Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573
Lesson Plan
Curriculum Area
Learning objective
(from Unit
Overview) for this
particular lesson

Essential questions
for this lesson

Lesson number(s)
from unit plan
sequence
Suggested content
or outline of lesson
Using the information
from your preassessment task
design a lesson based
on different levels of
readiness.

English
Year Level 4
Understand that characters have different points of view and
when experimenting with a particular point of view there are
evident angles to one story.
Know that there are many different points of views depending
on who is telling the story/ a story.
Be able to do collaboratively plan, compose, sequence and
prepare a literary text along a familiar storyline, taking into
account different character points of view.
Do characters have different feelings depending on their point
of view?
What happens to the story if we change a characters
personality?
Does this happen in real life?
How does the story change from culture to culture?
How would the Cinderella fairy tale change if a different
character told the story?
5 of 8
Length of lesson 45 minutes
*Prior lessons: Students have been introduced to different
variations of Cinderella stories from all around the world.
Students have created Venn diagrams to compare different
stories to the original. This activity is on-going from their
previous learning.
1 whole class:
Pose the Unit Question, How would the Cinderella fairy tale
change if a different character told the story? Pose the
Content Question, What is point of view? Discuss points of
view in fairy tales. Divide students into small groups and
assign one of the characters to each group (Cinderella, Fairy
Godmother, Evil Stepmother, Ugly Stepsister, or Prince).
Give every group a different version of the story (on the
iPads) from around the world and ask them to read the story
and write on their butchers paper how characters are
portrayed and how their character would tell the story
(groups will be organised with readiness levels- specific
texts will be assigned to specific groups- lower level groups
will be given the classic Cinderella story to analyse a
character in). Ask: What would be different and what would
be the same. Prompt students to think about how their
character is feeling in their story. As a classroom discuss the
concept of point of view and how it can impact a story and
share findings from each group.
2

Activity, introduce the RAFT:

Introduce the RAFT activity to the students. Taking into
account different characters point of views the students will
be given a strip of coloured card, their coloured card will
have instructions on what RAFT they can choose. Give
students an oral example of the RAFT activity. For example,

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573
I am me and I am writing a letter to Cinderellas step sisters
to let them know how their actions are making her feel.
Write down ideas on the board of how you would start this
process. Show this video
http://archive.teachfind.com/ttv/www.teachers.tv/videos/characterviewpoints.html - Talk about how the prince feels- what is he

talking about? What does this video make up think?

3 whole class debrief:
This lesson will continue for the next English lesson as students
will need to complete their drafts and move on with their good
copies. As a class debrief go over point of views and get them to
fill out an exit card on the way out.
Check for
understanding
i.e. exit card
Visual, verbal,
tactile and
technological
supports
Instructional
approaches

3.2.1 exit card

Sight over drafts during recess time

Resources or
supplementary
materials

Teacher resource- to know before lesson/unit

Variations of Cinderella stories to be provided electronically to
students
Student check list (when students have finished their first draftbefore the teacher sees it)
Rubric

Classroom
environment
what have you had
to change to meet
student needs
Lesson reflections
(to be done on
completion of lesson in
professional exp.)

Seating arrangements for group work have to be made.

Visual and auditory versions of books will be provided

Computers will be accessed
Ipads for recording for students with writing difficulties
Teacher directed
Student directed

What worked? What didnt? Why/Why not? What could I change

next time?

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573
Differentiated RAFT (linked to Ass 1 content)
RAFT topic: Point of view- Cinderella
Curriculum Area: English

Year Level: 4

Lesson no 5 of 8

Brief description/Rationale: The aim of this unit plan is for all students to creatively explore fairy tales like, understanding,
appreciating, responding to, analysing and creating literature. This lesson will challenge them and create deeper learning when it comes
to understanding different points of views. Students will use their imagination and write their own texts based on their given characters
point of view.
Learning Objectives:

This RAFT is differentiated by (Mark all that apply):

As a result of completing the RAFT activity students will:

Readiness
Interest

Understand that characters have different points of view and

when experimenting with a particular point of view there are
evident angles to one story.

When and how this RAFT will be used in the context of the
lesson and/or unit

Know that there are many different points of views depending on

who is telling the story/ a story.

This RAFT will be introduced to the students in lesson 5/8 of the unit
and it will be assessed as a summative piece of work.

Be able to do collaboratively plan, compose, sequence and

prepare a literary text along a familiar storyline, taking into account
different character points of view.

The strategy of using a RAFT enables students to process

information rather than just write answers to questions.
Students will explore different characters and then using their
imagination and the RAFT as a guide, will create their own text
based on their understanding of point of view.

Assessment criteria: A rubric will be used to assess students

final work.

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573
RAFT Title: Point of view- Cinderella

ROLE
Cinderellas step
sisters

AUDIENCE
Oprah

FORMAT
Memoir letter

TOPIC
Help! We are
misunderstood!

