Fourth

Fourth

Unit name: "Where in the world is Cinderella?"

Summary: During this unit, students will compare and contrast the Cinderella story through their version of the familar tale. Students will be able to notice the cultural impact on the tale and learn more about point-of-view.

> Does happily ever after really exist? > Of all the fairy tales ever written, why has the story of Cinderella been the one to capture the hearts of so many generations and cultures? > How would the Cinderella fairy tale change if a different character told the story? > What would happen in a modern day Cinderella story? > What are the elements of a fairy tale? > What is point of view? > In what ways are all of the Cinderella stories from around the world similar? ||
 * == Criteria == || == We found the following evidence in the Intel Unit  == ||
 * Students are at the center of the learning process. || * Venn Diagram
 * Peer feedback form
 * Rubric for blog/story ||
 * The project focuses on important learning objectives aligned with standards. || * Point-of-view
 * Literary genres ||
 * The project is driven by Curriculum-Framing Questions. ||
 * **Essential Question**
 * **Unit Questions**
 * **Content Questions**
 * The project involves ongoing and multiple types of assessment. || * Journals
 * Feedback form
 * Rubrics (presentation, blog, and story)
 * Blogs
 * Anecdotal notes
 * Wiki checklist
 * Questioning ||
 * The project involves connected tasks and activities that take place over a period of time. || Projects are on-going and used as assessments throughout the unit. The unit links social studies and reading together. ||
 * The project has real-world connections. || Students are making a connection with other cultures and countries around the world. ||
 * Students demonstrate knowledge and skills through products and performances that are published, presented, or displayed. || Blogs, presentations, and wikis are able to demonstrate their knowledge and monitor themselves through rubrics. ||
 * Technology supports and enhances student learning. || Lots of technology! ||
 * Thinking skills are integral to project work. || Critical questioning is the premise of the unit. ||
 * Varied instructional strategies support multiple learning styles. || The unit provides diferientiation for ESL and EC students. It also provides extensions for those that want to take it further. ||