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CEP 452: Lesson Plan

Section 1: The Plan

Title: Comparing and Contrasting Stories The Three Little Pigs
Author: Megan Jurgensen
Subject: English and Language Arts
Grade Level: 2nd Grade
Duration: 60 Minutes
Unit Description: This is the second day of a two-day lesson on comparing and contrasting
the same books from different perspectives.
Lesson Goals: Students will be able to
a. List who, what, where, when, why and how from the story
b. Find similarities between the two stories
c. Find differences between the two stories
Common Core Standards:
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.
ART.T.I.2.1 Identify and describe different characters though vocal expression.
ART.T.II.2.1 Describe characters, environments, and situations that
support the creation of a classroom dramatization.
ART.T.II.2.2 Paraphrase dialogue from a story to show different
ART.T.III.2.2 Convey elements of character, setting, and events after
reading a story or script (The Five Ws).
Big Ideas: Stories told from different perspectives can be compared and contrasted.
Struggling Readers
Speech Impairments

Anticipatory Set:
1. Review what book the class read yesterday
a. Ask students what book we read
2. Review vocabulary words and relate to the book from yesterday
a. 5 Ws, 1 H - Who, What, Where, When, Why and How
3.1 Activate or supply background knowledge
3. Take out poster made yesterday to make sure everything was said
1.2 Offer alternatives for auditory information
Introduce and Model New Knowledge:
1. Introduce new vocabulary words
2.1 Clarify vocabulary and symbols
a. Similarities When things are the same or almost the same, they are similar.
b. Differences When things are not the same, they are different.
c. Give examples of similarities and differences in a general context.
2. Introduce the new book
a. Explain its the same story told from a different perspective
b. Explain that we are going to compare and contrast the stories
c. SWBAT with goals and objectives written on board
8.1 Heighten salience of goals and objectives
d. Ask students to now think the 5 Ws and 1 H as well as what things are
similar and what things are different.
3. Dialogic Reading
a. Read book while asking questions throughout
i. What is something you see similar about the book already?
ii. What is something you see different about the book already?
4. After reading, create a poster as a class for this book
a. 5 Ws and 1 H Who, What, Where, When, Why and How
1.2 Offer alternatives for auditory information
Provide Guided Practice:
1. Review new vocabulary words
a. Similarities and differences
3.1 Activate or supply background knowledge
2. Create a Venn Diagram
3.2 Highlight patterns, critical features, big ideas and relationships
a. Explain what the Venn Diagram is and where similarities and differences go
3. Fill out the Venn Diagram as a class
a. Ask students to list the similarities of the two books
b. Ask students to list the differences of the two books starting with one book at
a time
c. Discuss the similarities and differences between the two books

Provide Independent Practice:

1. Introduce Acting Activity
a. Students will be broken up into groups of 5 (4 characters, 1 narrator)
8.3 Foster collaboration and communication
b. Each group will create their version of the three little pigs and the big bad
wolf that is different than the two books we read in class
c. Each group will have a chance to practice and perform their skit for the class
5.1 Use multiple media for communication
d. Explain rules of the skit and write rules on a poster for the class
1.2 Offer alternatives for auditory information
i. Each student is assigned a character and one student is the narrator
ii. You must have 3 pigs and 1 wolf or 3 wolves and 1 pig
iii. The difference in the stories will be what those characters do and/or
where those characters go
2. Students will begin brainstorming ideas for their skit in their groups
a. Have groups working in different areas of the room/hall
b. Students should brainstorm ideas and the teacher will walk around to each
group to support and listen to their ideas
7.1 Optimize individual choice and autonomy
c. Before students can begin creating and practicing their skit, they should
show the teacher a list of the 5 Ws and 1 H for their story (Who, What,
Where, When, Why and How)
6.1 Guide appropriate goal setting
3. Practice the skits
a. The students will break into their groups and begin creating their story and
practicing their parts
4. Performing the skits
a. Students will perform their skits to their classmates
b. During each skit, students watching will use a T-chart to fill in the similarities
and differences they see presented
6.3 Facilitate managing information and resources
c. Students will then be asked to explain the similarities and differences of their
skit compared to the two books read in class
1. The teacher will ask the class as a whole what they learned today.
2. The teacher will ask the class as a whole to define the new vocabulary terms.
Formative, Ongoing Assessment
1. Asking questions throughout the lesson and having students tell me the 5 Ws and 1
H as well as the similarities and differences
2. Listening to discussions and planning of the skits for each group

3. Students are asked at the end of their skit to explain the similarities and differences
of their skits compared to the book read in class
Summative Assessment
1. Having the students explain what we did today in the lesson as well as define the new
vocabulary terms used in this lesson.
The Three Little Pigs (any book with the classic version will work)
The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith
Other Resources:
Large Venn Diagrams
Mentor Teacher: Mrs. McMillan
Part of this lesson was inspired by a short lesson Mrs. McMillan did in her kindergarten
classroom with comparing and contrasting the book, The Little Red Hen.