Lesson+Plan+Template

Follow this lesson plan template. Keep the template text in ** red ** font. Add your information in **black** font.

= **Planning** =

Using background knowledge
 * Reading Comprehension Strategy **

First Grade - Emerging Readers
 * Reading Development Level **

Cues and Questions, Comparing and Contrasting
 * Instructional Strategies **

One 50-minute session
 * Lesson Length **

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.   The lesson plan will also help students begin to connect decision making with comparing and contrasting skills by prompting them to consider which one of the lesson's stories they like best.
 * Purpose **

Use a familiar fairy tale as background knowledge to make text-to-text connections between 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__
 * Objectives **

**Resources, Materials, and Equipment** Children’s Literature Websites Graphic Organizers Materials Equipment Technology Tools - The __Three Little Pigs__ by James Marshall on Discovery Education - 2 computers with projectors & screens - Web 2.0 tool - Wordle - Kidspiration software

Non-Technology Materials -The __Three Little Pigs__ by James Marshall - __The Three Little Wolves and the Big Bad Pig__ by Eugene Trivizas (two copies) - __The True Story of the Three Little Pigs__ by Jon Scieszka (two copies) - __The True Story of the Three Little Pigs__ scripts for reader's theater activity (view Reader's Theater Script) - Graphic organizers: Venn diagrams (view Kidspiration template) - Paper, pencils and crayons

Excellent (effective and fun!) selection (and creation!) of resources. Brava especially for the fun reader's theater script and the Kidspiration template.

During the whole group portion of the lesson, the classroom teacher and the teacher librarian will co-lead the instruction and share responsibilities for directing the activity, writing or computer operation. Each educator will take half the class and read __The Three Little Wolves and the Big Bad Pig__. Effective use of two educators
 * Collaboration **

Each educator will model comparing and contrasting the two stories heard in the whole and half group read-alouds and make at least one entry on the Venn diagram using Kidspiration software. Each educator will record the contributions of their student group on the Venn diagram. Each educator will also direct a readers theater activity with their group using the script of __The True Story of the Three Little Pigs.__

Both educators will observe the students during lesson activities and share in assessment. =** Assessment **= Students will self-assess using the Collaborative Lesson Plan Rubric provided by the educators. I suspect your rubric is too sophisticated for first-grade students. They may be able to complete this as a group with educator support, but I doubt they could so this individually (unless that had one-on-one help from an adult). For an example of a primary-age student rubric, see: @http://www.ala.org/ala/aboutala/offices/publishing/editions/webextras/moreillon09294/moreillon_supplement4d.pdf

How could you keep your criteria but present it in first-grade student-friendly language?

Educators will assess students based on observations during the lesson and also using the same rubric provided to the students.

**Standards** Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology

TEKS English Language Arts and Reading, Grade 1. (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- 1.1.2 Use prior and background knowledge as context for new learning 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.

The standards you have selected align perfectly with the learning tasks for students.

=** Implementation **=

OVERVIEW: The whole group will watch __The Three Little Pigs__ on Discovery Education and contribute words to create a Wordle. They will then be broken into 2 groups - one will work with the librarian and one will work with the teacher. The students will then listen to a variation of __The Three Little Pigs__ and participate in a short discussion. They will then participate in a reader's theater activity based on __The True Story of the Three Little Pigs.__ Next each group will create a Venn diagram comparing the stories. Last the students will write 2 to 3 sentences comparing the stories OR 2 to 3 sentences about why they preferred one of the stories over the others.
 * Process **

//Cues and Questions:// Before viewing __The Three Little Pigs__, show students a copy of the book by James Marshall and ask the students if they are familiar with the story. Allow time to discuss what they know about the traditional tale.
 * Motivation **

Under the direction of the teacher allow each student to popcorn a word, phrase or idea from __The Three Little Pigs__ story while the librarian types the words into a word cloud at Wordle.net using one of the computers linked to a projector. Show the completed Wordle to the students and save for printing and display. (View a sample Story Word Cloud)

Fun, interactive, great application/integration of a Web 2.0 tools, and motivating! Don't forget to use the term "background knowledge" when you refer to the contents of the Wordle - and repeat the strategy of activating background knowledge to help make meaning throughout the lesson. In particular, make sure they understand text-to-text comparisons/connections since that is one of your main objectives.

