LittleRedRiddingHoodLiteracyUnit

CeceliaWhitman

CeceliaWhitmanDecember1,2009LiteracyMethods

LittleRedRidingHoodUnitPlans

Subject:IntegratedLiterature‐BasedUnit Grade:1Rationale:Thisunitprovidesanopportunityforchildrentoexploreretellingsofonestory,fromtheperspectivesofmanydifferentcultures.Theunitintroducesfairytalesasstoriesthatconveyamessageoramoral.StudentscanidentifytheenduringmessageormainideafromdifferentversionsofLittleRedRidingHood,whilecomparingandcontrastdifferentelementsofthestories.

EnduringUnderstanding(s): Fairytalesarefictionalstoriesthatmayfeaturefolkloricorfancifulcharacters. Fairytalesoftenhavetakeawaymessagesormorals,whichserveasthe

purposeorpointofreadingthestory. Storiesreflectthelandscape,traditionsandhistoryofthecultureinwhichit

waswrittenortold.

EssentialQuestions: Whatmakesastoryafairytale? WhatelementsofLittleRedRidingHoodremainthesameindifferent

retellingsofthestory?

MarylandLearningOutcomes: (SeeattachedlistforsampleReadingandsocialstudiesstandardsforgrade1)

UnitResources:

Books OnceUponaGoldenApplebyJeanLittleandMaggieDeVries OnceUponaGoldenAppleStoryboardSetA LittleRedRidingHood:TheClassicGrimm'sFairyTale;

PatriciaDeLisa,Illustrator;ChristopherBamford,Narrator;AndrewFlaxman,Afterword.

Wolves,byGailGibbons. LittleRedRidingHood:ANewfangledPrairieTale(StoriestoGo!)by,Lisa

CampbellErnst(Author,Illustrator) LonPoPo:ARedRidingHoodStoryfromChina,byEdYoung PrettySalma:ALittleRedRidingHoodStoryfromAfrica,byNikiDaly (Support:StrugglingReader):LittleRedRidingHood(Easy‐to‐Read,Puffin)by,

HarrietZiefert,Author;EmilyBolam,Illustrator. (Support:ELL):LittleRedRidingHood/CaperucitaRoja(BilingualFairyTales)

byJacobGrimm,Author;WilhelmGrimm,Author;PauEstrada,Author;JamesSurges,Author.

Resources PrintOutsoffairytalecharacterslistedinOnceUponaGoldenApple KWLChart Pictureofprairiegrasslands MapoftheUnitedStatesofAmerica PlotDiagramandpicturesfromstory

(http://www.readwritethink.org/materials/plot‐diagram/) Storysequencingtemplate CulturalComparisonsChecklist ComparisonChart:LonPoPoandLittleRedRidingHood VennDiagram InformationalvideoaboutGhana InformationalvideoaboutChina InspirationSoftware

LessonOneIndicators/Benchmarks:Studentswillbeableto:

Identifyelementsofafictionaltext Identifyelementsofafairytale Identifystorysequencingelementssuchasbeginning,middleandend Identifyeventsaspastorpresent Discussavarietyofdifferenttypesoffairytales.

Materials: OnceUponaGoldenApplebyJeanLittleandMaggieDeVries OnceUponaGoldenAppleStoryboardSetA PrintOutsoffairytalecharacterslistedinOnceUponaGoldenApple

PriorKnowledge:Studentsareexpectedtobefamiliarwithsomecommonfairytales.LessonComponents:Introduction:Withthewholeclass,lookatbookcoverandtitle.Doapicturewalk.Prereading:Dostudentsrecognizeanyofthecharacters?Wherehaveyouheardofthecharacters?Whatdoyouknowaboutthem?Reading:ReadOnceUponaGoldenApplealoud.AfterReading:Askstudentstoidentifywhichcharacterstheyrecognize.

‐ Whatkindofstoriesareallofthesecharactersfrom?o Realorfictional?o Didthesestoriestakeplacenow,oralongtimeago?o Couldtheeventsinthesestoriesactuallyhappen?

