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  • Slide 1
  • Unit 4: Traditional Literature/ and Mythology This unit will focus on two specific types of fiction stories: traditional literature and mythology. textauthor level location Cendrillon Robert D. San Souci and Brian Pinkney OHM Anthology Yeh-Shenretold by Ai-LingTUnit 4 PDF set and library CinderellaCharles PerraultO http://www.pitt.edu/~dash/type 0510a.html#perrault CinderellaThe Brothers GrimmUnit 4 PDF set Cindy Ellen: A Wild Western Cinderella Susan LowellL The Korean CinderellaShirley ClimoO The Rough Faced GirlRafe MartinSBook Room AdelitaTomie dePaolaO Interactive Cinderella Story http://www.learner.org/interacti ves/story/cinderella.html Other Digital Versions http://www.usm.edu/media/english /fairytales/cinderella/inventory.html and http://www.pitt.edu/~dash/type051 0a.html Odysseus and the Bag of Winds T (reading A - Z level y) Reading A - Z (use as a projectable book) The Golden Touch Pandoras Box Lost in His Own Reflection The Labors of Hercules The Never-ending Punishment Reading A - Z close reading pack (Mythology Grade 4) varied http://www.readinga- z.com/commoncore/close- reading/pack/?id=641&grade= grade4 Greek Mini-books set various Shared Folder Various Titles Reading A - Z close reading pack (Cultures- Grade 2) various http://www.readinga- z.com/commoncore/close- reading/pack/?id=639&grade= grade2
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  • Cinderella Stories Available in the Library textauthor level call # Cendrillon Robert D. San Souci and Brian Pinkney O398.2 S Cinderella or The Little Glass Slipper Charles Perrault398.2 P Walt Disneys Cinderella DisneyF DIS Once Upon a Princess. Volume 2 SC DIS Yeh-Shen: A Cinderella Story from China Ai-Ling Louie398.2 L CinderellaVal GoolF VAN A Cinderella StoryRobin WassermanF WAS ChickerellaMary Jane AuchF AUC Cinder EdnaEllen B. JacksonF JAC CinderellaBeni MontresorF MON The Egyptian Cinderella Shirley Climo398.2 C Bigfoot Cinderrrrrella Tony Johnston398.2 J Ella Enchanted Gail Carson Levine F LEV
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  • Unit 4: Traditional Literature/ and Mythology Other Resources: Digital ResourceLocation Digital Text: Yeh - Shen (Told from the point of view of the fish) http://www.youtube.com/watch?v=bxmjmp urKJg Cartoon Video of Yeh - Shen http://www.youtube.com/watch?v=4Ou0Wy 4ucjs&list=PL50B01E86198AF2C9 Digital Photo Story of Cinderella by the Brothers Grimm http://www.youtube.com/watch?v=LrREZLY GsaY Fractured Fairytale Cinderella http://www.youtube.com/watch?v=mwbjet0 zkLI King Midas (Disney Cartoon Version) http://www.youtube.com/watch?v=peIkHD- xop4 Fractured Fairytale King Midas http://www.youtube.com/watch?v=0I0cDd_ LO4A Perseus and Medusa Digital Text http://www.abc.net.au/arts/wingedsandals/ storytime/perseus_medusa.htm activityLocation The Herculympics http://news.bbc.co.uk/sport2/hi/funny_old_game /games/4384654.stm The Labors of Hercules http://www.primaryresources.co.uk/online/heracl es2.swf Which mythological figure are you? http://thewalters.org/exhibitions/heroes/quiz/ Write your own myth http://teacher.scholastic.com/writewit/mff/myth machine.htm Greek Mythology Digital Story http://youtu.be/OmgG_IJbsfQ
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  • I canMy Goals I can do this with help I can do this by myself I can do this with a hard text I can summarize what the text says. I can do this with help I can do this by myself I can do this with a hard text I can select key details from a text to summarize a selection. I can do this with help I can do this by myself I can do this with a hard text I can determine the theme of a piece of literature. I can do this with help I can do this by myself I can do this with a hard text I can compare and contrast different stories by thinking about the different points of view. I can do this with help I can do this by myself I can do this with a hard text I can compare how similar topics and themes are present in stories and traditional literature from different cultures. I can do this with help I can do this by myself I can do this with a hard text I can compare and contrast how similar patterns of events are presented in stories and traditional literature from different cultures. Unit 4
  • Slide 6
  • I can summarize what the text says. I can select key details from a text to summarize a selection. I can determine the theme of a piece of literature. I can compare and contrast different stories by thinking about the different points of view. I can compare how similar topics and themes are present in stories and traditional literature from different cultures. I can compare and contrast how similar patterns of events are presented in stories and traditional literature from different cultures.