Cinderella

Dad

Letter in a bottle found

in the ocean in 2025

I wish you knew what

really happened

Fairy God mother

Step sisters

YOUR CHOICE
Cinderella

NARATIVE
Your choice

Im afraid!
Appeal for forgiveness

Prince

Cinderellas step mum

Letter

Where is the shoe?

Step mum

Newspaper readers

Newspaper article

I need to say a few

things

You

Ugly Step sisters

Song

You are so MEAN

Cinderella

Police

Cinderella

The world

1-2 minute
conversation
Warning posters

Tell me what really

happened
BEWARE THEY ARE
VISCOUS!
(a cautionary tale)

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573
Explanatory Notes Not to exceed 1 page (size 12 font, Calibri)
How does your RAFT represent a differentiated task?
Children learn well in different ways, and seem to profit most when
instruction is differentiated in some manner to accommodate these
differences (Sternberg, Robert J, 2005.) Using a RAFT in the classroom as a
writing strategy creates highly engaging topics, and provides a structure
that students can easily understand; in addition I then have the
opportunity to coach students in their writing.
This RAFT will ignite engagement and context for learning. Planned with
forethought, students can explore a need or problem that exists in the
world beyond the classroom walls. I created the RAFT above based on
students readiness levels and interests. The interest is immediately
activated by giving students several options to choose from, every
student in this case has a minimum of three options to choose from. All
the options were designed to spark an interest within the students whilst
still participating in deep learning experiences. In addition, YOUR CHOICE
spaces were create on the RAFT allowing students to create their own
RAFTs based on the topic so that their student voice is heard. Readiness
had to also be taken into account in order to achieve worthwhile learning
experiences for all the students. Constantly keeping in mind that all
students have different levels of a skill or concept three prompts where
crafted for each level so that students are encouraged to become involved
and make a choice in their learning that will challenge them to an
appropriate learning level.
Additional explanation of each strip (task cards, directions for
students)
The yellow strip was designed for learners that are competent in writing
and have expressed to be in depended learners that require minimal help.
These learners also have the choice to pick and choose from any of the
lines. Hence, I have included a memoir letter to Oprah Winfrey, a letter in
a bottle that is found in the ocean in the year 2025 and a narrative.
The blue strip was designed for learners that understand but could require
assistance when it comes to writing and proof reading, meaning they are
working at a satisfactory level for their age group. Therefore, I have
included a YOUR CHOICE for students who feel the need to express
themselves differently, a letter and a newspaper article.
The purple strip was designed for learners that have reading/writing
difficulties and potentially would need visual and recorded aids to assists
with their reading and writing e.g. ESL, intellectual disability, physical
disability, students who are not working at their age level but below it.
Therefore, I have included a song, a 1-2 minute conversation and warning
posters. This way student can still demonstrate their understanding in a
way that feels comfortable for them.

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573
The strategies above were created in order to encourage creative thinking
and motivate students to demonstrate understanding in a non-traditional
yet informational written format. The student has a role to play and as
they think in that role, they have to talk to a given audience using the
format noted on the topic. This strategy enables students to process
information rather than just write answers to questions.

Sternberg, Robert & Zhang, Li-fang 2005, 'Styles of thinking as a basis of differentiated
instruction', Theory Into Practice, vol. 44, no. 3, pp. 245-253.
Styles of thinking as a basis of differentiated instruction

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573

Appendices:
Teacher resource read before unit of work
Cinderella is one of the most well-known fairy tales in the world. There are over 300
different versions available in many different countries. Yet, they share a common
theme: a kind, oppressed girl sometimes a slave, sometimes a servant
mesmerizes a man of power but she flees to protect her true identity, leaving behind
a slipper. The ruler goes in search of the girl, and when he finds her with the
matching slipper that fits her foot perfectly, they marry and live happily ever after.
The earliest version of the story is believed to have originated from the Greek
historian Strabo. Recorded in the 1st century BC, it told the story of Rhodopois, a
Greek slave who ends up marrying Egypts Pharaoh when he discovers she is the
owner of a slipper he had found. Some historians even insist that they can trace the
Cinderella story all the way back to a 6th century BC Thracian courtesan with the
same name who was affiliated with the legendary folktale writer Aesop.
There is another version, Ye Xian or Yeh-Shen, which appeared in China around 860
AD. The only thing that is similar in this version is the second half of the story where
the king finds her slipper. The first half tells of the girls mother being reincarnated
as a fish and the girl saving the fishs bones. Later, she uses the bones to cast a spell
to help her dress for the ball. Other countries have their own versions as well. In
Japan, they have Chime and in Italy, they have La Gatta Cenerentola are just some
of the alternate versions that appeared early on.
The classic tale most people associate Cinderella with now is the one written by
Charles Perrault in 1697. He added magical elements such as the fairy godmother
and a pumpkin that changes into a carriage. The glass slipper was another Perrault
touch. The Brothers Grimm also had their own version, called Aschenputtel, where
the girls stepsisters tried to mutilate their own feet to make the slipper fit.
The story has inspired many adaptations. Its been performed on stage numerous
times. The first opera of Cinderella was titled Cendrillon, written by Jean-Louis
Loaurette in 1749. Its also a popular ballet subject. The first was Cinderella,
performed in 1893 and written by Baron Boris Vietinghoff-Scheel. The most recent
ballet version was the 2008 production by Tim A. Duncan and Edward Barnell. Many
Cinderella films have been made throughout the years. The first was a 1899 French