Teach1(FairyTales):Askthestudentstosingapopularjumproperhymeorcountingoutrhymesuchas"Eeenymeenymineymoe."Askthemhowtheyknowit‐didsomeonereadittothemfromabook?Ofcoursenot!Theylearneditfromsomeonewhosangittothem.WheredidTHATpersonlearnit?FromsomeoneELSE.Doesanyoneknowwhotheoriginalauthorof"Eenymeenymineymoe"is?It'sthesamewithmostofthefairytalesweknow.Fairytaleswerepassedalongandsharedbypeoplejusttellingthemtoeachotherformany,manyyearsandsometimescenturies.Finally,somepeoplebegantowritethemdownandmakethemintobooks.• Tellstudentsthatfolktalesandfairytalesareold,oldstories,passeddownbywordofmouthforhundredsofyears,andnobodyknowswhotheoriginalauthoris.

Showthestudentstheword"Retold"onthefrontcoverofafairytale.Whydoesitsayretold"insteadofjust"by"?WasRichardWalkerthepersonwhooriginallymadeupthestoryofJackandtheBeanstalk?No,hejustputitinhisownwordsandwroteitdownandmadeillustrationsforit.Somefairytalebooks"cheat"byNOTincludingtheword"retold."

Application:Askstudentstoidentifycommonelementsofafairytale:1. DoNOTneedtoincludefairies.2. Setinthepast;usuallysignificantlylongago.Maybepresentedashistoricalfact

fromthepast.3. Includefantasy,supernaturalormake‐believeaspects.4. Typicallyincorporateclearlydefinedgoodcharactersandevilcharacters.5. Involvesmagicelements,whichmaybemagicalpeople,animals,orobjects.Magic

maybepositiveornegative.6. Focustheplotonaproblemorconflictthatneedstobesolved.7. Oftenhavehappyendings,basedontheresolutionoftheconflictorproblem.8. Usuallyteachalessonordemonstratevaluesimportanttotheculture.

Askstudentstoidentifywhichfairytalestoriestheyrecognizedinthestory.

o Asstudentsmentiondifferentcharacters,postthemontheboardtoserveasa“picturebank”forthestoryboard.

Snow White The Three Little Pigs Goldilocks and the Three Bears Little Red Riding Hood Princess Briar Rose • (Or any other princess & prince story) The reluctant Dragon • (oOr another dragon story) Chicken Little The Frog Prince Cinderella

Gingerbread Boy Jack and the Beanstalk Little Red Hen Sleeping Beauty Wizard of Oz • (Or another wicked witch story) "Three Young Rats in Black Felt Hats" "Rock-a-Bye Baby" "Humpty Dumpty" "Little Miss Muffet" "The House that Jack Built"

UsingtheOnceUponaGoldenAppleStoryboardSetA

1. Focusonthebeginningmiddleandendofthestory2. Leadstudentsinretellingthestorybysequencingtheevents

a. Doapicturewalkifstudentsneedassistanceorprompting.3. Sharedwriting:recordstudents’responsesintheblanks,askingstudentsto

choosethecorrect/respectivecharacterfromthe“picturebank”ontheboard.

Closure:AskstudenttoindicatetheirfavoritefairytaleAssessments:1. Teacher will listen to students’ answers during whole group discussion to identify

whether students can make a distinction between elements of fiction and nonfiction. 2. Teacher will listen to students’ answers during whole group discussion to identify

whether students can differentiate between events as past or present. 3. Informal assessment: teacher will note whether students correctly identify a character

from well-known fairytales. 4. Informal assessment: teacher will note whether students could correctly sequence

events in their retelling of the story. Differentiation:Differentiatethefill‐in‐the‐blankquestionsforlow,mediumandhighstudents.Promptlowerstudentswithcluesaboutthenextupcomingcharacter.

