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MC6 #2 Appendix © Macomb Intermediate School District 2006

Macomb Collaborative Grade 6 - Unit #2

Appendix

1. Prompt [Day 1] 2. Peer Editing Questions [Day 2] 3. Review of Writing Checklist [Days 1and 2] 4. Rubric [Days 1 and 2] 5a-b. Genre: Fantasy and Student Bookmark [Day 3] 6. Think Aloud Procedure [Days 3, 5 and 6] 7a. Reading Retelling Procedure: Instruction [Day 4] 7b. Retelling Rubric [Day 4] 8. Cinderella Retelling [Day 4] 9a. Elements of Story [Day 5] 9b. Elements of Story Graphic Organizer [Day 5] 10a. Focus Question #1 [Day 5] 10b. Focus Question Rubric [Days 5, 6, 7, 8, 9, 10, 12, 13, 14, 16, 17, and 18] 11. Vocabulary in Context Strategy [Days 6, 7, 8, 11, 12, 13, 14, 15, 16, 17, and 18] 12. Focus Question #2 [Day 6] 13. Focus Question #3 [Day 7] 14. Focus Question #4 [Day 8] 15. Vocabulary Sort [Day 9] 16. Focus Question #5 [Day 9] 17. Focus Question #6 [Day 10] 18. The Cheetah Girls: A Cinderella Story [Day 10] 19. Figurative Language Extension [Day 11] 20. Focus Question #7 [Day 12] 21. Focus Question #8 [Day 13] 22a-c. Focus Question #9 [Day 14 and Day 17] 23a. Word Sort Activity [Day 16] 23b. Linear Array Strategy [Day16] 24. Focus Question #10 [Day 16] 25. Focus Question #11 [Day 18] 26a. Comparison Chart [Day 19] 26b. Completed Comparison Chart [19] 27a-b. Barry Lane: Cinderella Revisited [Day 19] 28. Focus Question #12 and Checklist [Days 20 and 21] 29. Response to Reading Rubric [Days 20 and 21] 30a-b. Cinderella Stories from Around the World


Directions: We make many choices in life. All choices have consequences. A choice could be as small as deciding to study instead of going out with a friend. An important choice might be choosing the right people to be your friends. Still another might be choosing to do or not to do something that might be dangerous to your health or safety. Write about the theme: choice Do one of the following:

Think about an important choice you have made. Tell why it was good or bad choice.

OR Tell how you can learn something from a bad choice.

OR Give reasons (persuade) why a decision you have made is a good one.

OR Discuss how a good choice for one person may be a bad choice for another.

OR Write about a choice in your own way.

You may use examples from real life, from what you read or watch, or from your imagination. Your writing will be read by adults. Use the paper provided for notes, freewriting, outlining, clustering, or writing your rough draft. If you need to make a correction, cross out the error and write the correction above or next to it. You should give careful thought to revision (rethinking ideas) and proofreading (correcting spelling, capitalization, and punctuation). (Optional: You may use a dictionary, thesaurus, spelling book and/or grammar book.) Appendix #1


Peer Editing Questions

• Is the central idea or point of the writing clear?

• Is the central idea or point supported by important and relevant details, examples, and/or anecdotes?

• Does the writing begin with an interesting and engaging lead, continue with a middle that supports and develops the point, and an end that summarizes the point?

• Is the writing interesting with engaging words and different sentence lengths and types?

• What do I, as the listener, think is good about the writing?

• Do I have questions and/or suggestions for the writer?

Appendix #2


Review of Writing: Publishing Final Copy

DIRECTIONS: Now you will be doing three things: revising your paper (which means to rethink your ideas); polishing your paper (which means to edit and proofread); and recopying your paper as neatly as possible. Use the following checklist as you revise and edit the writing that you have done. When you are finished revising, you must make a final copy of your paper. Then, proofread your final copy to make sure that all of your revisions have been made. CHECKLIST FOR REVISION: 1. Do I have a clear central idea that connects to the topic?

2. Do I stay focused on my central idea?

3. Do I support my central ideas with important and relevant details/examples?

4. Do I need to take out details/examples that DO NOT support my central idea?

5. Is my writing organized and complete, with a clear beginning, middle, and end?

6. Do I use a variety of interesting words, phrases, and/or sentences?

CHECKLIST FOR EDITING 7. Have I checked and corrected my spelling to help readers understand my writing?

8. Have I checked and corrected my punctuation and capitalization to help readers

understand my writing?

CHECKLIST FOR PROOFREADING: 9. Is everything in my final copy just the way I want it? Reread your writing. You should cross out or erase any errors you make. You will have as much time as you need.

Appendix #3


Rubric Writing from Knowledge and Experience

Characteristics 6 5 4 3 2 1

Content and Ideas The writing is exceptionally clear and focused. Ideas and content are thoroughly developed with relevant details and examples where appropriate.

The writing is clear and focused. Ideas and content are well developed with relevant details and examples where appropriate.

The writing is generally clear and focused. Ideas and content are developed with relevant details and examples where appropriate, although there may be some unevenness.

The writing is somewhat clear and focused. Ideas and content are developed with limited or partially successful use of examples and details.

The writing is only occasionally clear and focused. Ideas and content are underdeveloped.

The writing is generally unclear and unfocused. Ideas and content are not developed or connected.

Organization The writer’s control over organization and the connections between ideas move the reader smoothly and naturally through the text.

The writer’s control over organization and the connections between ideas effectively move the reader through the text.

The response is generally coherent, and its organization is functional.

There may be evidence of an organizational structure, but it may be artificial or ineffective.

There may be little evidence of organizational structure.

