Total Duration: |
61 to 90 Minutes |
Materials and Resources: |
"The Three Little Pigs" by Judy Tenuta "The True Story of the Three Little Pigs" by Jon Scieszka Story Map, Venn Diagram sheet, white board |
Technology Resources Needed: |
Interactive whiteboard Youtube- "The Three Little Pigs" read aloud, "The True Story of the Three Little Pigs" read aloud http://www.youtube.com/watch?v=2gnhSAu15G8 http://www.youtube.com/watch?v=m75aEhm-BYw Story Elements video http://www.youtube.com/watch?v=c6I24S72Jps 5 iPads Create A Graph http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=69b617e88ec54b0680841c2a8709cc50 |
Background/Preparation: |
The teacher will have previously introduced the concept of characters, narrator, setting, problem, and solutions in a story. Students need to have previously used a Venn Diagram to compare and contrast two items. Students may already be familiar with the story of "The Three Little Pigs". Students should be familiar with iPads. |
10 minutes 1) In a whole group setting, the teacher will introduce the lesson's objectives. Explain to students to goal of the lesson and that by the end they should be able to identify who is telling a story at various times in a text. 2) Review as a whole group the definition of characters and narrator. Remind students that characters can be people or animals the story is about. The narrator is the person telling the story, sometimes a character, usually the author. 3) Review the elements of a short story by playing the Story Elements video. Ask general questions after the video to decide if more review of short story elements is necessary before proceeding. 20 minutes 4) Explain to students that they will be identifying the story elements of two different stories. Their goal is to recognize who is telling the story in "The Three Little Pigs" and "The True Story of the Three Little Pigs". 5) Either read aloud these two stories or play the stories from Youtube.com. Begin with "The Three Little Pigs" then "The True Story of the Three Little Pigs". 6) Ask the following questions after each story:
30 minutes 7) After the whole group discussion on each story, show the students the blank story map on the interactive white board. Discuss each section in the story map. First, complete "The Three Little Pigs" story map on the board using as a whole group. 8) Use another blank story map for "The True Story of the Three Little Pigs". Have individual students write answers on the board. Call on various students to describe the key details in the text. 20 minutes 9) Showing both story maps side by side, tell the students they will be using a Venn Diagram to compare and contrast the two stories. Recall previous learning by reviewing the uses of a Venn diagram. 10) Model how to title the Venn Diagram on the interactive white board. Split students into their small groups. Each group will work together to have 5 items in each section of the Venn Diagram. Monitor groups by walking around and observing. 11) Using their small group's Venn Diagram, students will share answers with whole group. Teacher records answers on large Venn diagram on the interactive white board. 20 minutes 12) Check for understanding by asking students if they can now identify who is telling a story. Ask students the difference between characters and narrator. 13) Using the Venn diagram of "The Three Little Pigs" and "The True Story of the Three Little Pigs", students should independently decide which version of the story is most believable. 14) Teacher will keep track of students' beliefs using a T-chart and tally marks on the whiteboard. Which character do students believe most? The pigs or the wolf. 15) Once all students have shared their opinions, the teacher will pass out 1 iPad per group of students (5 total). 16) The groups will open Create A Graph and use the compiled tally marks to create a bar graph using the information. Students will collaborate to create a title, enter the class opinions, and save the bar graph. (http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=69b617e88ec54b0680841c2a8709cc50) 17) Students should be able to easily compare the class opinion on which narrator was most believable, the wolf or the pigs, by viewing the group created bar graph. 18) Lead the bar graph comparison into the daily math lesson. |
Attachments: **Some files will display in a new window. Others will prompt you to download. |
Assessment Strategies |
Formative assessment of the learning target includes teacher observation, completed Venn Diagrams, and small group created bar graphs. Check Venn diagrams for completion. Use rubric to evaluate completed bar graphs. A weekly summative assessment on short story elements will take place at a later date. |
Acceleration: |
For students who are easily able to identify who is telling a story at various times in a text, they need to be challenged. Students can read library books daily and identify the narrator, characters, setting, problems, and solutions in the text. Students can check their comprehension by taking online assessments on various AR books. |
Intervention: |
Students who are not mastering the standard need additional, individual help with the instructor. Using similar short stories, the teacher would have a small group or individual lesson where students read the stories aloud and answer various questions asked about the story. Sample Questions-Who are the people in the story? Who are the animals in the story? Those are the characters. Who is the story mostly about? Who is telling the story? Where is the story happening? What happens first, next, then, last? What is the problem in the story? How is the story solved? By reviewing the characters, setting, major events, and key details students will become more comfortable with identifying who is telling a story. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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