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LessonTwoIndicators/Benchmarks:Studentswillbeableto:

Identifyelementsofafictionaltext Differentiaterealityfromfantasy Realizethatfairytalesarestoriesthatarepasseddownandthatmanypeople

arefamiliarwiththesestories.Materials:KWLchart,Wolves,byGailGibbons,InformationalbooksaboutWolves,LittleRedRidingHood:TheClassicGrimm'sFairyTale;PatriciaDeLisa,Illustrator;ChristopherBamford,Narrator;AndrewFlaxman,AfterwordPriorKnowledge:Haveknowledgeoffairytalesasagenre.Beabletodistinguishrealityfromfiction.LessonComponents:BeforeReading:Doesanyoneknowthisstory?Tellstudentsthatfairytalesarestoriesthatareoftenpasseddown;parentstelltheirchildren,whotelltheirchildren,andsoon.Therefore,fairytalessuchasLittleRedRidingHoodisacommonstorythatmanypeopleknow.Reading:ReadLittleRedRidingHood:TheClassicGrimm'sFairyTale;PatriciaDeLisa,Illustrator;ChristopherBamford,Narrator;AndrewFlaxman,AfterwordAfterReading:Askstudents,“Howdoyouknowthisstoryisafairytale?”Askingthemtorecalltheelementsofafairytalediscussed,yesterday.

Gooversomeofthecommonelementsoffairytalesasstudentsbringupdifferentcomponents.

Ifstudentsgetstuckask,“Whatpartsofthisstorywouldimpossibleinreallife?”

Application:TheWolfDiscussthewolfinLRRHwiththestudents.Isthisastoryaboutarealwolf?Howdoweknowthisisafictionalcharacter,orrepresentationofawolf?

Wholegroup:Fillinthe“K”and“W”sectionsofaKWLchart Independent:Havestudentsexploreinformationalbooksaboutwolves,attheir

tablesindependently.Askstudentstolookatpicturesofrealwolves;dothesewolveslookliketheoneinLRRH?

WholeGroup:ReadWolvesbyGailGibbons.Closure:Fillin“L”sectionoftheKWLchart.Homework:HavestudentsdrawpicturesofthewolfinLRRHandarealwolf.Assessments:Teacherwilltakeanecdotalnotesastowhetherstudentscandifferentiaterealityfromfantasyduringtheclassdiscussion.Similarly,students’homeworkwillindicatewhethertheycanpickoutthefeaturesofthewolfthatmakeitclearthatthestoryofLRRHisfictional.The“L”sectionoftheKWLchartwilltrackstudents’learning.Differentiation:Provideinformationalbookstomatchlow,mediumandhighstudents’independentreadingabilityfortheindependentexplorationoftheWolvesbooks.

LessonThreeIndicators/Benchmarks:Studentswillbeableto:

Identifycharactersandcharactertraits Usecharacteractionsasevidenceforascribingcharactertraits Useelementsofdramatoretellastory

Materials:ChartPaper,LittleRedRidingHood:TheClassicGrimm'sFairyTale;PatriciaDeLisa,Illustrator;ChristopherBamford,Narrator;AndrewFlaxman,Afterword.PriorKnowledge:Elementsofafairytale,howtousedramatoconveyastory.LessonComponents:Warm‐up:Injournals,Howwouldyoudescribeyourbestfriend?BeforeReading:Havestudentssharetheirjournalresponses.DuringReading:Rereadthestoryaloud,focusingoncharacters’personalitiesorqualitiesasyouread.

Modelhowyouwouldascribedifferentcharactertraits;verbalizetheprocessofidentifyingthosecharacteristics–orevidenceyouseektodeterminethecharactertraitsofeachindividualinthestory.

AfterReading:(WholeGroup)Onapieceofchartpaper,sectionedoffbythecharacters(LRRH,Mother,WolfandGrandmother)recordstudentsresponses:

Identifyandexplaincharactertraitsandactions. Howwouldyoudescribeeachcharacter?

o WhatwordswouldyouusetodescribeLRRH?Thewolf?TheGrandmother?

Whatevidenceorpartsofthestorymakeyouthinkthat?

Asaclass,generatealistofcharactertraitsandwritethemontheboardtoaidstudentsintheReaders’Theateractivity.Application:(SmallGroup)Readers’TheaterBreakstudentsintogroupsandassignthemaportionofthestorytoactout.Provideeachgroupabook.Studentswillrereadthestoryand/orlookatthepicturestogivethemcluesastothetraitsofeachofthecharactersintheirportionofthestory.

