboard with the word Cinderella on top. I
will have the students go over to the KWL chart and write in what they know, want to
know, and at the end will come back and fill out what they have learned about the two
Cinderella fictional stories.

• Information Giving:
1. After the students are done filling out the KWL chart, they will be prompted to go sit
on the rug by the bookshelf.
I will individually assign roles to students by pulling out student numbers in a jar, so
that these students can participate in our book reading for the day using the props by
holding them up when the character is speaking or the certain object is being used in
the book.
Number of students needed:
1 orange pumpkin, 1 gold pumpkin, 1 stuffed mouse, 1-3 wands, 1 stuffed fairy
While the students are sitting on the rug I will ask students questions about the
book.
-”What do you know about Cinderella? Let’s look over the chart we have made. What do
you want to know about Cinderella?” Look over the KWL chart to use as a reference.
-Talk to the students about how Cinderella originally started off in Egypt and was the
first known Cinderella story. All of the other stories were based off of this one.
-”First we are going to start off by reading this classic fairy tale Cinderella. This is a fairy
  
 
tale that is about a girl who ends up having to live with her stepmother and sisters. They
like to make her do work and are constantly be mean to her. There is a theme in this
book.”

2. Send students back to their desk so that they can read the short Egyptian myth of
Rhodopis.

Check for Understanding:

I will listen to how the students respond to the questions over the book as we read.
Questions asked while reading:
1. “Based on the cover of this book, what kind of book are we reading?” Fiction, genre
fairy tale)
2. “What can we find in fairy tales?” (looking for students to give me answers like
fantasy characters, enchanting creatures or animals, and magic elements)(Accessing
prior information)
3. “How can we tell that this is a fairy tale and not a myth?” (It starts off with “Once Upon
a time…”)(Accessing prior information)
4. “What is a theme?” (The overall message or big idea)(Accessing prior information)
5. “On this first page the theme of the book is already present. What do you think the
theme may be and why?”

• Guided Practice:
I will go over the venn diagram mats that are on the table to make sure all students
understand what we are comparing for the day, after they have first read the text.
-I will show them the Egyptian Cinderella myth.
-How do I use this venn diagram? What goes here (point to the different sections and
have them explain the different parts of the venn diagram.)”
As a class I will ask the students for one example to put in the venn diagram for both the
Cinderella fairy tale side and the Egyptian Cinderella story side and we will write those
together as I model what goes in both sides of the venn diagram.

Check for Mastery:

I will ask the students to have them show me their examples that they can write on their
board and hold them up in the air for me to check, or I will walk around and check that they
have written down

• Independent Practice:
The students will read their stories by themselves or in a group.
Students will work with their desk groups or independently to fill out their venn
diagrams comparing the two different Cinderella stories.
They will have an online timer used to help time them on the amount of time that needs
to be spent on the practice before we share.

  
 
• Assessment/Evaluation:
​As the students are working​ ​I will walk around the class to make sure students
are creating their venn diagrams and breaking up the information into the parts of the venn
diagram.
I will look for evidence from the story and also evidence from the Egyptian Cinderella myth
the class read independently.

For the ELL students in the class, I will walk around and making sure that they are
understanding what is going on. I will look that they are filling out their venn diagrams
properly and have comprehended both the text and that they are needing little to no
clarification.

• Closure / Culminating Activity:

I will call students from each group to come and write on the Promethean board on our
venn diagram that was modeled to the class.
After we are done filling out our venn diagram as a class we will go back to our
KWL and I will ask them to share some thoughts on what they have learned now about
Cinderella.

• ​Enrichment/Extension:
Students will have access to the Disney version of Cinderella to read and compare
to the two other Cinderella versions we have read and watched as a class. They will be
able to choose from the traditional Cinderella fairy tale by Barbara McClintock to
compare to or the Egyptian Cinderella Myth to compare to.

• Reteach:
​ For the students that are not understanding, I will pull them aside into a small
group teacher table and we will go over comparing and contrasting, along with referring
back to the​ ​text to find our information.

• Modifications​:
Special needs:​ The student with ADHD will have a shortened assignment.
ELL’S: ​The students will have extra time to work on the venn diagram.