Getting to Know Adelita

2 teachers like this lesson
Print Lesson


SWBAT describe the characters, setting, and key details in the story and, with guidance and support, record the details on a circle map.

Big Idea

Today we are looking at the traditional Cinderella story under a different lens - we are going to Mexico to see our Mexican Cinderella - Adelita!

Teacher Background Knowledge and Preparation

Today is much like our Day 1 lesson.  We are building background so students can gain comprehension about the story and also be able to compare and contrast the two stories in our Day 3 lesson.  Students will also learn some background knowledge today about where Mexico is and what life might be like for Adelita living in Mexico.

I know that oral language skills have a direct impact on reading comprehension so I always structure my lessons so students have time to talk and discuss content.  I've established routines where students take turns speaking and listening and have to follow our established rules.

Finally, instead of front loading a lot of vocabulary, I am teaching my students how to use several strategies in order to determine the meaning of words they might not know.  This helps my students to become independent readers.

For today's lesson you will need the teacher questions Teacher Questions for Cinderella Stories.docx, the Smartboard Cinderella Compare and Contrast Lesson.notebook or Activboard Cinderella Compare and Contrast Lesson.flipchart lesson, and the book "Adelita" by Tomie dePaola. You may also want some sticky notes.  I previewed the book ahead of time with my question list.  I put sticky notes on some of the pages so I would know where to stop in the story and ask my questions.

Reading and Discussing the Story

30 minutes

I am always switching partners and groups up in my classroom because I know how important it is for students to work with a diverse group of people.  I have some resources PartnerPickingCards.pdf, sorting sticks.pdf, and fun_ways_to_group_students.pdf that will help you find different ways to group your students.

After determining partners, I also have students decide who is Person 1 and who is Person 2. Each partner takes a turn speaking.  This way, shy students get a turn to talk and my outgoing students don't monopolize the conversation.  I had my students sitting on the carpet in front of the Smartboard.  Once students had decided who was Person 1 and who was Person 2,  I stated the objective and gave them an overview of what we would be doing today.  I said, "Today, we are going to be looking at another Cinderella story.  Today's story is called "Adelita" and it's by author Tomie dePaola. Just as we did yesterday, we will read the story and I will ask you questions about the story. You are going to describe the characters, settings, and major events in the story by telling me details and just like yesterday we will record those details on our circle map."

I read the first few pages until we read where Adelita lived.  I stopped and said, "We just read where Adelita lived. Person 2, you get to start today.  Discuss with your partner where Adelita lived."  I called on a student and said, "Yes, she lives in Mexico.  Do you know where Mexico is?"  Just like in the Day 1 lesson, I got out the globe and showed my students where Mexico was in relation to the United States.  We do have a student who has relatives in Mexico, so he had the opportunity to share what life is like in Mexico with the rest of the class.

We continued on in this manner, I would read, then stop to ask questions.  Partners would discuss and then we would share our answers as a class.  Here are the text dependent questions I asked:

  •  What color was Adelita's gown?
  •  What did Adelita wear in her hair?
  •  How did the prince recognize Adelita?
  •  What did her stepmother make her become?
  • Why didn't Adelita get in trouble at the ball?
  •  What happened to Adelita at the end of the story?

As we discussed the answers, students had to infer and look at the illustrations to help them decipher the meaning of some of the vocabulary words.  For example, she wears a red shawl called a rebozo.  I had students work to determine the word. You can see a video of my students in this portion of the lesson Adelita - Discussing Story to Gain Meaning.mp4, so you can see what this portion of the lesson might look like in your classroom.

Answering Questions and Recording the Details on a Circle Map

20 minutes

After we had read and discussed the story it was time to record our information on our circle map.  I know that we have already discussed the answers, however,  this step in the lesson is important because I knew students may have forgotten parts of the story, and I also knew I had students that struggled with language.  Giving students another opportunity to discuss the content helps them with their comprehension. 

Just as I had done in yesterday's lesson, I purposely made the teacher question sheet in different colors.  This tells me what color to log the answer in on the circle map.  This will make more sense to you on our Day 3 lesson because we color code our answers on our double bubble map.  The students can locate the correct information on the circle map and where to put it on the double bubble map based on the color coding.  Again, the questions were:

  •  Where did Adelita live?
  •  What color was Adelita's gown?
  •  What did Adelita wear in her hair?
  •  How did the prince recognize Adelita?
  •  What did her stepmother make her become?
  •  Why didn't Adelita get in trouble at the ball?
  •  What happened to Adelita at the end of the story?

After asking a question, I would have a volunteer answer.  Then I would ask the other students, "What do you think about what they just said?  Do you agree or disagree? Why? Do you have anything to add?"  I have a video from this portion of the lesson Adelita - Answering Questions About the Story and Making the Circle Map.mp4, so you might see what this part of the lesson might look like in your classroom.

You will notice just like in yesterday's lesson that there really isn't an independent practice section.  My focus again for today's lesson is to zone in on the comprehension aspect through oral language and vocabulary development.  My students will have opportunities in later lessons for independent practice.


5 minutes

Just like I like to mix up my partner groups, I also mix up my closures to prevent from getting bored.  I have a resource here 40_ways_to_leave_a_lesson for you that may help you think of some creative closures.  I wanted today's closure to be short and sweet.  I gave each student a sticky note. This was their exit ticket today.  I said, "You need to write on your sticky note what you learned about Adelita today.  I want you to write something that you've never heard or seen from the Cinderella movie you've seen.  What made today's story unique?"