Encouragestudentsto“overact”tocommunicateemotions. Bigmotions,facialexpressionsandthewayyouuseyourvoiceshowemotion.

o Characters’emotionsandactionshelptheaudienceknowthetraitsofeachcharacter.

o Howdoyoumakeangrylookdifferentfromsad?

Closure:Havestudentspresenttheirskitstotheclass.Therestoftheclasswilltrytoguessthetraitsofeachcharacterintherespectiveskit.Studentsmayusethetraitsontheboardasprompts.Homework:Studentswillwriteaboutamemberoftheirfamilyorcommunity.Namefourcharactertraitsthatdescribethisperson.(Supportonetraitwithevidence):Whatdoesthispersondothatmakesyouthinktheyare_________?

Assessments:Informalcheckonunderstandingofwholegroupdiscussionofcharactertraits.Formallycheckastowhetherstudentscorrectlyidentifythetraitoftheirrespectivecharacter.Differentiation:Provideawordbank,orlistofcharactertraitsontheboard,withsimplepicturesthatcorrespondtothetrait.Thiswillbehelpfulforlowstudentstoreference.Askhighstudentstocomeupwithothertraitsthatwehavenotnamed.Askhighstudentstothinkofsynonymsforsomeofthetraitslistedontheboard.

LessonFourIndicators/Benchmarks:Studentswillbeableto:

Differentiatebetweenpastandpresent Recognizethatretellingsofastoryborrowfromgroupsandcultures Recognizehowretellingsarebothsimilaranddifferentfromtheoriginalstory. Identifystoryelements:setting Contributetoasharedwritingexperience

Materials:LittleRedRidingHood:ANewfangledPrairieTale(StoriestoGo!)by,LisaCampbellErnst(Author,Illustrator),Pictureofprairiegrasslands,MapoftheUnitedStatesofAmericaPriorKnowledge:RecallofeventsinLittleRedRidingHood.LessonComponents:Warm‐up:Thesettingdescribesthetimeandplaceinwhichthestorytakesplace.

WhatisthesettinginLRRH?o Foresto Estimatewhenthestorytookplace‐studentswillsimplyunderstandthat

thestorytookplacealongtimeago.o Winter–LittleRedRidingHoodiswearingacoat.

BeforeReading:ThisisanotherstoryaboutLittleRedRidingHood;itisaretellingofthestory.Thisstorytakesplaceinadifferenttimeandplacethantheoriginalstory.Thestoryisacalleda“prairietale”becauseittakesplaceontheparriesintheMidwest.

Showstudentsapictureofprairiegrasslands ShowstudentswheretheMidwestislocatedonamapoftheUnitedStates. Describethelandscape:flat,grasslandsthathavegrasses,herbs,andshrubs,

ratherthantrees.DuringReading:ReadLittleRedRidingHood:ANewfangledPrairieTale(StoriestoGo!)AfterReading:Askstudentstoidentifysomedifferencesbetweentheoriginalstoryandthisretelling.

Informstudentsthatthelandscape,orthesetting–wherethestorytakesplacechangesthestoryalittlebit.Thesameeventsoccur,butthetimeandplaceisdifferent.Therearen’tmanyforestshere–instead,thispartofthecountryisknownforitsgrasslands…

Application:Sharedwriting:HavestudentsbrainstormadifferentsettinginwhichLRRHcouldtakeplace.

RemindstudentsthatFairytalesarewellknownstoriesthatareoftenretold.Authorschangeelements,suchasthesetting,intheirretellingsofthewell‐knownstory.

o InformstudentsthatwewillbereadingretellingsofLRRHthattakeplaceindifferentcultures/countries.

Useastoryboardformtoreinforcesequencing,beginningmiddleandend. Onceuponatime,then,next,after,…finally. Askstudentstobrainstorm:Thinkaboutourretellingofthestory;whatwould

happeninthislocation?Whatactivitiesdopeopleusuallydointhissetting?HavestudentsnarratewhatwouldhappeninLRRHifthestorytookplace_________.Closure:Readtheclass’retellingofLittleRedRidingHood

Askstudents:Howdoesthesettingthatyouchosechangehowotherpartsofthestoryaretold?