There may be no noticeable organizational structure.

Style and Voice The writer shows a mature command of language including precise word choice that results in a compelling piece of writing.

The writer shows a command of language including precise word choice.

The writer’s command of language, including word choice, supports meaning.

Vocabulary may be basic.

Vocabulary may be limited.

Conventions Tight control over language use and mastery of writing conventions contribute to the effect of the response.

The language is well controlled, and occasional lapses in writing conventions are hardly noticeable.

Lapses in writing conventions are not distracting.

Incomplete mastery of over writing conventions and language use may interfere with meaning some of the time.

Limited control over writing conventions may make the writing difficult to understand.

Lack of control over writing conventions may make the writing difficult to understand.

Not ratable if: A) off topic B) illegible C) written in language other than English D) blank/refused to respond Appendix #4


Genre: Fantasy/Fairy Tale Fantasy/Fairy Tale share the same elements as other narratives: characters in settings, problem(s), events leading to a resolution, and lessons to be learned or themes. Fantasy/Fairy Tale are appealing because of magical aspects, preposterous characters, and bizarre settings. Definition: • Fairy Tale: a folk story about real-life problems, usually with imaginary characters

and magical events (from Harris, et al. The Literacy Dictionary, IRA, 1995) • Fantasy: a highly imaginative story about characters, places, and events that, while

sometimes believable, do not exist (from Harris, et al. The Literacy Dictionary, IRA, 1995)

• “Modern fantasy refers to the body of literature in which the events, the settings, or the characters are outside the realm of possibility.” (Tomlinson, et al. Essentials of Children’s Literature, Allyn and Bacon, 1996)

Purpose: • To entertain • To involve the reader in an exciting, magical adventure Form and Features: • May open with “Once upon a time” that establishes the setting in an unreal land or

abstract place (and end with “happily ever after”). • Characters include humans who interact with strange and magical creatures such as

gnomes, ogres, elves, unicorns, etc. Fantasy characters are either very good or very bad.

• The plot usually involves some sort of quest or mystery that must be solved. • Events are fanciful; impossible things become possible. • Usually a transformation occurs, either a physical transformation (e.g. the beast turns

into a handsome prince) or a character transformation (e.g. the ugly duckling turns out to have been a swan all along).

• Themes include universal struggles and values. • Magic plays a key role. • Fantasy has six major motifs or themes: 1) magic, 2) secondary worlds, 3) good

versus evil, 4) heroism, 5) special character types, and 6) fantastic creatures. (L. Madsen. Fantasy in Children’s Literature: A Generic Study, Masters thesis, Utah State Univ.)

• Figurative language (personification), imagery, dialogue, and illustrations are used for impact.

Appendix #5a


Fantasy Bookmark Fantasy Bookmark Fantasy Bookmark Highly imaginative story about characters, places, events that, while sometimes believable, do not exist

Highly imaginative story about characters, places, events that, while sometimes believable, do not exist

Highly imaginative story about characters, places, events that, while sometimes believable, do not exist

Name:

Name:

Name:

Title: Title: Title: List the page number and a brief reminder of the genre characteristics you find as you read.

List the page number and a brief reminder of the genre characteristics you find as you read.

List the page number and a brief reminder of the genre characteristics you find as you read.

Animals talk, feel and act like people. Animals talk, feel and act like people. Animals talk, feel and act like people.

p. p. p.

p. p. p.

p. p. p.

p. p. p. Humans interact with strange/magical creatures, eg. gnomes, ogres, etc. Characters are good or bad. Humans interact with strange/magical creatures, eg.

gnomes, ogres, etc. Characters are good or bad. Humans interact with strange/magical creatures, eg. gnomes, ogres, etc. Characters are good or bad.

p. p. p.

p. p. p.

p. p. p.

p. p. p.

Other themes/motifs: magic, other worlds, good vs evil, heroism, and fantastic objects Other themes/motifs: magic, other worlds, good vs

evil, heroism, and fantastic objects Other themes/motifs: magic, other worlds, good vs evil, heroism, and fantastic objects

p. p. p.

p. p. p.

p. p. p.

p. p. p.

Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved.

Appendix #5b


Think Aloud Procedure Making Thinking Public

The Literacy Dictionary (Harris and Hodges, 1995, IRA) defines a think aloud as “1. oral verbalization, 2. in literacy instruction - a metacognitive technique or strategy in which the teacher verbalizes aloud while reading a selection orally, thus modeling the process of comprehension (Davey, 1983).” Put another way, a think aloud is making thinking public. A teacher models what an expert would be thinking as s/he were reading, visualizing, listening; or preparing to write, speak or visually represent. The goal of thinking aloud is to graphically show students what they might do to understand what they are reading, viewing or listening to, as well as, plan for writing or speaking. Following is an example of a think aloud for figuring out the meaning of an unfamiliar word in context: “It’s important while we read to be able to figure out the meaning of an unfamiliar word. When I come to a word I don’t know the meaning of, I read the words and sentences around that word to try to figure out what the word might mean. The other day I was reading this great mystery, The Westing Game by Ellen Raskin. I read the following paragraph with lots of challenging words: ‘Sam Westing was not murdered, but one of his heirs was guilty – guilty of some offense against a relentless man. And that heir was in danger. From his grave Westing would stalk his enemy and through his heirs he would wreak his revenge.’ It was a paragraph about Sam Westing who had just died and left a challenge behind to find his killer(s). I knew most of the words. I knew ‘relentless’ meant that Sam Westing never gave up until he got what he wanted. I knew that ‘stalk his enemy’ meant that even after death, Sam Westing would somehow go after and find his enemy. But I wasn’t sure what ‘wreak his revenge’ meant. I knew that revenge meant Sam Westing would get even with his enemy, so I figured that “wreak” must be a stronger way to say, ‘get his revenge.’ I’ve heard the word ‘wreak’ before, and now I’ll keep it in my mind and may be able to use it in writing sometime. I will know it when I see it in print”. Appendix #6


Reading Retelling Procedures: Instruction Narrative and Expository

Please read instructions and follow the procedure carefully. 1. Teacher reads title of selection and says, “I wonder what this will be about?” 2. Teacher asks students, “What do you think this will be about?” 3. Teacher directs students to write/draw a prediction on the flap of the selection or on another

sheet of paper – “What will the selection be about?” 3a. Teacher says, “Share your prediction with your partner.”

