Curriculum / ELA / 2nd Grade / Unit 1: Cinderella Around the World / Lesson 18
ELA
Unit 1
2nd Grade
Lesson 18 of 23
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Describe the Rough-Face Girl and how her character is different from the two older sisters by analyzing details that describe character traits and motivations.
Book: The Rough-Face Girl by Rafe Martin
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Describe the Rough-Face Girl. How is she different from the two older sisters?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How did the two older sisters make the younger sister feel? How does the illustration on page 5 support your thinking?
"Can't you see how pretty we are?" What does this statement tell about the two older sisters?
Fluency: Watch as I read page 10 fluently. What do you notice about my voice as I read the dialogue?
Why did the two older sisters have "to go home ashamed"?
"Whatever you can spare, I can use." How does the author use this sentence to describe the Rough-Face Girl?
How did the Rough-Face Girl respond to the ugly remarks of the villagers?
How do the illustrations help you better understand the Rough-Face Girl?
Why does the Invisible Being say that the Rough-Face Girl is beautiful?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
ashamed
adj.
feeling shame or guilt for doing something wrong or foolish
desperate
having a great need or desire
Suggestions for teachers to help them teach this lesson
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RL.2.3 — Describe how characters in a story respond to major events and challenges.
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.
Standards that are practiced daily but are not priority standards of the unit
L.2.1.f — Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
L.2.4.a — Use sentence-level context as a clue to the meaning of a word or phrase.
RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
Lesson 17
Lesson 19
Identify culture and the ways that cultures can be similar or different by identifying key details in a text Read Aloud.
RL.2.1
Describe Cinderella, her stepmother, and her stepsisters, and how they act toward people who treat them poorly by describing characters and how they respond to events.
L.2.6 RL.2.1 RL.2.3
Describe what happens at the ball and how it changes Cinderella and the stepsisters’ lives by describing characters and how they respond to events.
RL.2.1 RL.2.3
Describe the setting of Cinderella and how it influences what characters do by identifying and describing key details from the text and illustrations that describe setting.
RL.2.3 RL.2.7
Explain how the queen knows that Cinderella has good character, and what else Zahra does to show her good character by using the text and illustrations to describe characters and how they respond to events.
L.2.4 RL.2.3 RL.2.7
Writing
Produce complete simple sentences orally and in writing.
L.2.1.f SL.2.6 SL.2.6
Describe why Cendrillon says, "You gave me this night. It is enough," by analyzing details in a text to draw conclusions about characters’ actions and motivations.
L.2.6 RL.2.3 RL.2.7
Discussion & Writing
Compare and contrast two versions of Cinderella by describing how the setting impacts the characters and plot of a story.
L.2.6 RL.2.3 RL.2.5 RL.2.9 SL.2.1 SL.2.2 SL.2.6
Describe Yeh-Shen’s relationship with the fish and why it is important by analyzing details in a text to draw conclusions about characters’ actions and motivations.
RL.2.2 RL.2.3 RL.2.7
Describe why the king did not allow Yeh-Shen to bring her stepmother and stepsister to the palace after they were married by analyzing details in a text to draw conclusions about characters’ actions and motivations.
Explain the role of the falcon and how it makes this version of Cinderella different from others by analyzing details in a text to draw conclusions about characters’ actions and motivations.
RL.2.2 RL.2.3 RL.2.7 RL.2.9
Compare and contrast two versions of Cinderella by describing how the setting impacts the characters and plot of a story and analyzing the different lessons learned.
L.2.6 RL.2.3 RL.2.5 RL.2.9 SL.2.6
Describe Nyasha and how her character is different from Manyara by analyzing details that describe character traits and motivations.
Close Reading
Analyze how the author uses character traits to demonstrate the lesson or moral of the story by analyzing details that describe character traits and the lesson.
RL.2.2 RL.2.3 RL.2.9
Describe Blanche and how her character is different from her mother and sister by analyzing details that describe character traits and motivations.
RL.2.2 RL.2.3
Determine if a sentence is a complete sentence or incomplete sentence.
L.2.1.f SL.2.6
Discussion
Debate and analyze what lessons we can learn from the characters in traditional fairy tales and folktales and how these lessons translate to our lives by citing evidence from the entire unit to support an idea.
L.2.3 L.2.3.a L.2.6 RL.2.9 SL.2.1 SL.2.2 SL.2.6
Narrative Writing – 5 days
Write a different version of Cinderella by writing narratives that include a beginning, middle, and end.
L.2.1 L.2.2 L.2.2.d L.2.6 W.2.3 W.2.5
Narrative Writing – 3 days
Write a different narrative version of Cinderella that explains what happens if the stepmother and stepsisters have different character traits.
L.2.1 L.2.1.e L.2.2 L.2.6 SL.2.1 SL.2.2 SL.2.4 W.2.3 W.2.5 W.2.8
Assessment
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