EDUC 2220 Lesson Plan Template.docx

Comparing and Writing FairytalesSusan KunduGrade 2 / ELA

Common Core Standards:

OH.CC.RL.2.Reading Standards for Literature

Key Ideas and Details

RL.2.2.Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RL.2.3.Describe how characters in a story respond to major events and challenges.

Integration of Knowledge and Ideas

RL.2.7.Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

RL.2.9.Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

OH.CC.RF.2.Reading Standards: Foundational Skills

RF.2.4.Read with sufficient accuracy and fluency to support comprehension.

RF.2.4(a)Read on-level text with purpose and understanding.

RF.2.4(c)Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

OH.CC.W.2.Writing Standards

Production and Distribution of Writing

W.2.5.With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Research to Build and Present Knowledge

W.2.7.Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

OH.CC.SL.2.Speaking and Listening Standards

Comprehension and Collaboration

SL.2.1.Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SL.2.1(c)Ask for clarification and further explanation as needed about the topics and texts under discussion.

SL.2.2.Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

OH.CC.L.2.Language Standards

Vocabulary Acquisition and Use

L.2.4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

L.2.4(a)Use sentence-level context as a clue to the meaning of a word or phrase.

L.2.5(a)Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Lesson Summary:

In this lesson, students will read and compare two versions of the traditional fairytale, The Three Little Pigs. After comparing and contrasting these stories, student will work in groups to write their own version of the fairytale using Picture Book Maker. (http://www.culturestreet.org.uk/activities/picturebookmaker/)

Estimated Duration:

I expect this lesson to take 2 2.5 hours and will implement it in 5 30 45 minute lessons.

Commentary:

I have taught a similar lesson, without the technology component, in the past. To begin the lesson, we will brainstorm fairytales on chart paper to pique their interest. I dont anticipate much difficulty with this lesson as it will allow for listening, reading, carpet time, group work and writing. Using the web tool may be the most challenging aspect for the students, though I am writing this with the assumption that they are already familiar with it.

Instructional Procedures:

Day 1: 10 minutes: Introductory activity- Brainstorm favorite fairytale characters and titles. Discuss what makes something a fairytale.20 minutes: I will introduce and read aloud traditional The Little Pigs, by Susanna Davidson. 15 minutes: Students will reread in pairs and retell the story to me.

Day 2:10 minutes: Introduce and read The True Story of the Three Little Pigs, by John Sciezka.10 minutes: Discuss similarities and differences between the stories.20 minutes: Students will reread in pairs and retell to me.

Day 3: 20 minutes: Introduce writing our own three little pigs story and demonstrate using the graphic organizer. Show a completed story written by me using the graphic organizer and the web tool.20 minutes: Students will meet and fill in graphic organizer. I will circulate and help as necessary.

Day 4:30 minutes: Students will use Picture Book Maker (http://www.culturestreet.org.uk/activities/picturebookmaker/) to make and illustrate 3 little pigs story from graphic organizer. I will circulate and help as necessary.

Day 5:30 minutes: Students will share their books with class.

Pre-Assessment:The brainstorm session planned for Day 1 will be my pre-assessment. I will be looking for background knowledge involving fairytales and the Three Little Pigs. My personal prior knowledge of my students academically as well as personally is the most important pre-assessment.

Scoring Guidelines:Teacher judgement will be the primary method of scoring. This is strictly used as information for the teacher and in no way impacts the student. I will make notes regarding individual students as necessary.

Post-Assessment:The primary post-assessment will be the writing and presentation of the students original stories.

Scoring Guidelines:Scoring will be based upon the completion of the graphic organizer, completing the written assignment on time and successfully sharing with the class. If a student should seem to be struggling, individualized action will be taken dependent upon the particular difficulty.

Differentiated Instructional SupportThis lesson could be differentiated for the gifted student by providing an informational text to use as a compare / contrast opportunity. For example, a book on wolves could be read and the student could complete a written or artistic response in their journal describing how wolves are accurately or inaccurately depicted in the fairytales read.For the struggling student, books could be reread by watching / listening to a teacher posted read aloud video on YouTube. Additionally, their graphic organizers could be scribed for them by me or their partner student.

Extensionhttp://www.storyjumper.com/book/search

This website has other student written stories and gives students the opportunity to write and post their own stories.

Homework Options and Home ConnectionsThis lesson is designed to be completed in the classroom under teacher supervision. However, I will encourage students to bring in their own favorite fairytale books or even find another version of the Three Little Pigs to share.

Interdisciplinary ConnectionsThis lesson could tie into a science unit on life science or ecology. Students could compare and contrast the true needs and behaviors of the animals versus what is presented in the books. Additionally, math opportunities could be sought out throughout the book and story problems written involving the characters and the materials found for the houses.

Materials and Resources:

For teachers

Copies of Three Little Pigs books (2)PrinterBinderGraphic Organizer

For students

LaptopsCopy of both booksGraphic Organizers

Key VocabularyCompare, Contrast, Characters, Plot, Setting, Similarity, Difference

Additional Notes

This is a fun lesson and easily adaptable to grade level, ability and non fiction or fiction texts. It has been very successful for me in the past. The instructional procedure section was difficult for me because I have learned to plan with plenty of room for unexpected surprises. Kids are nothing if not unpredictable. This is very reminiscent of my own planning. I have a procedure in place and times I hope to keep to. Beyond that, I let the learning happen and follow it where it leads us.