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573
film entitled Cinderella by Georges Mlis. Even Betty Boop played the title role in
Poor Cinderella in 1934, and Walt Disneys 1950 Cinderella, where cartoon mice help
Cinderella make her costume for the ball, are some of the most popular of all time.
In 1957, Rodgers and Hammerstein teamed up with Julie Andrews in a musical
comedy called Cinderella, before they hit the highlands in The Sound of Music but
surely, the parallels are rather conspicuous.

Variation s of stories: View electronically

Italian Cinderella:
http://www.maerchenlexikon.de/texte/te510A-004.htm
European Cinderella: View electronically
http://www.lowvilleacademy.org/webpages/MBlow/files/C
inder%20Maid%20by%20joseph%20jacobs.pdf
French Cinderella:
http://www.lowvilleacademy.org/webpages/MBlow/files/S
tandard_supplementary_readers%20vol3--perrault
%20cinderella.pdf

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573

Coloured Strips (print and laminate)

You can choose any yellow strip.
If you want to pick and choose from any line see me.

You can choose any blue strip and start your planning process.

You can choose and purple strip.

Come and see me when you have chosen.

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573

RAFT

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573

Teacher Name: Ms.

Demetriou

Student Name:
CATEGORY
Writing Process

Spelling and
Punctuation

Focus on Assigned
Topic

Neatness

Creativity

________________________________________
4
Student devotes a
lot of time and
effort to the
writing process
(prewriting,
drafting,
reviewing, and
editing). Works
hard to make the
story wonderful.
There are no
spelling or
punctuation errors
in the final draft.
Character and
place names that
the author
invented are
spelled
consistently
throughout.
The entire RAFT is
related to the
assigned topic and
allows the reader
to understand
much more about
the topic.
The final draft of
the RAFT is
readable, clean,
neat and
attractive. It is free
of erasures and
crossed-out words.
It looks like the
author took great
pride in it.
The RAFT contains
many creative
details and/or
descriptions that
contribute to the
reader\\\'s
enjoyment. The
author has really
used his
imagination.

3
Student devotes
sufficient time and
effort to the
writing process
(prewriting,
drafting,
reviewing, and
editing). Works
and gets the job
done.
There is one
spelling or
punctuation error
in the final draft.

2
Student devotes
some time and
effort to the
writing process but
was not very
thorough. Does
enough to get by.

1
Student devotes
little time and
effort to the
writing process.
Doesn\\\'t seem to
care.

There are 2-3

spelling and
punctuation errors
in the final draft.

The final draft has

more than 3
spelling and
punctuation errors.

Most of the RAFT is

related to the
assigned topic.
The story wanders
off at one point,
but the reader can
still learn
something about
the topic.
The final draft of
the RAFT is
readable, neat and
attractive. It may
have one or two
erasures, but they
are not distracting.
It looks like the
author took some
pride in it.
The RAFT contains
a few creative
details and/or
descriptions that
contribute to the
reader\\\'s
enjoyment. The
author has used
his imagination.

Some of the RAFT

is related to the
assigned topic, but
a reader does not
learn much about
the topic.

No attempt has
been made to
relate the RAFT to
the assigned topic.

The final draft of

the RAFT is
readable and some
of the pages are
attractive. It looks
like parts of it
might have been
done in a hurry.

The final draft is

not neat or
attractive. It looks
like the student
just wanted to get
it done and
didn\\\'t care what
it looked like.

The RAFT contains

a few creative
details and/or
descriptions, but
they distract from
the story. The
author has tried to
use his
imagination.

There is little
evidence of
creativity in the
RAFT. The author
does not seem to
have used much
imagination.

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Chrisovalanto Demetriou (Valando)

St ID: 2095573
Setting

Many vivid,
descriptive words
are used to tell
when and where
the story took
place.

Some vivid,
descriptive words
are used to tell the
audience when
and where the
story took place.

Point of View

Student clearly
understand
different points of
view.

The student
provides some
indication that
their is an
understanding of
points of view.

The reader can

figure out when
and where the
story took place,
but the author
didn\\\'t supply
much detail.
The student refers
to point of view
but the story is not
off topic and is
hard to follow.

The reader has

trouble figuring out
when and where
the story took
place.

Student does not

understand points
of view.

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)