Homework:Askstudentstodraworbringinapicturefromatriptheytook.Askthemtoindicatethesetting,includingthetimeperiod,theplace(country,state,orotherspecificlocation).Askstudentstorespondtothequestion:Whatdidyouwhenyouwereinthissetting?Assessments:Notestudents’useofsequencingwordsinthesharedwritingexperience.Studentinputdelineatesastowhetherornotstudentsunderstandthatthesettingistheplaceinwhichthestorytakesplace;especiallythatcertaineventstakeplaceinparticularsettings.Moreover,thehomeworkindicateswhetherstudentsunderstandthenumerouselementsthatcanfallunderthetopicof“setting.”Differentiation:Studentsmayhavetroublewiththehypotheticalsituation.Ifstudentshavetroublewiththewritingassignment,providestudentswithaconcreteaide,suchasapictureofasetting(beach,etc).Askstudentstopickasettingfromthestackof3‐4picturesthatyouhavetoprompttheirideas.Letlowerstudentsgofirstsothattheyhaveachancetoexpresssimpleorpredictableanswers.However,ifthestudentisunsureofthetask,choosemiddleand/orhighstudentstodemonstrateexpectations.

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LessonFiveIndicators/Benchmarks:Studentswillbeableto:

Identifyelementsofastory:plot Identifyelementsofastory:problemandsolution Sequenceimportantevents Listentoaextractimportantinformation

Materials:PlotDiagramandpicturesfromrespectivestory,InternetAccess,LittleRedRidingHood:TheClassicGrimm'sFairyTale;PatriciaDeLisa,Illustrator;ChristopherBamford,Narrator;AndrewFlaxman,Afterword.PriorKnowledge:Basicunderstandingofsequencing,familiarwiththestoryofCinderellaLessonComponents:Warm‐up:IntroducethePlotDiagram(http://www.readwritethink.org/materials/plot‐diagram/)Informstudentsthataplotdiagramisatoolthathelpsusorganizethemostimportanteventsinastory.

Vocabulary:risingconflict,conflict/problem,fallingconflictandsolution ModelhowtousethePlotDiagram,usingaproblemfromanotherfairytale.

o Example:Cinderella’sstepmotherwillnotlethergototheball. Conflict:Cinderella’sstepmotherdoesnotallowhertogotothe

ball Solution:Cinderellacangototheball

BeforeReading:Havestudentssitintheirseats;explainthattheywillhaveachancetoplotthestoryofLittleRedRidingHoodontheirown.Todaywewillbelisteningtothestory.Reading:HavetheclasslistentoLittleRedRidingHood:Read‐AlongPaperbacks(Read‐AlongStories)by,DKPublishing.DuringReading:Havestudentsarrangetheimages,correspondingtothepartsofthestory,astheylistentothestoryLittleRedRidingHood.Application:Studentswillmaptheelementsofthestoryontheirownbyplacingtheimagesonaworksheetthatincludesthediagram,correspondingtotheconflict/problemandsolution.Next,havestudentsmarkthebeginning,middle,andendontheplotdiagramsothatstudentscanseestorystructure,orhowstoriesusuallyprogress.

Problemsusuallyoccurinthemiddleofthestory,whilesolutionsusuallyoccurattheendofthestory.

Closure:Studentswillsharetheirplotdiagramwithapartner.Assessments:Teacherwillinformallyassessbycheckingtheaccuracyofstudentsplotdiagrams.Differentiation:Diagramwillbenumberedinsequenceandlabeledwiththevocabularycorrespondingtoeachelementofthestory.

LessonSixIndicators/Benchmarks:Studentswillbeableto:

Recognizethemainideaormessageofthestory Recognizesimilaritiesanddifferences Discusselementsofdifferentcultures Identifytraditionsandcustomsofdifferentcultures

Materials:CulturalComparisonsChecklist,StoryChecklist,InformationalvideoaboutChina,LonPoPo:ARedRidingHoodStoryfromChinaby,EdYoungPriorKnowledge:RecallinformationaboutLittleRedRidingHood,understandingthatregionshavedifferentculturesandtraditions.LessonComponents:Warm‐up:ShortinformationalvideoaboutChineseculture.BeforeReading:Gatherthestudentsonthecarpetorinagrouparea.ReviewwhattheylearnedaboutChineseculture.TellstudentsthatweheardfactualinformationaboutChina,buttherearealsoalotoffictionalstoriesfromChina.TodaytheywillbereadingaChinesestorysimilartoonethattheyalreadyknow.