Tell students that today they are going to hear more than one variation of this story.

1. Record text-to-text comparisons on a Venn Diagram. 2. Write and draw a response.
 * Student-friendly Objectives - Perfect **

** Presentation **
After discussing __The__ __Three Little Pigs__ and creating the word cloud, t he whole group will watch __The Three Little Pigs__ on Discovery Education.

Students will then be divided into two groups for reading the second variation of the story and for the reader's theater activity. Each educator will introduce the story __The Three Little Wolves and the Big Bad Pig__ to their group a nd ask students how this story might be the same or different from __The Three Little Pigs__ story. Cue the students to listen for parts of the story that are alike or different and then read T__he Three Little Wolves and the Big Bad Pig__ by Eugene Trivizas.

After reading the story, students will contribute their ideas on how __The Three Little Wolves and the Big Bad Pig__ is the same or different from __The Three Little Pigs__ story to create a Venn diagram using Kidspiration software on the computers linked to projectors. The educator will model comparing and contrasting by making the first contribution to the diagram. (View a sample Venn diagram based on this lesson plan).

I suspect this will happen on the second day. ?

Using the prepared script based on __The True Story of the Three Little Pigs__, each group will participate in a reader's theater activity.

Following the reader's theater activity, the educator will lead a discussion about the three versions of __The Three Little Pigs__ story and again model making text-to-text connections between the stories. The educator will then prompt the students to think about which story they liked best and why while continuing to model making connections.

Review the rubric with the students.

1. Raise your hand to share with the group. 2. Share your ideas. 3. Contribute at least once to both the Venn diagram and the Wordle activity. 4. Participate as a character or a respectful audience member to the reader's theater activity.
 * Student Participation Procedures **
 * or **

1. Share with a partner. 2. Write 2 - 3 sentences that demonstrate making text-to-text connections between two of the stories or tell which story was a favorite and why. (Can you shorten this?) 3. Draw a picture.
 * Student Practice Procedures **

Each educator will monitor the student discussions and writing activity for their group.
 * Guided Practice ** - Usually you want to begin this section with what the students will be doing. Brava for indicating what the educators will monitor. Writing conferences with first-graders will be a particularly effective use of two educators co-teaching.

After the half-class activities are completed, the class will come together again and each educator will display the results of their group's Venn diagrams. Allow time for discussion of similarities and differences between the two groups' Venn diagrams and for students to share their writing.
 * Closure **

Students can self assess using the rubric. Educators will assess using the rubric.

STUDENT REFLECTIONS What did you notice as the main differences between the two stories? Which story did you prefer? Why? Did participating in the Reader's Theater help you to remember the parts of the story? Did it help you to feel part of the story? Did you have fun making the Wordle? It's important to reflect on the strategy, too. For example, how did making text-to-text connections help you understand //The Three Little Wolves and the Big Bad Pig// and the reader's theater script?
 * Reflection **

EDUCATOR REFLECTIONS Did the children respond well to the activities? What went well/didn't work at all? What did we see that should be changed before we can do this lesson in the future? How did the collaboration build our professional relationship? What projects could we work on together in the future?

Brava for formalizing the educators' reflections!

Students can create their own skits or reader's theater scripts based on other fairy tales. Students will have a variety of 3 Pigs and other fairy tale books to check out and read from the library if they are interested. Students can plan and then write their own variation of the 3 Pigs using the planning template on Kidspriation 3.
 * Extensions **(Moreillon 15)

And hurray for more technology integration. Bringing literature and technology together is important work for school librarians.

Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007.CLP Lesson Plan Template