4. Teacher says, “Please open the sheet up now and read it through. Read it through a few times until you are sure that you really understand it. When you do, turn the passage in to me and take a response sheet. Then pretend that you have to write to someone who hasn’t read the (Story or Selection). Retell as much of it as you can, so that they can understand nearly as much as you did. Be sure your writing is readable. This is not a test! You do not need to recall exact wording. You can use your own words to retell the passage.”

4a. Teacher says,

“Share your retelling with your partner. One of you do your retelling orally, then the other retells.”

5. Teacher says, “Retell the selection as if it is for someone who has not heard this story/information before.” 5a. Teacher says, “Share your written retelling with your partner and make changes (revise).” 5b. Teacher gives students selection and says, reread the selection and with your partners,

make whatever changes or additions that are necessary. 6. Instead of teacher collecting papers, have students in partners score their own papers with the

rubric or a modified rubric (after extensive modeling).

adapted by Barbara Nelson from Cambourne and Brown, Read and Retell

Appendix #7a


MLPP Retelling Rubric Grades 3 - 12 Narrative Text

Qualities of

Retelling

4

Mature

3

Capable

2

Developing

1

Beginning Gist/Main Idea: Lesson

Learned Plot Main Idea

Retelling includes a clear generalization that states or implies the plot main idea and lesson learned.

Retelling includes a generalization that states or implies the plot main idea and lesson learned from the story.

Retelling indicates inaccurate or incomplete understanding of plot main idea.

Retelling includes minimal or no reference to or understanding of plot main idea.

Story Elements

Retelling contains a clear statement of all story elements, (main characters, setting, problem, major events, and resolution) and their connection to one another.

Retelling contains a clear restatement of most story elements (main characters, setting, problem, major events, and resolution) and their connection to one another.

Retelling contains a restatement of some story elements with minimal connections to one another.

Retelling contains minimal restatement of story elements.

Organization

Events are retold following a logical sequence with a beginning, middle, and end.

Events are retold mostly in appropriate order with beginning, middle, and end.

Events are retold in a somewhat disconnected fashion. The beginning or middle or the end may be deleted.

Events lack sequence.

Linguistic Spillover

Use of language, conventions, and/or format from the selection reflects an elaborated and personalized understanding of the story.

Use of language, conventions, and/or format from the selection indicates basic understanding of the story.

Use of language, conventions, and/or format from the selection may indicate superficial understanding.

Retelling includes little or no use of language, conventions, and/or format from the story.

Date

Text Level

Mode

Prediction

Gist/ Main Idea

Elements

Organization

Linguistic Spillover

Key: Mode O/O: Oral – Oral Level IN – independent Prediction R – reasonable

O/W: Oral – Written IS – instructional U - unreasonable W/O: Written – Oral F – frustration N – no response W/W: Written – Written Revised 6/5/01

Appendix #7b


Retelling of Cinderella by Ruth Sanderson Cinderella, by Ruth Sanderson, tells the story of a girl whose mother dies and father remarries. Her stepmother is very unkind and forces Cinderella to become a servant in her own home. Even though she is unhappy, Cinderella is obedient and follows the commands of her stepmother and stepsisters. Cinderella hears of a ball being held for the prince and wants to go, but her stepmother stands in her way. With some magical help from her Fairy Godmother, Cinderella goes to the ball, meets the prince and they fall in love. In a rush to leave, however, Cinderella looses her shoe. Using the shoe as a guide, the prince looks for Cinderella. He finds her, they get married, and live happily ever after. Appendix #8


Elements of Story

The elements of a story include:

Characters - Who is in the story?

Setting - When and where does the story take place?

Problem - What problem does the main character have or what does the main character want?

Events - What does the main character do to solve his/her problem or get what he/she wants?

Resolution - How is the problem solved? OR How does the main character learn to deal with the problem?

Theme - What is the universal theme or lesson learned? Appendix #9a


Characters Setting

Conflict

4 events from story

Resolution

Theme

Appendix #9b


Focus Question #1 What are three problems/conflicts introduced within the first chapter that get the story moving? Give specific, relevant and interesting details to support your answer. (Determining Importance) Answer Plan: What to do 1. Write a sentence to restate the question and begin your response. 2. Write about one conflict with supporting details. Include a quote, if

possible. 3. Choose a second conflict and use the text to support your response. 4. Include a third conflict with relevant information from the text. 5. Conclude by restating the question.

Possible Answer: (1) In Chapter 1 of Ella Enchanted, three important problems are introduced. (2) First of all, we learn that Ella is cursed with the gift of Obedience. Ella must follow any order given to her, regardless of the harm it could cause. As Ella states, “I was in danger at every moment.” (3) Second, we learn that Ella is a rebel who doesn’t want to follow the orders given. She does not just accept her fate, instead she tries to fight it off. (4) Finally, we learn that Ella’s mother is dying. Both she and Ella had caught a cold, but Mother gets worse and Ella gets well. (5) Overall, much information is presented in the first chapter to get the story moving along. Appendix #10a


Macomb ELA Genre Units: Focus Question Rubric

3 (complete)

2 (partial)

1 (minimal)

Traits: Content

Answers question Uses relevant details from

text to support answer Stays on topic

Answer is relevant with many details and examples.