TalkaboutChineseculture;howisitdifferentfromthewaywelive?Reading:ReadLonPoPo,byEdYoungDuringReading:AskstudentstolistenforsimilaritiesanddifferencesbetweenthisstoryandthestoryofLittleRedRidingHood.Application:(WholeGroup)Havestudentsretellthestory.Eachstudentshouldparticipateinretelling.

Promptstudentswithwordssuchas…o Beginning,middleandendo Next,then,after,before,duringo Onceuponatime…

Write1‐2sentencesonthebottomofeachpageofpaper.o Eachstudentwillreceiveonepagetoillustrate.o Bindallstudentworktocreateabooko UsetheStoryChecklisttoassessstudentwork.

Readthestoryasaclass.Askstudentstoidentifythebeginning,middleandendofthestory

Closure:FillinComparisonChartAssessments:Circulatearoundtheroomasstudentscompletetheirillustrations.AskstudentsaboutthestoryLonPoPo,andcompletetheCulturalComparisonsChecklist.Differentiation:Asklowstudentstotellyouaboutwhattheyaregoingtodrawbeforetheygettowork.Scaffoldstudents’understandingifneedbe.Askhighstudentstoexplainwhathappenedbeforeandaftertheeventthattheyaredrawing.

LessonSevenIndicators/Benchmarks:Studentswillbeableto:

Identifysimilaritiesanddifferences;makecomparisons Developandapplyvocabulary,throughexposuretoportionsoftext Realizethatdifferentversionsofastoryreflectelementsofthecultureabout

whichtheyarewrittenMaterials:ComparisonChart,LonPoPo:ARedRidingHoodStoryfromChinaby,EdYoungPriorKnowledge:RecallinformationaboutLittleRedRidingHood,LonPoPoandunderstandingthatregionshavedifferentculturesandtraditions.LessonComponents:Warm‐up:TherearemanyversionsofLittleRedRidingHoodaroundtheworld.Differentcountrieshavedifferentsettings,historiesandtraditions.Theretellingsofthestoriesincludethetraditionsofthepeopleandthecountrythatthestoryisabout.ThatiswhythisversionofLittleRedRidingHoodisdifferentthanthefirstversion,withwhichmostofuswerealreadyfamiliar.BeforeReading:DisplayLonPoPobyEdYoung.TellthestudentsthatthisistheChineseversionofLittleRedRidingHood.Instructthemtopaycarefulattentiontothestoryandnotethesimilaritiesanddifferences.TodaywewillcomparetheoriginalLittleRedRidingHoodtothisChineseversionofthestory.Reading:RereadLonPoPo,byEdYoungDuringReading:Asyoureadthestory,stoptoaskiftheyarenoticinganydifferences.Modelyourthinking,bythinkingoutloudsomeoftheconnectionsyoumaketotheWesternversion.Application:(WholeGroup)Discusswithstudentssomeofthewaysinwhichthestoriesaresimilarandsomeofthewaysinwhichtheyaredifferent.

(GuidedPractice):ModelhowtousetheComparisonCharto Example:firsttworows

(Independent):StudentsshouldusetheComparisonCharttohelpthemrememberdetailsastheycompleteaVennDiagramtocompareandcontrastthetwostories.

Closure:AskstudentstosharetheirComparisonChart.Whichstorydidtheyprefer?Why?Assessments:UseVennDiagramtocheckforstudentsunderstandingofthetwostories,aswellasfortheirabilitytocompareandcontrast.Differentiation:Numberlowerstudents’VennDiagramandcreatelinestohelpthemorganizetheirwriting.Scaffoldlowerstudents’comparisonswithquestionsastowheretoplaceeachdetail.Isthefactasimilarityordifference?Ifstudentsnameadifference,askwhatshouldgoonthecorresponding,oppositesideofthediagram.