  • Slide 7
  • StandardSuggested Mini-Lessons RL 4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Identifying themes within and across texts Supporting themes with text evidence Revising ideas about themes while reading Studying the differences between stories that have similar themes Note-taking in a way that highlights the similarities and differences between texts with similar themes Developing and revising ideas about themes as we read Identifying symbols for themes and ideas Using a graphic organizer to help summarize a text Finding out what details are most important when creating a summary RL 4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third- person narrations. Determining what a 1 st vs. 3 rd person story looks like How does a story change when told in a 3 rd person vs. 1 st person? RL 4.9 Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures. Comparing and contrasting plot, characters, setting across similar stories. Comparing and contrasting patterns of events in traditional literature Supporting Standard Mini Lessons Reading with a theory in mind Making connections between a text and a visual representation of the text Understanding words and phrases derived from characters in Greek mythology Using details to explain answers explicitly in text Describing a characters motives to help us understand the plot of the text Describing events from a text in detail Analyzing the impact of how characters and events in books impact our own reactions and responses to events in our lives Unit 4
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  • Theme: Sample Mini-Lesson Interactive Read Aloud: (must occur prior to the mini-lesson) Read aloud your favorite picture books. Mini-Lesson(s): (RL.4.2, RL.4.1, 4.10; L.4.6; SL.4.2) This seed is intended to span over multiple mini- lessons. Explain to students that when we read a story, we want to think about what the theme of a story is. Theme is what we learn from a story, themes are inferred, and themes are about the big world. Refer to any anchor charts you may have already started. Revisit the text from the interactive read aloud. Point out various places in the text that will help students determine the theme of this story. You will want to gauge students level of knowledge when determining theme of a story. As you read the story, find places in the text that help the reader understand the theme. (Suggested Text: Any Cinderella story suggested at the beginning of the unit multiple could be read to practice understanding). Guided Practice: Ask students to work together to locate other details in the text that will help to determine theme. Students will need access to the text in order to do this. If this is not possible, you may want to put the text on the document camera and walk students through the remainder of the book. Bring students back together and focus your think aloud on how all of these details in the story make you think about the theme, or the message the author is trying to convey. Explain that you can infer the author is trying to teach the reader about friendship, but not just friendship. Friendship that is happening in spite of the barriers that exist. You can infer that the theme could be friendship transcends barriers. Work Time: Students should have the opportunity to read literary text and practice looking for details that help the reader determine the theme. Students can write the title of their text and the possible theme on a post-it note and place on the newly created anchor charts. This information can be used during share time. While students are working, you will want to either circulate the room, listening to their reading, or pull small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull a guided reading group, if needed. Share: Bring students back together and refer to any of the post-it notes on the anchor chart. Does anyone have a theme you would like to share from your reading today? How did you determine the theme? Was it stated directly or did you have to infer from the authors clues? Sample Thinking Stems/Anchor Chart: What does the author want you to walk away with after you no longer have this text (poem/book/drama) in front of you? What is the theme of this story? How do you know? What other themes might there be? Is it possible for there to be more than one theme in a story? Formative Assessment Opportunities: Refer to the post-it notes students may have posted during work time. Are students showing an understanding of theme? This will give you a big picture glance. Exit slip: Explain how we determined the theme of Freedom Summer.
  • Slide 9
  • Theme: Cinderella Interactive Read Aloud: (must occur prior to the mini-lesson) Read aloud Yeh-Shen Mini-Lesson(s): (RL.4.2, RL.4.1, 4.10; L.4.6; SL.4.2) This s

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