Answer is relevant but has few details to support or explain the answer.

Answers question with misinterpretation. Little or no relevance to text or question. Ideas and content are not developed or connected.

Organization Restatement (Beginning) Details in support (Middle) Conclusion (End)

Student restates the question in his/her own words. Details support point. Response is written in a logical sequence that makes connections.

Student restates the question in the answer. Events are retold in a somewhat disconnected structure.

Students answer either “yes,” “no,” or “I agree” without reference to the question. Writing lacks sequence.

Style/Voice Uses quotes to support, Concludes with prediction

characters feelings, opinions, etc…

Word choice is precise. Uses quotes effectively. Conclusion engages the reader.

Vocabulary is basic. May use quotations, but reference is unclear. Conclusion is partially successful.

Vocabulary is limited. Quotations are not used. The conclusion is ineffective or does not exist.

Conventions/Presentation Writing is neat. Uses proper conventions

Presentation makes the writing inviting. Writing shows control over conventions.

Writing is readable. Errors in conventions do not distract from meaning.

Writing may not be legible. Errors in conventions distract from meaning.

Appendix #10b


Vocabulary In Context Strategy Learning vocabulary in context is much more powerful and effective. Students understand the words better, will remember them, and will more often recognize the word and its meaning when next encountered. This is a simple vocabulary strategy that only involves dictionary work as a last resort. Procedures: • Assign or let students choose partners. • Display the vocabulary words with page numbers. • Tell students in partners to: 1. find each listed word, 2. read the sentences (context) around the word, then try to

figure out what the word means, 3. check their definitions with the dictionary (if necessary), 4. jot down their “working definition” in their own words, and 5. also write down why this word is important to the selection.

Encourage students to begin to keep a personal dictionary of new words that they might use in conversation and in writing. Appendix #11


Focus Question #2 Gail Carson Levine uses both description and dialogue to introduce Ella’s father to the reader. Based on this information, what can you infer about his relationship with Ella and the role he will play in the novel? (Inferring and Asking Questions) Answer Plan: What to do 1. Write a sentence restating the question and including your inference. 2. Elaborate on what you have figured out about Ella’s father. 3. Use specific examples from the text to support your reasoning. Use quotes

if possible. 4. Conclude by explaining what role you think he will play in the novel.

Possible Answer: (1) After being introduced to Ella’s father, I can infer that Sir Peter and Ella do not have a very loving relationship. (2) First of all, he is unkind and selfish. (3) At one point, Ella is wailing because of the death of her mother. Instead of comforting her, he “pressed my face into his chest . . . trying to muffle my voice” and says “Get away from here. Come back when you can be quiet.” (4) This shows that he cares more about what other people might think than about his own daughter’s feelings. I think his selfishness is going to cause more problems for Ella in the future.

Appendix #12


Focus Question #3 An internal conflict is one that happens within a character (person vs. self) like feeling jealously. An external conflict is a problem that happens outside a character and involves other elements (such as person vs. person, person vs. nature, person vs. technology) like being in an argument or having it rain when you’ve planned a picnic. What internal and external conflicts does Ella face? Predict how she will deal with these conflicts. (Inference) Answer Plan: What to do 1. Write a sentence restating the question. 2. Include one internal conflict Ella has and support it with ideas from the

novel. Use a quote, if possible. 3. Choose one external conflict Ella is involved in and again use specific

examples from the text to support your reasoning. 4. Conclude by predicting what will happen in the novel. Possible Answers: (1) Ella faces both internal and external conflicts within the story. (2) First, she fears her father. She illustrates this internal conflict by stating, “I hated being afraid [of him], but I was.” (3) Next, she argues with her father. Ella doesn’t want to go to finishing school, but her father is forcing her to go. She has no choice. (4) I believe Ella will eventually go to finishing school, but will not get “finished” as her father wishes. Appendix #13


Focus Question #4 Identify three of the most important happenings within this chapter. Which event do you believe will have the greatest influence on Ella’s future? (Determining Importance) Answer Plan: What to do 1. Write a sentence restating the question. 2. Identify the three most important events. 3. Explain which of the three events you feel is of greatest importance.

Possible Answer: (1) There are three major events that occur in Chapters 6 and 7. (2) First, while at the royal menagerie, Ella and Char meet unexpectedly. Second, Char saves Ella and the young gnome from the ogre. Third, Hattie figures out that Ella must obey orders. (3) I believe that Hattie’s new-found knowledge about Ella is of greatest importance because Ella and Hattie will be at finishing school together, and there, Hattie will have many more opportunities to use Ella’s Obedience to her advantage.

Appendix #14


DIVERSION (adj.)

EPITHETS (n.)

CONDESCENSION (n.)

ODIOUS (adj.)

MOURNING (n.)