LessonEightIndicators/Benchmarks:Studentswillbeableto:

Discusselementsofdifferentcultures Identifythemainidea,message Identifysimilaritiesbetweenthemessagesoftwosimilarstories Recognizethatindividualsandgroupsshareandborrowfromothercultures

Materials:PrettySalma:ALittleRedRidingHoodStoryfromAfrica,InformationalvideoaboutGhanaPriorKnowledge:RecallinformationaboutLittleRedRidingHoodLessonComponentsWarm‐up:ShortinformationalvideoaboutGhanaianculture.Gatherthestudentsonthecarpetorinagrouparea.ReviewwhattheylearnedaboutGhanaianculture.TellstudentsthatweheardfactualinformationaboutGhana,buttherearealsoalotoffictionalstoriesfromAfrica.TodaytheywillbereadinganAfricanversionofLittleRedRidingHood.

TalkaboutAfricanculture;howisitdifferentfromthewaywelive? Remindstudentsthatmostfairytaleshaveamessageormoral.

o Theeventsinthestoryaremeanttotelluswhattodoinourownlives.o Themoralisnotwritteninthestory;wehavetousetheeventsinthe

storyascluestofigureoutwhatthestoryistryingtotellus.

BeforeReading:Askstudentstolistenandtrytofigureoutthemoralofthestory.Reading:PrettySalma:ALittleRedRidingHoodStoryfromAfricaDuringReading:Drawstudents’attentiontoelementsofthestorythatconveythemessageofthestory.Focusonadviceorinstructionsfromadultsandeventinwhichtheprotagonistdisobeystheseorders.AfterReading:(StudentPairShare)Askstudentstobrainstormaboutwhattheythinkthemessageofthestorymightbe.IsthismessagethesameordifferentthanthemessageofLittleRedRidingHood?Havestudentssharewithaseatpartner.Application:(Independentwriting)Askstudentstoinfer;whatdoesthestorytellus?Whatadvicedoesthestorygive?

Instructstudentstowritealettertothemaincharacter,Salma,advisinghertofollowthemoralofthestory.Useeventsfromthestorytoinformherwhyitisimportantnottotalktostrangers.

Closure:FillinComparisonChartAssessments:Informalassessmentwouldincludeanevaluationofstudents’comprehensionastowhethertheycouldinferthemessageorthemoralofthestory.Amoreformalassessmentwouldbecenteredonthestudents’writingsample,consideringwhethertheynamedamoral,supportingevidenceandadheredtoconventions.

Differentiation:Lowerstudentsmyhavedifficultywithcomprehensionskills.Therefore,providestudentswiththemoralofthestoryandhavethemrecallthestoryandlookforreasonstofollowtheadvicethatthemoralprovides.

LessonNine

Indicators/Benchmarks:Studentswillbeableto:

Identifyandselectbasicstoryelementsthroughtheuseofstorymapsandstorywebs.

CompareandcontrastthebasicstoryelementsoftwosimilarstoriesMaterials:GraphicOrganizer,SoftwareforInspiration,instructionalstepsforusingInspiration,LittleRedRidingHood,PrettySalma:ALittleRedRidingHoodStoryfromAfricaandLonPoPo:ARedRidingHoodStoryfromChina.PriorKnowledge:RecallinformationaboutLittleRedRidingHood,understandingthatregionshavedifferentculturesandtraditions.LessonComponentsWarmUp:WehaveheardmanyversionsofLittleRedRidingHood.Todayyouwillgettoworkwithapartnertocomparetwoofthesestories.Activity:Useofstorymapsandstorywebstoidentifyandselectbasicstoryelements.Procedure:Studentswillbedividedintopairs,witheachpairselectingoneofthethreeversionofLittleRedRidingHood.

Afterreadingthestorywithintheirgroups,theywillidentifythemainstoryelementsoftheirversiontoincludesetting,characters,problem,beginning,middle,ending,andsolution.

EachgroupwillcompletetheirowngraphicorganizerusingthesuggestedsamplesfromthegraphicorganizersoftwareprogramInspirationonthecomputer.

Studentswillkeyinthestoryelementsinthecorrectlocationontheselectedgraphicorganizer.

