Students expand on their knowledge from Lessons 1 and 2 in this session as they make inferences based on literary devices. At the end of the lesson, students are able to:
- Determine the theme of a text and make inferences based on facts found in it.
- Find textual proof to back up your conclusions.
- Establish links between the texts.

- How can literary and factual texts become meaningful to strategic readers?
- What is the true purpose of this text?
- How does interaction with text provoke thinking and response?

- Drawing Conclusions: Using clues from a passage to develop a reasonable judgment or idea that was not explicitly stated in the passage. 
- 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 characters. 
- Resolution: The part of a story in which the conflict is resolved. 
- 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.
- copies of Comparing Folklore Chart (L-5-1-2_Comparing Folklore Chart_student)
- Cinderella Stories Chart_teacher 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/1Bu45aNY2HqGzQgkgon7KGdEGzxaFK82v/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.

- During the class, concentrate on drawing inferences from texts both inside and outside of them, connecting texts, and analyzing a text by assessing its main ideas, structure, and storyline. If you notice that a student or small group is struggling with drawing conclusions, you can intervene by watching them work in the small group and giving them additional instruction. You might keep track of anecdotal notes and data about students' participation, understanding of drawing conclusions, and application of reading skills as you move among the groups using a list of students' names.
- You can reteach or redirect individual students or a small group if they are struggling to identify literary elements or locate quotations from the text as evidence of the elements by watching each student work in their small groups. Gathering the charts for the additional task will provide the chance to evaluate the requirements of every student.
- Utilize the checklist below to assess pupils' comprehension:
+ The student makes inferences from the textual evidence.
+ The student provides relevant passages from the text to back up their conclusions.
+ The student exhibits the ability to contrast two or more stories using important literary components such as setting, characters, conflict, and resolution theme.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Expand students' understanding of literary components by demonstrating how to infer meaning from folklore and how to identify themes and other conclusions. 
H: Involve students by modeling how to make inferences from the text by utilizing the tale of Goldilocks and the Three Bears. 
E: Assign students to complete the Comparing Folklore Chart's "Drawing Conclusions" column in groups of two. 
R: Allow students to compare details about Cinderella tales on their Comparing Folklore Charts in big groups. Assist students in drawing judgments about the literary elements in the stories by helping them to connect texts. 
E: To identify whether students require more guidance or practice forming conclusions, use a formative assessment checklist. 
T: Offer texts with differing degrees of intricacy so that learners can grasp the material at their conceptual level. 
O: This lesson offers chances for small-group inquiry and instruction, large-group discussion and summarization, and large-group instruction and modeling. 

Focus Question: What conclusions can a reader draw from literary elements?

Students can be asked to consider the narrative of Goldilocks and the Three Bears to activate existing knowledge. Inform the students that Goldilocks sleeps in the bears' beds, eats their porridge, and uses their furniture. Mention that we know from personal experience that this behavior is inappropriate and wrong. Encourage students to consider whether we can infer that Goldilocks is likely rude and lacks manners based on her actions as well as our own experiences. Start the lesson on forming conclusions once students are paying attention.

Ask, "What does it mean to come to a conclusion?" (creating something new by combining material from the text in novel ways; reaching a well-reasoned conclusion regarding a matter by utilizing facts, opinions, observations, and evidence about unrelated but related topics)

Open the L-5-1-2_Cinderella Stories Chart_teacher.xlsx file and place it on the screen.

"Take a look at the island in the Caribbean Sea that we have created as the setting for the story Cendrillon." Ask students in each small group to provide the setting details, and go over the details for the settings of the other stories the class has read.

Next, consider this: "What can we conclude about all the settings in our stories?" (One probable conclusion is that folklore typically refers to events that happened in the past or far in the past.) On their Comparing Folklore Charts (L-5-1-2_Comparing Folklore Chart_student), have students write that conclusion. Use the projected version of the Cinderella Stories Chart to demonstrate this to your students or teachers. Inform students that to reach these conclusions, they are drawing links between texts.

Go to the section with the characters. Assign students to give character details for each story the class has read, using the same procedure. Ask, "What conclusion can be drawn about the characters in the stories we have read?". (They have an issue, which they ultimately resolve; they have assistance.)

Assign students to conclude the remaining literary elements on the Comparing Folklore Chart in pairs. Ask pairs to present their findings to the class.

Pay attention to inferences made by pupils regarding the theme. Pose the question, "How does knowledge of literary devices aid in the development of theme conclusions?" (The reader can ascertain a story's topic from the interactions and resolutions of the characters.)

Talk about how reaching conclusions can enhance our comprehension of the text and how it enables the reader to comprehend the author's point of view even when it isn't made clear in the narrative. Whether texts are read at different times or simultaneously, talk with students about how connections can be drawn between them.

Extension:

Students who are prepared to go beyond the basics should locate additional books or online resources that contain folktales or other retellings of the Cinderella story. Ask them to determine if adding this new tale to the chart maintains the validity of the conclusions the class made about the theme. Ask students to fill in the details in the new story's column on their chart.
If students need more practice forming inferences or connecting texts, have them identify any modern stories they have read, watched on TV, or read that have the same concept as the Cinderella story. These could be written individually, studied on a chart, or discussed in class or as a group. Ask students to write a response to a Cinderella story they have read, describing what they liked and didn't like, pointing out literary devices, and providing justification for their thoughts.
Additionally, students could write their own contemporary versions of Cinderella stories and discuss how they relate to folklore, either individually or in groups.