Students examine fiction's components and contrast and compare works in the same genre during this session. At the end of the lesson, students are able to:
- Identify the place, characters, story, and theme that make up a work of fiction.
- Utilizing literary elements as a basis, analyze and contrast several tellings of the same tale.

- How are readers supposed to know what to believe from what they see, hear, and read?
- How can literary and factual texts become meaningful to strategic readers?
- How does interaction with text provoke thinking and response?
- How does what people read affect how they ought to read it?
- What is the true purpose of this text?
- How does the intention of the reader affect the appropriate way to read a text?

- Literary Elements: The essential techniques used in literature (e.g., characters, setting, plot, theme). 
- Character: A person or an animal in a story. 
- Setting: The time and place in which a story unfolds. 
- Plot: The structure of a story. The sequence in which the author arranges the events in a story. 
- Conflict: A struggle or clash between opposing characters, forces, or emotions. 
- Resolution: The part of a story in which the conflict is resolved. 
- Summarize: To capture all the most important parts of the original text (paragraph, story, poem), but express them in a much shorter space and in the reader’s own words. 
- Theme: A topic of discussion or writing; a major idea broad enough to cover the entire scope of a literary work.

- Robert D. San Souci. (1998). Cendrillon. Aladdin Paperbacks.
- Comparing Folklore Chart, one for each student (L-5-1-1_Comparing Folklore Chart_student)
- Cinderella Stories Chart, teacher/class copy: to be used for overhead transparency or projected on a screen for the class to view (L-5-1-2_Cinderella Stories Chart_teacher.xlsx) (https://docs.google.com/spreadsheets/d/1WV53LLlbHdP1bLpOZU8GfrgNbMt74xgH/edit?usp=sharing&ouid=105838049410074940556&rtpof=true&sd=true )
- multiple copies of any of the following books (enough to have the class read in small groups) Two students could share a copy of one book within a group.
- Shirley Climo. (2000). The Irish Cinderlad (easy). HarperCollins.
- Paul Fleischman. (2007). Glass Slipper, Gold Sandal: A Worldwide Cinderella (easy). Henry Holt and Company.
- Charles Perrault. (2000). Cinderella, Puss in Boots and Other Favorite Tales (easy). Harry N. Abrams, Inc.
- Amy Ehrlich. (2004). Cinderella (medium-easy). Dutton Children’s Books.
- Robert D. San Souci. (1997). Sootface, An Ojibwa Cinderella Story (medium-easy). Dragonfly Books.
- Shirley Climo. (1992). The Egyptian Cinderella (medium). HarperCollins.
- Ai-Ling Louie. (1996). Yeh-Shen, A Cinderella Story from China (medium). Puffin.
- Shirley Climo. (1996). The Korean Cinderella (medium). HarperCollins.
- Shirley Climo. (2001). The Persian Cinderella (medium-challenging). HarperCollins.
- Jewell Reinhart Coburn. (2000). Domilita: A Cinderella Tale from the Mexican Tradition (challenging). Shen’s Books.

- You can reteach or refocus certain students or a small group that is struggling with a fictional aspect by watching each student work in small groups. Keep a list of the names of the students as you move between the groups, noting their engagement, their understanding of literary devices, and their reading techniques (needs). The Comparing Folklore Chart collection and the extending activity will provide the chance to evaluate the needs of every pupil.
- Utilize the checklist below to assess pupils' comprehension:
+ Students show that they can recognize the main literary components, which include the setting, characters, conflict, resolution, and theme.
+ Students can appropriately compare/contrast at least three literary elements in numerous stories of the same genre.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Assist students in expanding upon the comprehension they gained in Lesson 1 by contrasting literary devices in various works. 
H: Get pupils interested by asking them to sketch a scene from a Cinderella tale. 
E: Assist students in reading two distinct adaptations of the Cinderella tale and contrasting their literary components.
R: Assign pupils to prepare a chart comparing literary elements in several stories in small groups. Get students to debate their charts in a big group setting so they may learn how literary devices contribute to the coherence and interest of a story. 
E: Track how each student participates in small-group activities to gauge their level of conceptual knowledge. 
T: To help students of all levels compare literary aspects and develop conceptual understandings, use a range of texts, and encourage peer interaction. 
O: This lesson offers chances for small-group inquiry and instruction, large-group discussion and summarization, and large-group instruction and modeling. 

Focus Question: How might comprehension of literary elements enhance reading comprehension within and across texts?

Request that students illustrate the scene from a Cinderella story they have read or heard. Place images all over the classroom. Ask them to identify the storylines from the images.

Part 1

Give each student a copy of the Comparing Folklore Chart (L-5-1-2_Comparing Folklore Chart_student).

Inform the students that they will read a different telling of the Cinderella story in small groups and complete the Comparing Folklore Chart specific to that narrative.

Show these tales and/or other ones from the list included in the Materials section:

The Little Glass Slipper, or Cinderella (France)
The Little Rag Girl (Conkiajgharuna) in Georgia
Cinderella (Italy)

Describe how these are various tellings of the Cinderella tale. They will resemble the two stories you have already explored in certain aspects and differ in others.

Divide the class into smaller groups, and give each group a different Cinderella tale. To ensure that every student in a group has a copy, try to have multiple copies of each edition. Tell pupils to fill in the second column of their Comparing Folklore Chart with the title of their narrative. Give pupils the task of filling in the literary elements on the chart once they have read the story.

Display the charts in the classroom once the small groups have completed the Comparing Folklore Chart and finished reading the story. To compare the literary elements used in each narrative, have students take a "gallery walk."

Show the Cinderella Stories Chart (L-5-1-2_Cinderella Stories Chart_teacher.xlsx) on a computer or overhead transparency. Talk to your students about the significance of literary components in creating a compelling and satisfying story. Pose several questions: "What makes revealing the story's setting important? Why is having characters important?" Ask the same questions about every literary element in turn.

Ask, "What themes are present in the Cinderella stories?" (Remain committed to your goals. Be considerate to all. Good individuals experience good things.) Encourage students to notice the similarities in each version's topic.

"What can we learn about different cultures based on the similarities and differences in literary elements among stories of the same genre?" will help to wrap up the conversation.

Part 2

Inform the students that they will create a brief synopsis of a narrative using the data on the Comparing Folklore Chart. (The summaries may be spoken aloud or in writing.) Alternatively, you can present the Cinderella Stories Chart on a computer or as an overhead transparency (L-5-1-2_Cinderella Stories Chart_teacher.xlsx). Students can finish the summarizing task by using the data on the chart.

Assist students in creating a topic phrase for the summary by working in pairs. For instance, "Cinderella was a brave person who overcame hardship by being true to herself and others." After that, have students create a summary by bolstering the main sentence with the plot (conflict or resolution). To provide a coherent description of the story, ask them to list the most important events in the narrative using temporal terms and phrases (first, next, before, after, and final). Lastly, assign students to write a conclusion summarizing the story's main idea.

Extension:

Consider utilizing the following exercises with students who are prepared to go above and beyond the standard; they can be completed individually, in pairs, in small groups, or as a class:

Rewrite the narrative by altering a key character's personality. Then describe how this affects the plot (e.g., the fundamental conflict of the story vanishes if you make Cinderella's stepmother a compassionate and nice person).
Take out a crucial element (the story must go on a different path if the events of attending the ball and meeting the prince are eliminated).
Ask students who require more practice to locate other books or online resources that contain folktales they have read, such as various versions of the Cinderella narrative. One such website is http://www.pitt.edu/dash/type0510a.html . Ask them to list the literary devices used in the Cinderella tale they choose.