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Culture Documents
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Lesson Content
LAFS.2.W.3.8 :Recall information from experiences or gather information from provided sources to
answer a question.
LAFS.2.RL.3.9 :Compare and contrast two or more versions of the same story (e.g., Cinderella
stories) by different authors or from different cultures
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Students should be able to effectively compare and contrast two topics or ideas. Though this lesson
talks specifically about two versions of a story, the lesson give students the skills needed to make
decisions in the real world. For example, when choosing a car, or buying a house, by being able to
compare and contrast the options, informed decisions could be made.
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I am teaching this objective, as I believe that it is an important skill that is needed in many
Formative Assessment
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Students would be asked the retell the first version of The Three Little Pigs that was read the
day before in order to ensure comprehension.
Summative Assessment
Students will write how they think that the characters points of view are different. This would
be assessed based on accuracy and text evidence.
Have full and thorough understanding of both versions of The Three Little Pigs.
Be able to effectively compare and contrast.
Understand and explain Point of View.
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Students should:
Be able to identify similarities and differences in multiple versions of the same story.
Have knowledge of the original Three Little Pigs story. This background knowledge would be
provided prior to this lesson. There would be a recap of this story to ensure that students
possess this knowledge.
Students may have read another version of The Three Little Pigs and use that as a basis to
compare and contrast the two versions. Furthermore, students may have a misconception about
what point of view means. To combat this, I would be sure to recap this terminology.
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Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
distributed?
Read Aloud
Guided Answering on Elmo (Demonstration)
Table Talks
Learning Boards
Skits
Direct Instruction
Time
Who is
responsible
(Teacher or
Students)?
Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in
science, you would detail the 5 Es here (Engage/Encountering the Idea;
Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
Idea; Evaluation).
1 mins
Teacher
I would introduce the topic by reminding the students of the story that
they read yesterday, The Three Little Pigs.
5 mins
Students
I would then ask the students to recap the story, by saying the
beginning, the middle, and the end. Each student would take one
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2.Middle
o
3.Ending
2 mins
Teacher
o
comes down the chimney and gets burned; runs away or gets
eaten
15
mins
Student and
Teacher
I would then let the class know that we would be reading another
version called, The True Story of the Three Little Pigs. I would then
refer to the reading focus that is written on the board and allow a
student to read it.
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I would then ask students to take out their learning boards, and meet
me at the carpet. The table who does this the quickest and quietest
would get three tickets. I would read the other version of the story,
using Popsicle stick characters to make it more interesting. I would
stop at times in the story to ask questions like, What is something you
noticed that is the same between the two stories, and What is
something you noticed that is different? Each time I ask this, students
10
mins
Student and
Teacher
would write their answers on their learning boards. I would then read
15
mins
Student
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If a student struggles with content, he or she would either work with a partner or with another teacher
at the support table.
If a student masters the content quickly, he or she would be able to work individually and would then
be given the task to find yet another version of the story. Furthermore, gifted students would be given
the option to act out parts of the original story.
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If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
The students in my classroom are all familiar with The Three Little Pigs. However, not many are
familiar with the other version, The True Story of the Three Little Pigs. Therefore, this connects to
their interests. Additionally, this story is one that is universal, regardless of culture.
If applicable, how does this lesson connect to/reflect the local community?
This tale is one that is familiar among the community, and most students would have background
knowledge on it.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Those who need additional challenge would work individually rather than with a partner or
with a teacher. Furthermore, they would be able to act out parts of the story rather than simply
retell it. Lastly, if they finish early, I would allow them to start researching another version of
the story in order to compare and contrast further. Lastly, Students could also write their own
stories, including story elements, publish them, and present them.
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How will you differentiate instruction for students who need additional language support?
Students could be given dictionaries and word walls to refer to. Additionally, they can be given
a writing outline to make their assignment easier. Lastly, they would work either with a partner
or with a teacher at support table.
A.H- Because he is on a 504 plan, he will work at a support table with another teacher in order
Materials
(What materials will you use? Why
did you choose these materials?
recapping the original story, students would have the option to act out rather than explaining.
The teacher may work with struggling students in small groups to provide extra help.
The students will be able to edit with their peers and with the teacher.
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Elmo in order to complete the first part of the compare and contrast chart.
Compare and Contrast Chart.
Writing paper for students to contrast characters points of view.
Learning Boards, Erases and Markers.