Lesson+Planning+Form


 * Lesson Planning Form**

**Topic:** Using background knowledge to make text-to-text connections between variations of the Three Little Pigs fairy tale ||
 * **Educators:** Sursa/Woolam
 * **Dates/Times:**  One 50-minute session ||
 * 1. Why are we asking students to engage in this learning experience?

How can you help students understand that decision-making is based on comparing and contrasting? Standards  TEKS English Language Arts and Reading, Grade 1.
 * Goal:** This intent of this lesson plan is to help students understand the concept of comparing and contrasting, and build reading and writing skills that will help them as they progress not only academically, but also in their daily lives.
 * (4C) clarify and support spoken messages using appropriate props such as objects, pictures, and charts
 * (12A) use prior knowledge to anticipate meaning and make sense of texts
 * (12C) retell or act out the order of important events in stories
 * (12D) connect ideas and themes across texts
 * (12G) identify similarities and differences across texts such as in topics, characters, and problems
 * (13C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation

Technology Applications, Kindergarten-Grade 2 * (7A) use software programs with audio, video, and graphics to enhance learning experiences

AASL Standards for the 21st-Century Learner
 * 1. Inquire, think critically, and gain knowledge. 1.1 Skills- 1.1.9 Collaborate with others to broaden and deepen understanding (Are you assessing this?)

Please consider this AASL indicator: ss
 * 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills- 2.1.4 Use technology and other information tools to analyze and organize information
 * 3. Share knowledge and participate ethically and productively as members of our democratic society. 3.2 Dispositions in Action- 3.2.3 Demonstrate teamwork by working productively with others.
 * 4. Pursue personal and aesthetic growth. 4.1 Skills- 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
 * Use prior and background knowledge as context for new learning**. (1.1.2) Do the Venn diagram/Wordle/students' sentences assess this?** ||
 * 2. What do we want the students to learn? Learning Objectives

Familiarize students with storytelling variations Identify the similarities and differences between two versions of the “Three Little Pigs" fairy tale and record on a Venn diagram. Involve students in a readers’ theater activity based on “The True Story of the Three Little Pigs” Make text-to-text connections || -observing __Three Little Pigs__ on United Streaming -listening to 3 pigs stories -contributing to Venn Diagram -students will participate in a reader's theater activity -Students will participate in creating a 1/2 group Wordle about the similarities or differences between the 2 stories You should try the Wordle idea to see if it communicates what you're hoping. Will this become prewriting for students' sentences? (How will the sentences be assessed?) Another choice is to use Wallwisher.com - Each group could compare variants (both similarities and differences) and then compare each group's comparisons. -Have students write 2 to 3 sentences that make at least two text-to-text connections
 * 3. In what specific learning experiences do we want them to engage?

Who will be responsible for each? Learning Tasks/Responsible Educator -United Streaming-classroom teacher -readers theater script-librarian -reading stories aloud-both educators -monitoring/assisting writing activity-both educators -locating a variety of 3 pigs and other fairy tale books - librarian -creating a Wordle with the groups-each person will take half the group - Brava for parallel teaching - This is an effective way to organize instruction for maximum student participation. || -contributions to class discussion/Venn Diagram - and Wordle?  -text-to-text connections are demonstrated in student writing || -teacher observation -writing samples -Rubric-this will be shared with students and then used by educators for grading purposes - What will the rubric measure? || Technology Tools -The __Three Little Pigs__ on United Streaming-a TV or Projector that will attach to a computer for showing the video (12 min) -Computers that link to projectors - to create Wordles
 * 4. How will they communicate what they learned? Learning Process/Products
 * 5. How will they/we assess their learning? Assessment Criteria/Tool(s)
 * 6. What resources will the students/we need?

Non-Technology Materials - The __True Story of the Three Little Pigs__ script for readers theater activity - Graphic organizers: Venn diagrams and idea maps (I am curious about the "idea maps.") Do the Wordles serve as prewriting? - Books, paper, and crayons. ||

From J. Moreillon, Collaborative Strategies for Teaching Reading Comprehension (Chicago: ALA Editions, 2007). Licensed under the Creative Commons Attribution-Noncommercial-Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/.