“My arms ached. My stomach rumbled. I stared out the window at a flock of sheep and wished for a ____________ that would take my mind away from lamb and lentil salad.” Chapter 9 p. 60

“It only meant ‘tall girl’. I didn’t know any insults in Ayorthaian. However, Areida was laughing, which made it seem the worst of __________.”Chapter 10 p. 67

“Only Hattie’s set pretended to be friendly, and they treated me with the same oily _________ Hattie visited on me in public.” Chapter 11 p. 74

“They were an __________ group, Hattie and the two she called her special friends, Blossom and Delicia..” Chapter 11 p. 74

“When I finished telling her, she sang an Ayorthaian _______ song. . . I cried, steady tears, like rain. Chapter 11 p. 78

Dictionary: something to draw

attention away from something else

Dictionary: abusive words

Dictionary: to act in a way that suggests that one

considers oneself better than other people

Dictionary: causing hatred or

strong dislike: worthy of hatred

Dictionary: to feel or express grief or sorrow

Since I had already purchased the game for Christmas, I searched for a __________ from the brightly lit display, as the children and I walked through the isle of the toy store.

In her outrage, the woman’s face grew deep red, she shook her fist, and screamed ___________ at the man who had stolen her wallet.

Even though Eline lived in the nicer part of town and had many more opportunities than the rest, there was no _____________ in her voice as she spoke to the other girls.

Genocide, the systematic and planned extermination of an entire group of people, is one of the most _______ crimes committed by people.

After the death of the athlete, the rest of the players wore black arm bands to show their ________ for the lost member of the team.

Appendix #15


Focus Question #5 Which of all Hattie’s commands do you believe is the most spiteful? Why does Hattie treat Ella so badly? (Synthesis) Answer Plan: What to do 1. Write a sentence restating the question. 2. Using the text as your reference, determine which of Hattie’s commands

was the cruelest. 3. Explain your reasoning. 4. Conclude by explaining why you believe Hattie treats Ella so poorly. Possible Answer: (1) Throughout Chapters 8 – 11, Hattie does many mean things to Ella including starving her and taking her mother’s jewelry. (2) The most spiteful thing I think she did, however, was ordering Ella to end her friendship with Areida. (3) This was most unkind because Areida was Ella’s only friend at school. She was Ella’s confidant and solace, and by commanding her to end that friendship, Hattie was forcing Ella to be completely alone. (4) I believe Hattie treats Ella so badly because she is jealous of Ella’s spirit and appearance. Appendix #16


Focus Question #6 Within Chapters 12-14, Ella begins her quest. What are two qualities Ella possesses that aid in her journey? (Inference) Answer Plan: What to do 1. Write a sentence restating the question. 2. Discuss one of Ella’s traits using specific, relevant and interesting details

from the text to support your answer 3. Include a second trait; using examples from the novel to support. 4. Conclude by restating the question. Possible Answer: (1) When we think about what we know about Ella, it is easy to see that she possesses many qualities that will help her on her journey. (2) One of these qualities is kindness. In Chapter 13, Ella meets the Elves and because of the kindness she shows to them, they bestow upon her gifts of valuable pottery, plenty of food, and a pony to help her reach her destination. (3) Ella also possesses the ability to speak many languages. This is especially important when she is captured by the ogres. Since she can speak Ogrese, she can not only understand what they are saying, but also convinces them not to eat her. (4) All in all, Ella possesses many qualities that will help her on her quest. Appendix #17


A Cinderella Story

When I was just a little girl, My momma used to tuck me into bed. And she’d read me a story. It always was about a princess in distress And how a guy would save her and End up with the glory. I’d lie in bed and think about the person That I wanted to be. Then one day I realized the fairy tale life Wasn’t for me.

CHORUS I don’t want to be like Cinderella,

Sitting in a cold, dark, dusty cellar, Waiting for somebody to come and set me free. I don’t want to be like someone waiting For a handsome prince to come and save me. Oh, I won’t survive, unless somebody’s on my side. Don’t want to depend on no one else. I’d rather rescue myself! Someday I’m going to find someone that wants Somebody, soul, heart and mind. Who’s not afraid to show he loves me, Somebody who will understand I’m happy just the way I am. I don’t need nobody taking care of me. I will be there for him Just as long as he will be there for me. When I get myself there He has got to be there or pay.

CHORUS

I can slay my own dragons. I can dream my own dreams. My knight in shining armor is me! So I’m gonna set me free!!

CHORUS 2 times Don’t want to be no-no-no one else. I’d rather rescue myself!

Appendix #18


Figurative Language

Literal language means exactly what it says. Figurative language changes the literal meaning, to make a meaning fresh or clearer, to express complexity, to capture a physical or sensory effect, or to extend meaning. Figurative language is also called figures of speech. www.academic.brooklyn.cuny.edu/english/melani/lit_term.html Irony (n) the discrepancy (difference) between what is said and what is meant, what is said and what is done, what is expected or intended and what happens. www.academic.brooklyn.cuny.edu/english/melani/lit_term.html Understatement (n) The representation of something as less than it actually is. A form of irony or humor. The Literacy Dictionary: The Vocabulary of Reading and Writing “I told you how obedient it is,” he said in Ogrese. “No need to be persuasive with this one. It’d cook itself if we told it to.” p. 97 Hyperbole (n) An intentionally exaggerated figure of speech. The Literacy Dictionary: The Vocabulary of Reading and Writing Ella Enchanted is full of richly written text. The elements of understatement, hyperbole and irony are discussed above. This enhancement may be used to further the discussion of figurative language. Alliteration (n) The repetition of the initial sounds in neighboring words or stressed syllables. • “Whenever I had time, I practiced the languages, especially Ogrese. The meanings were dreadful,

but there was an attraction in speaking the words. They were smooth, sleek, and slithery, the way a talking snake would sound.” Chapter 10, p. 72

