COMMON CORE STANDARDS
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
DESCRIPTION OF LESSON
This Grade 2 lesson titled “Cendrillon – A Carribean Cinderella by Robert D. San Souci” and cited on achievethecore.org has an ELA/Literacy suggested instructional time of 5 days. In this lesson, students listen to an illustrated narrative read aloud and use literacy skills (reading, writing, speaking and listening) to understand that the central message of the story is told from different points of view. For the first reading, the teacher reads the entire book with minimal interruptions. The teacher then reads the book in “chunks”, asking students to discuss text-dependent questions and vocabulary. A variety of activities are interspersed throughout the lesson to extend student understanding and analysis of the text. As a culminating activity, students independently choose one of the main characters and write a retell of the whole story from that character’s point of view.
Connecticut teachers are cautioned that the teacher notes and preparation materials will require familiarity to be used effectively. While there are assessment guidelines, a CCSS-aligned rubric should be created to elicit direct, observable evidence of the degree to which a student can independently demonstrate the major targeted standards. The text is not included in the materials; it will need to be secured.
RATIONALE FOR SELECTION
This lesson is an exemplary example of how to focus on challenging sections of a complex narrative text. It engages students in a productive struggle through text-dependent questions and other supports that gradually build toward independence. It cultivates student interest and engagement in reading, writing, and speaking about texts. Instruction focuses on building students’ academic vocabulary in context throughout the lesson. The lesson plan addresses instructional expectations and is easy to understand and use. Extension activities and other resources are included in the teacher materials.