Cinderella 214 Final Draft

Cinderella 214 Final Draft

• 1.
  Where in theWorld is CinderellaPresented By: Leigha Thompson, Lacy Conner, Natalie Wolfe, Samantha Rausch, and Brett Tison
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  Table of ContentsCurriculumAssessmentsResourcesIntroduction/MotivationNETS StandardsEngaged LearningAssignments that MatterOverall Evaluation
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  Unit SummaryIn thisunit, students travel the globe to see how culture impacts the story of Cinderella. As they work through the unit activities, students read and analyze many versions of this classic tale, learn more about the literary genre, and study character development and the difference that point of view can make in the telling of a tale.
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  CurriculumDesigned for gradelevels 3-5Subjects: Language Arts and HistoryTopic :CinderellaHigher-Order Thinking Skills: Inference, AnalysisKey Learnings: Cultural Literacy, Geography, Fairy Tales Time Needed: 6 weeks, 50-minute lessons, daily
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  Assessment MethodsAssessment TimelineStudentswork on projects and complete tasksBefore Project work beginsAfter project work is completedPresentation RubricBlog or Story RubricWiki ChecklistQuestionBlog or Story RubicPresentation RubricJournalsQuestioning Anecdotal NotesPeer Feedback FormQuestioningJournals
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  AssessmentObjectivesThese assessments helpstudents and teachers set goalsmonitor student progress provide feedback assess thinking processes, performances, and products reflect on learning throughout the learning cycle.
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  ResourcesCinderella Story (book,movie)WebsitesVenn diagramsClipArtGraphic Organizer
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  Introduction/ MotivationIntroduce thefairytale unit by showing any fairytale in movie form.After watching the movie, explain the elements of fairytales and then have a group discussion on how the movie relates to each term.
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  Engaged LearningTeacher’s RoleFacilitator
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  Monitor group work
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  Gives in classexamples
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  Provides clear instructionsand checklistsStudent’s RoleExplorer
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  Research new topics
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  Reflect upon theirdiscoveries with their groupsNETS Standards: Use of Technology ResourcesFacilitates high order and complex thinking skills, including problem solving, critical thinking, informed decision making, knowledge construction, and creativity.
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  NETS : Design,Implement, and AssessmentDesign, Implement, and Assess learner centered lessons that are based on the current best practices on teaching and learning with technology and that engage, motivate, and encourage self- directed student learning.
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  Nets: Availability ofTechnologyAssess the availability of technology resources at the school site.Plan activities that integrate available resources.Develop a method for obtaining the additional necessary software and hardware to support the specific learning needs of students in the classroom.
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  NETS: Technology ProductivityToolsApply Technology Productivity tools and resources to collect, analyze, and interpret data and to report results to parents and studentsVision of LearningResponsible for LearningStrategicEnergized by LearningCollaborative
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  TasksAuthentic
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  Challenging
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  MultidisciplinaryInstructionalModelInteractive Students respond toquestions posed by the teacher and have some choices with regard to unit questionsGenerativeStudents use software to create relevant and meaningful wanted posters
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  Learning ContextCollaborativeKnowledge BuildingEmpathetic
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  GroupingFlexible- Use specificskill building to pair up into group for students who are unfamiliar with the story to shadow their partner telling the story.Equitable- Students have the opportunity to meet in groups after each individual assignment to gain feedback from the other members in the groupHeterogeneous- Students are primarily placed into heterogeneous groups
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  Assignments that MatterStudentswant to know does happily ever after really exist ?Students participate in activities to find out if the story always ends happily ever after from every character’s perspective.
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  RelevancyStudents learn toaccept different view points other than their own
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  Our Learning ExperiencesTeacherfocused more on the grades rather than the actually understanding of skills.
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  No relevance toreal life
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  Rote memorizationLittle useof creativity in the classroomLittle use of technology Teacher –centered learning
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  Our Lesson PlanCreativityin the assignmentsStudent-centered learningUse of technology throughout the lessonTeacher focused on the students understanding the material, rather than the grades a student receives.Uses higher level thinking skillsRelevant to real-life
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  Overall EvaluationTeacher’s willknow how well the students fully understand all the material at the end of the unit when the students present their presentations.http://educate.intel.com/en/ProjectDesign/UnitPlanIndex/WhereIsCinderella/