Metaphor (n) A figure of speech in which a comparison is implied by analogy but is not stated. • “My poor child, we feel for you.” The voice was syrupy. Chap 3, p. 17 • “Everyone else reached the Shores of Sleep, but I remained oceans away.” Chapter 10 p. 68 Simile (n) A comparison of two things that are unlike, usually using the words like or as. • “Father reached for my hand. His palm was moist and hot as a hydra’s swamp.” Chapter 2 p 10. • “Olive’s face was as blank as a peeled potato.” Chapter 3, p. 21 Personification (n) A metaphorical figure of speech in which animals, ideas, things, etc. are represented as having human qualities. • “The smile remained, but now it seemed pasted on. ‘I forgive you, child. We in the peerage are

forgiving. Your poor mother used to be known for her ill breeding too.” Chapter 3, p. 21 The Literacy Dictionary: The Vocabulary of Reading and Writing

Appendix #19


Focus Question #7 In Chapters 17 and 18, Lucinda gives two more gifts: one to the newlywed giants and the other to Ella. Even though Lucinda has good intentions, the gifts are not happily received. Think of a time when you received an unwanted gift. Compose a letter asking the gift-giver to take the gift back. (Making Connections) Answer Plan: What to do 1. Begin with an appropriate salutation/greeting. 2. Within the body of the letter, introduce the gift and the occasion on which

it was received. 3. Continue by explaining why you would like the gift returned and

persuading the giver to take the gift back. 4. End with an appropriate closing. Possible Answer Dear Aunt Gertie, For my eleventh birthday, you made me a nice, bright yellow and green polka dot pajama set. Unfortunately, I must be allergic to the wool, and it has caused me to break out in extremely itchy hives. I would hate for such a thoughtful gift to go unused, so I am returning it to you so that you may give it to another of your awfully lucky nephews. Can’t wait for Christmas, Johnnie Appendix #20


Focus Question #8 In Chapters 19-21, what are the three most important events? How does this story begin to more-closely resemble the traditional Cinderella story? (Determining Importance; Making Connections) Answer Plan: What to do 1. Write a sentence restating the question. 2. List three main events. 3. Explain how these events resemble the traditional Cinderella story. Possible Answer (1) In Chapters 19 –21 some very important events take place. (2) To begin, Ella almost has to marry the Earl of Wolleck. Second, Lucinda gives the gift of eternal love to the newly married Dame Olga and Sir Peter. Third, Ella and Char’s reunion goes well. (3) In addition, Ella’s story is beginning to more-closely resemble the traditional Cinderella story because Ella’s father has married a domineering woman with two evil daughters, and the glass slippers have been introduced. Appendix #21


Focus Question #9 In the last few chapters, the similarities between Ella and Cinderella have become more evident. In pairs, create a graphic organizer to compare and contrast Ella Enchanted to the traditional Cinderella. Answer Plan: What to do 1. Decide on a graphic organizer (such as a Venn Diagram or chart) on

which your information will be displayed. 2. Determine what information you already know about Ella and Cinderella. 3. Record the information on the graphic organizer. Possible Answer Appendix #22a

Ella Both Stories Cinderella Knows the prince well Father remarries after mother’s death Meets prince only at Ball

Must obey Evil step-sisters Chooses to obey Finds glass slippers Sister wants prince to herself Receives glass slippers

Made to be a servant


Blank Venn Diagram

Appendix #22b


Venn Diagram

Appendix #22c

Both

Father remarries after mother’s death Evil step-sisters

Sister wants prince to herself

Made to be a servant

Ella

Knows the prince well Must obey

Finds glass slippers

Cinderella

Meets prince only at BallChooses to obey

Receives glass slippers


minx flirt harpy

siren enchantress temptress

monster good-hearted

someone who is wickedly unfeeling; a cruel person wanting to cause harm to others

in Greek mythology, a group of sea nymphs who by their sweet singing lured sailors to their death on the rocks surrounding their island

a dangerous person who tries to persuade others to do wrong

a woman, usually a sorceress, who places someone under her powers or works magic

a flirtatious or boldly disrespectful young woman

having a kind, considerate, and generous nature

in Greek mythology, several despised and greedy monsters with a head and trunk of a woman and the tail, wings and talons of a bird

a person who acts in a romantic way, but is not serious

Appendix #23a


Modeling Linear Array

(From Words, Words, Words p 52) Linear arrays are visual representations of degree. A graphic organizer can be used for depicting gradations between two related words. The following examples have three intervening cells, but more or fewer may be used. Use these to model for students (on the board or overhead) how to arrange words in a semantic order. You may wish to start by giving students the words in the boxes, and write the three words for the ovals in random order, and have students talk about where they go and why. Alternately, you may wish to have students provide words to go into the ovals. These are just examples to use to model and guide students through the process of putting words into order.

Using the 8 vocabulary words found in Appendix 22a, have students work in groups of 4 to put the words in order from the “best compliment” to the “worst criticism”. As a whole group, you may wish to decide the first one or two words to get the talking started. As students work, circulate among the groups, listening to the dialogue for evidence of understanding of the differences in words. Appendix #23b

cool tepid hot boiling freezing

minute small average huge immense

private sergeant captain lieutenant colonel

past yesterday present tomorrow future

cool tepid hot boiling freezing


Focus Question #10 In Chapter 25, Ella decides she must convince Prince Char to give her up. Do you support Ella’s decision? Use the Core Democratic Values of Pursuit of Happiness, Common Good, or another CDV of your choice to support your reasoning. (Synthesis) Answer Plan: What to do 1. Restate the question making sure to include your personal opinion in the

response. 2. Use specific information from the reading to support your view. Add a

quote, if possible. 3. Refer to and define an appropriate Core Democratic Value to strengthen

your argument. 4. Explain why you believe this to be the appropriate choice. 5. Conclude by restating the question and your opinion. Possible Answer (1) When thinking about the choice Ella has made, I support her decision to “give up” Prince Char. (2) First of all, Ella states “In unscrupulous hands I would be a powerful tool . . . I could even be forced to kill Char!” (3) Ella’s decision illustrates that she is considering the Common Good by working toward the good of all in the community, rather than just doing what she believes would bring her true happiness. (4) I believe this is the correct thing to do because Char is responsible for an entire kingdom and many people rely on him. (5) For these reasons, I agree with Ella’s decision to give Prince Char up. Appendix #24


