Cendrillon: A Caribbean Cinderella
Robert D. San Souci is a native of California. Growing up in a home where reading was really important, books delighted him as a child. His travels around the world provide inspiration for most of his books. Many of his books are retellings of traditional tales.His hopes are to help children discover how much we share in common with people around the world. He is mainly a picture book writer and feels very priviledged to be a writer.
Questions that Encourage Critical Thinking
1. What do you think this story is about?
2. Who might live in this castle?
3. What time of day is it?
Cendrillon was a young girl living on an island in the Caribbean. After her mother passed away, her father remarried a woman that had a daughter. Cendrillon was then living with the three of them and was treated very unfairly by the two ladies. Cendrillon was told that she could not attend Paul's birthday "fet" because she was lazy. After hearing this, "nannin," Cendrillon's god mother, promised her she would attend the ball. She was escorted by a horse and carriage and wore a beautiful blue velvet gown. After fleeing the ball because the magic spell was almost over, she loses one of her pink slippers. Paul sets out on a mission to find the woman who lost her slipper in order to marry her.
Becky Moore
Mentor
5 April 2007
Date
General
Information
Name: Kelli Harrell
School/Mentor Teacher: Berrien Primary/ Becky Moore
Grade Level: Pre-K4
Subject Areas: Technology Integration, Social Studies (Multicultural
Understanding)
Date Taught: April 5, 2007
Total Duration of Lesson: 55 minutes. (This lesson can be
presented in 2
sessions)
Primary
Learning Outcomes (PLO)
The primary learning
outcomes to be achieved with this lesson include:
A. Student will be able
to use the
mouse while operating the computer
B. Student will be
able to
respond to questions about diverse cultures.
C. Student will
listen to a
children’s story to learn about another culture
D. Student will
work
cooperatively in small group to make a story picture account of events
in
the story.
Related
Standards
GPS
A.
Grade:
K
Technology
Integration
Strand:
Basic Skills
5
Topic: Basic Skills
Standard: Operates basic technology tools and applications.
B,C, D Grade: K
Social Studies Georgia
Performance
Standard
Geographic
Understandings
SSKG1: The student will
describe
American culture by explaining diverse community and
family
celebrations and customs (this also includes the cultures represented
by
children from
other countries represented in children’s literature and those who are
enrolled in our
schools.
Bright from the Start
LD 1. Children will develop skills in listening for the purpose
of comprehension
a. Listens
to and follows spoken
directions
• Follows
directions such as, “Hang up your jacket and come to the group area.”
•
Repeats an
instruction to a friend
b. Responds
to questions
• Answers
questions from familiar adults and peers
• Responds to questions
during causal conversation
SS 2 Children will develop a respect for differences in people
b. Demonstrates
an emerging awareness and respect for
culture and ethnicity
•
Learns some
words of other languages
• Tastes
a snack
that a classmate from another culture brings to school
Materials and
Equipment
1. Computer with Internet
connection
2. My Global Diversity
Web
Page http://www.valdosta.edu/~krharrell/global.html
3. Globe
4. Colored crayons
5. drawing paper for
each student
6. pencil or pen
(for teacher
to evaluate and make notes)
7. copies of grading rubric
for each student (below)
Technology
Connection
Technologies
that will be used in this lesson include: computer with
Internet connection, a picture developed using a computer drawing
program, and
a designed website that includes a computer painted picture related to
the book
Cendrillon: The Caribbean Cinderella
Procedure:
Part I Step One: Introduction
1. Work with a small
group
of students (2-5). NO LESS THAN 3 STUDENTS
Introduction
questions. (Introduction
questions are for the teacher, to find out about
the students'
previous knowledge of the subject content.
2. Show the children the
globe or
the map. Ask them questions such as:
What is this
called?
What colors do you see on
it?
What
does
the blue represent?
Tell them that
the big blue areas are oceans and the small ones are lakes,
or
rivers,
etc.
What do these many colors
represent?
Can
anyone
point to our country, to
We are
going to learn about a little girl who moved from
Does anyone know where
3.The
teacher points to the place on the map and then asks a child to
point to
Do you
think
Do you
have go over water to get to this place from our place?
(Estimated time 10
minutes)
Step Two:
Teaching the Primary Learning Outcomes Language
Experience Activity
1. Go to
the computer and your Lesson 1 Global Diversity Activity website
at http://www.valdosta.edu/~krharrell/global.html
. Students should be grouped around the computer with you so
they can
see the screen, and have access to using the mouse
2. Let children take turns pointing to things in your
picture. They
can also try to point to certain
words on the screen.
3. Read each question under the Paint
drawing. Ask them
to respond to your questions.
4. Have a large piece of chart paper or separate sheets with each
question, already prepared with the questions listed with spaces to
write the
children's responses underneath.
5. As each child responds to the questions, write exactly what
they are
saying when they make their responses.
Write students’ names next to each response.
List your 3 questions here
a. What do you think this
story is
about?
b. Who might live in this
castle?
c. What time of day is it
according
to the picture?
Part 2
1. Read the
paragraph
under the questions to the children. Then show them the book.
2. Do a BRIEF picture walk and talk about the book
3. Tell the students Cendrillon: The Caribbean Cinderella is
written and
illustrated by Robert D. San Souci
4. Read the story to
the
children.
(10-15 minutes)
Closure:
1. After you read the story, review their responses made prior to
reading
them the story and compare their responses with the actual events in
the
story.
2. Ask them to tell you some things they learned from the story.
3. Give the students crayons and ask them to draw something from
the story
and write some describing words about the story.
4. Each child will be given a sheet of drawing paper.
5.
Hang
students’ artwork around the classroom.
(Estimated time 15 minutes)
Lesson Outline Developed By
Dr. I. Heath Spring 2007
EVALUATION:
Rubric:
Use this chart to evaluate each student
Copy the rubric below (1 per group member)
|
Level 3 -
(5 -4 points)
|
Level
2 (3- 2 points) |
Level
1 (1-0 points) |
|
Student is
able to use the mouse to point to things and click with no or
little assistance |
Student is
able to use the mouse to control the computer with much assistance. |
Student is
not able to use the mouse to control the computer. |
|
Student
responded to all the critical thinking prediction questions about the
story and was able to compare his/her predictions with the events in
the story. |
Student
responded with accuracy to two of the critical thinking questions from
the story and was able to compare his/her responses with the
events in the story. |
Student
responded with accuracy to 1 or none of the prediction questions about
the related to the story that was read to them. |
|
Student worked
collaboratively with others in the group and understood the
importance of contributing and working positively to
complete the project |
Student worked
collaboratively with others in the group, but did not understand
the importance of contributing and working with others to
complete the project |
Student was unable to
work with others in the group and had difficulty understanding
the importance of contributing to the overall project |