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=**CINDERELLA'S EVOLUTION**= =By: Alyssa Cavorti & Lauren Bubb I suggested you narrow your focus/title. =

__**Long-Term Objectives**__** Where's the critical here? ** Students will be able to define fairy tale. Students will be able to explain the background of fairy tales and where they came from (where they originated). Students will be able to explain the evolution of fairy tales (how they have changed over time). S tudents will be able to identify the cultural and societal events that caused the change in fairy tales through textual evidence. **(Not sure what you mean here)** Students will be able to define tone & voice. Students will be able to explain the author's tone & voice in various versions of different fairy tales (how is one different from the other). Students will be able to identify gender norms in the fairytales. Students will be able to analyze the fairytales through a feminist lens.

__** Established Goals What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this design address? **__ __** Reading **__ RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
 * __Standards__**

__** Writing **__ W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

__** Speaking and Listening **__ SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

__** Language **__ L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Students will write an alternate ending to the fairytale/legend of their choice or re-write the story altogether. Once the final product is finished they will create a digital storybook that they will present to an audience at **parent's** night.
 * Culminating Activity: Fanfiction and Digital StoryTelling **

__** Texts **__ //Texture:// [|http://myths.e2bn.org/teachers/index.php]Rationale: Gives students a background of why myth came to be and who started myths and legends **(This is a site dedicated to providing resources for teachers. I'm assuming you would be //teaching// this content.)**

[|Where did fairytales come from?] Quick read. Background. **(Again this is a text that will help you develop the necessary understandings to teach this sequence. This is not a substantial text for students to read about the background of fairy tales.)**

Disney's Cinderella - This reveals the differences that Disney spun on the Cinderella story compared to the Grimm brothers.

Other Cinderella films (A Cinderella Story, Ever After, Cinderella by Rodgers and Hammerstein) - Reveals how Cinderella has changed over time.

DIsney's Snow White - Reveals the happy Disney version.

Other Snow White films (Happily Ever After, Mirror Mirror, Snow White and the Huntsman) - Reveals how Snow White has changed over time.

Disney's Princess and the Frog (Reveals an African American Princess, the first in Disney) - Reveals the first African American princess in Disney, shows a change from the first fairy tales, which only consisted of a white female.

[|Once Upon a Time] Episode Promos. Rationale: Gives students a contemporary view of fairytales depicted by the media in a popular tv series. **(????? Episode promos?)**

//Fulcrum:// Grimm's Fairy Tales - The fairy tales in this book were the first ones ever written and show a whole different "dark" side that not many people know about

[|Cinderella]by Anne Sexton. Students can compare this poem to Grimm's version and note the differences from Disney. ** I've tried unsuccessfully to upload these files with comments so I will send them to you separately. **