Focus Question #11 Describe the climax of this novel. Possible Answer Within the final chapters of Ella Enchanted, Gail Carson Levine creates much excitement and anticipation. The climax of the story, however, is the point when Char asks Ella to marry him, and in refusing to do so she breaks the curse. By putting her love for another before herself, she is able to free herself from her “gift.” This leaves Ella and Char to finally be able to marry and “live happily ever after.”

Appendix #25


Comparison Table

Cinderella

Ella

Fanny

ALL: Appendix #26a


Comparison Table

Cinderella

Ella

Fanny

Cinderella chose between just accepting being forced to be a servant and doing something to try to get to the Ball and meet the prince, whom she hoped would save her. She chose to take the help of her fairy godmother even with its restrictions. She went to the Ball, met the prince, he fell in love with her, and finally they were married and lived happily ever after

Ella chose between being happy herself and the safety of her prince and his kingdom. Ella put her own happiness aside to insure the safety of the one she loved. Her selflessness broke the spell and she was able to marry her prince and live happily ever after.

Fanny was given the opportunity to fulfill her original dream of going to a ball and meeting her prince. Since so much time had passed, she thought about her life and realized that she had already found her prince in her husband, Heber.

ALL: All three characters must make choices that affect their lives and the lives of the people around them. Appendix #26b


Cinderella by Barry Lane Her name was Cinderella. Her real name was Ann, She was interested in this prince fella, His name was Prince Dan. Dan was having a party. Dan was having a ball. She wanted to go there, She said that was all. Chorus I’m a fairy god mother, I’m a fairy god queen. I’m the best godmother You’ve ever seen. I turn pumpkins in coaches I turn gerbils to men And if you’re not happy I come back again. Ah, you need a dress girl, You need some clothes. You need a coachman. And powder on that nose. One snap of my fingers, One blink of my eye You’re ready to go now – At midnight say good bye. Repeat chorus Ah, when she left that evening, She was really so sad. But Prince Dan came the next day, It wasn’t so bad. They’ve been married for three years, Been happy for two. Now Prince Dan’s found another. What can she do? Repeat chorus My dear godmother, Please do this for me. Make him some sludge At the bottom of the sea.

Appendix #27a


Make him an insect. Make him a rock. Make him the lint Inside a dirty sock. Ah my dear Cinderella You don’t really want that. I could make him a pigeon. I could make him a bat. But then there’ll be no way For you to progress. You see, I’m thinking of you And your happiness. You see, I used to be married To a fairy god man. Till he found a god girl – Her name was Suzanne. He left the next morning, He lightened his load. I turned him that evening Into a fairy god toad! And it was three years later Up a very dark road. I saw there before me A very flat toad. I knew in an instant It was my god man. Is that what you want For your Bonnie Prince Dan? Repeat chorus Ah dear Cinderella What can I say? I wish there was something I could do For you right away. But you know fairies do magic And people do work. The next time you marry Don’t marry a jerk. Repeat chorus Appendix #27b


Response to Literature: Focus Question #12

In each of the three versions of the Cinderella story, the main character has had to make an important decision. Do you agree? Yes or No? Think about one important choice Cinderella, Ella and Fanny had to make. Use information from the text to explain how all three characters are alike. Support your answer using specific details and examples from the corresponding story. Use the following checklist as you write and review your response: CHECKLIST FOR REVISION: • Do I clearly introduce the topic? • Do I clearly describe the important decision of each of the three characters? • Do I support my answer with examples and details from the text? • Do I show the connection between the characters? • Do I support this connection with examples and details from the text? • Is my writing organized and complete? Possible Response: In reading Cinderella, Ella Enchanted, and Fanny’s Dream, it is easy to see that the main characters had to face many difficult decisions. First, Cinderella had to choose between just accepting her fate and attending the Ball. Cinderella chose to accept her Fairy Godmother’s help and go to the Ball where she meets her prince. Second, in the story Ella Enchanted, Ella had to choose between her own happiness and the safety of the one she loves most: her prince. Ella chose to put her love for someone else before herself by refusing to marry Char. Third, in Fanny’s Dream, Fanny decided to give up her dreams of marrying a prince in order to find true happiness. Her Fairy Godmother offers Fanny the chance to “fix everything” but instead, Fanny realizes that she has had her prince all the time. All three characters are similar because each took a risk, and in doing so, found true happiness. Cinderella risked punishment because she attends the Ball without her stepmother’s consent. Ella risks her own life in order to find freedom from her curse. Fanny risks losing her dreams to marry Heber. In the end, however, by taking a risk, Cinderella, Ella and Fanny all “live happily ever after.” Appendix #28


DRAFT 5/30/02 Michigan Educational Assessment Program

Integrated English Language Arts Assessment MS – HS Rubric

Writing in Response to Reading

6 The student effectively synthesizes and applies key ideas, generalizations, and principles from within each reading selection to support a position in response to the scenario question and makes a clear connection between the reading selections. The position and connection are thoroughly developed through the use of appropriate examples and details. There are no misconceptions about the reading selections. There are strong relationships among ideas. Mastery of language use and writing conventions contributes to the effect of the response.