Closure:Studentswillprintoutandsharecopiesoftheirfinishedgraphicorganizers.Completedcopieswillbemountedonapostertobedisplayedintheclassroom.Assessments:Graphicorganizers;Teacherwillassessfinalperformancethroughaninformalquestion/answersessionaboutthecompletedgraphicorganizerDifferentiation:Usedifferentresourcesfor…

(Support:StrugglingReader):LittleRedRidingHood(Easy‐to‐Read,Puffin)by,HarrietZiefert,Author;EmilyBolam,Illustrator.

(Support:ELL):LittleRedRidingHood/CaperucitaRoja(BilingualFairyTales)byJacobGrimm,Author;WilhelmGrimm,Author;PauEstrada,Author;JamesSurges,Author.

LessonTenIndicators/Benchmarks:Studentswillbeableto:

Comparetwoversionsofastory Makesuccessfulcomparisons,usingaorganizationaldevice Generate ideas in graphic organizer and make a plan for writing Writetoasimpleparagraph

Materials:Graphicorganizersworksheets,ComparisonChecklists,MultiplecopiesofPrettySalma:ALittleRedRidingHoodStoryfromAfrica,LittleRedRidingHood,MultiplecopiesofLonPoPo:ARedRidingHoodStoryfromChinaPriorKnowledge:RecallinformationaboutLittleRedRidingHood,understandingthatregionshavedifferentculturesandtraditions.LessonComponentsWarm‐up:ShortinformationalvideoaboutChineseculture.GuidedPracticeComparePrettySalmatoLittleRedRidingHoodinwholegroup.

ModeltheskillofcomparisonbycompletingtheComparisonChart. Fillthechartinasaclasstoprovideanopportunityforguidedpractice.

IndependentPractice:Studentswillhaveachancetocomparetwostoriesindependently.

Refertofullycompletedchart(LRRH,LonPoPoandPrettySalma) Gooverchartwithstudents

Independentwriting:PretendthatLittleRedRidingHoodispenpalswithacharacterfromanotherretellingofthestory(eitherthechildrenfromLonPoPoorPrettySalma).

PickaretellingtocomparetotheoriginalLRRH WhatmightthemaincharacteroftheretellingsaytoLRRHanotheraboutwhere

theyarefrom,theirculture,themselvesandtheirstory?Howwouldtheybesimilar?Howwouldtheybedifferent?

Drawstudents’attentiontotheComparisonChecklisttogivethemideas.Tellstudentstheymustcomparefouroftheitemslisted.

o Prewriting:Providestudentswithcopiestheretelling,andagraphicorganizertosortouttheirideas.PosttheComparisonChecklist.

o LetstudentsmovesotheycanaccesstheComparisonCharto Writing:Studentswillwriteabriefresponsecomparingthetwoversions

ofLRRH.

HavestudentsusetheComparisonChecklist______Icomparedthetwocultures.Pickatradition,food,clothes,orhouse______Icomparedthesetting.______Icomparedcharacters.______Icomparedanimals.______Icomparedtheconflict.______Icomparedtheresolutionortheendofthestory.

Studentsshowmasteryiftheycorrectlyshowedacomparisonbetween4ofthe6itemsshownabove.

Closure:(Extension/ReadAloud)PetiteRouge:ACajunRedRidingHood

YetanotherversionofLittleRedRidingHood;thisisanexampleofaCreolefairytale.

Assessments:1. UsetheComparisonChecklisttoassessstudents’Venndiagramsandresponses.2. Reviewstudents’VennDiagramstoassesstheirabilitytocompareandcontrast.

a. StudentsshouldhavecontentforallthreesectionsoftheVennDiagram3. StudentswillwriteabriefresponsecomparingthetwoversionsofLRRH.4. Usestudents’VennDiagramtolookforevidencethatthestudentaccessedthe

graphicorganizertogenerateideasfortheirbriefresponse.Differentiation:PlaceaheavieremphasisontheVennDiagram,orthesimpleexpressionofideasforlowstudents,whomighthavetroublewiththewritingprocessormovingtheirideasfromtheorganizationalstageintothewrittenproduct.