5 The student makes meaningful use of key ideas from within each reading selection to support a position in

response to the scenario question and makes a clear connection between the reading selections. The position and connection are well developed through the use of appropriate examples and details. Minor misconceptions may be present. Relationships among ideas are clear to the reader. The language is controlled, and occasional lapses in writing conventions are hardly noticeable.

4 The student makes adequate use of ideas from within each reading selection to support a position in

response to the scenario question and makes a connection between the reading selections. This position and connections are supported by examples and details. Minor misconceptions may be present. Language use is correct. Lapses in writing conventions are not distracting.

3 The student make adequate use of ideas from one reading selection OR makes partially successful use of

ideas from both reading selections to support a position in response to the scenario question. The position is developed with limited use of examples and details. Misconceptions may indicate only a partial understanding of the reading selections. Language use is correct but limited. Incomplete mastery over writing conventions may interfere with meaning some of the time.

2 The student makes partially successful use of ideas from one reading selection OR minimal use of ideas

from both reading selections to support a position in response to the scenario question. The position is underdeveloped. Major misconceptions may indicate minimal understanding of the reading selections. Limited mastery over writing conventions may make the writing difficult to understand.

1 The student does not take a position on the scenario question but makes at least minimal use of ideas from

one or both of the reading selections to respond to the scenario question or theme OR minimally uses ideas from only one of the reading selections to support a position in response to the scenario question. Ideas are not developed and may be unclear. Major misconceptions may indicate a lack of understanding of the reading selections. Lack of mastery over writing conventions may make the writing difficult to understand.

Not ratable if: a retells/references the reading selections with no connection to the scenario question or theme b off topic c illegible/written in a language other than English d blank/refused to respond e responds to the scenario question with no reference to either of the reading selections

Appendix #29


Cinderella Stories from Around the World Naya, the Inuit Cinderella by Brittany Marceau-Chenkie, Shelley Brookes

• Paperback: 24 pages ; Dimensions (in inches): 0.11 x 7.75 x 7.74

• Publisher: Raven Rock Pub; (January 2000) • ISBN: 1894303059

Anklet for a Princess: A Cinderella Story from India by Meredith Babeaux Brucker, Youshang Tang (Illustrator), Jim Hoskins

• Hardcover: 32 pages ; Dimensions (in inches): 0.25 x 8.50 x 10.75

• Publisher: Shen's Books; (November 1, 2002) • ISBN: 1885008201

Domitila: A Cinderella Tale from the Mexican Tradition by Jewell Reinhart Coburn, Connie McLennan (Illustrator)


• Publisher: Shen's Books; (February 2000) • ISBN: 1885008139

The Golden Sandal: A Middle Eastern Cinderella Story by Rebecca Hickox, Will Hillenbrand (Illustrator)

• School & Library Binding: 32 pages ; Dimensions 0.34 x 10.10 x 9.32

• Publisher: Holiday House; (March 1998) • ISBN: 0823413314

Golden Slipper - Pbk by Lum (Author)

• Paperback: 32 pages ; Dimensions (in inches): 0.20 x 8.95 x 7.90

• Publisher: Troll Assoc; (January 1998) • ISBN: 0816734062

Appendix #30a

The Rough-Face Girl by Rafe Martin, David Shannon (Illustrator)

• School & Library Binding: 32 pages ; Dimensions 0.40 x 11.30 8.74

• Publisher: Philomel Books; (April 1992) • ISBN: 0399218599

Yeh-Shen: A Cinderella Story from China by Ai-Ling Louie, Ed Young (Illustrator)


• Publisher: Putnam Pub Group Juv; (December 1982)

• ISBN: 039920900X

The Egyptian Cinderella by Shirley Climo (Author), Ruth Heller (Illustrator)


• Publisher: Ty Crowell Co; (September 1989) • ISBN: 069004822X

Cendrillon : A Caribbean Cinderella by Brian Pinkney Robert San Souci (Author)


• Publisher: Simon & Schuster (Juv); (September 1, 1998)

• ISBN: 068980668X

The Gift of the Crocodile : A Cinderella Story by Judy Sierra (Author), Reynold Ruffins (Illustrator)

• School & Library Binding: 40 pages ; Dimensions 0.46 x 9.27 x 11.08

• Publisher: Simon & Schuster (Juv); (November 2000)

• ISBN: 0689821883


Mufaro's Beautiful Daughters by John Steptoe (Author)

• Hardcover: 32 pages; Dimensions (in inches): 0.39 x 11.39 x 9.59

• Publisher: Lothrop Lee & Shepard; (May 1987)

• ISBN: 0688040454

Sootface by Robert D. San Souci, Daniel San Souci (Illustrator)

• Library Binding: ; Dimensions (in inches): 0.33 x 8.74 x 10.54

• Publisher: Bt Bound; (October 1999) • ISBN: 061302186X

Raisel's Riddle by Erica Silverman, Susan Gaber (Illustrator)


• Publisher: Farrar Straus & Giroux (Juv); (March 1999) ISBN: 0374361681

Fair, Brown and Trembling: An Irish Cinderella Story by Jude Daly (Illustrator)


• Publisher: Farrar Straus & Giroux (Juv); (September 2000)

• ISBN: 0374322473

The Persian Cinderella by Shirley Climo (Author), Robert Florczak (Illustrator)


• Publisher: Harpercollins Juvenile Books; (May 1999)

• ISBN: 0060267631

The Korean Cinderella by Shirley Climo, Ruth Heller (Illustrator)


• Publisher: Harpercollins Juvenile Books; (May 1993)

• ISBN: 006020432X

Appendix #30b

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