1. Topic-
|
| Comparing Fiction and Nonfiction with "Little Red Riding Hood Text"
Sets |
| |
|
2. Content-
|
| Little Red Riding Hood, Grandma, Wolf, |
| |
|
3. Goals: Aims/Outcomes-
|
1. 2.3 (B) "�Students will: Ask relevant questions, seek clarification,
and locate facts and details about stories and other texts and support
answers with evidence from text.
2. 2.6 (A) "� Identify moral lessons as themes in well-known fables,
legends, myths, or stories.
3.Monitor and adjust comprehension (e.g., using background knowledge,
creating sensory images, re-reading a portion aloud, generating questions). |
| |
|
|
4. Objectives-
|
1.engage in a comparative study of diverse illustrated retellings
of a traditional tale as well as modern revisions of this traditional
tale.
2.engage in independent reading experiences at school and at home.
3.engage in a collaborative writing project to compose their own retelling
of this traditional tale based on the synthesis experience that concluded
their extensive comparative study of diverse genres. |
| |
|
5. Materials and Aids-
|
| Traditional and modern retellings of "Little Red Riding Hood", A4
Flashcards, and sentence strips. |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1.Show students the cover of Little Red Riding Hood
2.2.Before reading the story, ask students to talk about the title
and the illustrations on the front and back covers and opposite the
major title page. This invitation sets the stage for students to draw
on their prior knowledge of this well-known story and to engage in
inferential thinking to interpret the traits, feelings, and motives
of the central characters, based on clues in these pictures. |
| |
|
|
B. Development-
1.Students will act out "Little Red Riding Hood"
2.3.As the story unfolds, ask students to continue to talk about the
textual and visual portrayal of each character in this story: Little
Red Riding Hood, her mother, her grandmother, the wolf, and the hunter. |
| |
|
|
C. Practice-
1.Place the A4 flashcards around the room-on the on the floor.
2.Divide the class into teams.
3. Pass out strips to scholars.
4. Have groups place the correct strips on the correct flashcards.
5. Have students check answers. |
| |
|
|
D. Independent Practice-
1. Have students work in groups to make their own "Little Red Riding
Hood Book".
2. Explain to students that they have to write their own version of
"Little Red Riding Hood"
3. Have sample books of different "Little Red Riding Hood" versions
for Scholars to refer to.
4. Ask students to identify the recurring patterns in these stories
as well as the changes made by different re-tellers and artists. Pay
particular attention to the portrayal of the central characters including
the helpers and villains.
5.Record students' observations on a chart under the headings SAME
and DIFFERENT, or using the online Venn Diagram.
6.6.Begin the writing process with the Story Map, or guided by several
teacher-initiated questions:
Who are the characters in your story?
What clues will you provide to show the traits, inner feelings, and
motives of these characters? [Note to self: Adapt the phrasing of
this question to fit student needs.]
From whose viewpoint will your story be told?
What is the setting (or settings) in your story?
What is the problem (or problems) in your story?
How will the problem(s) be solved?
How will your story end?
|
| |
|
|
E. Accommodations (Differentiated Instruction)-
| Provide multiple assignments within the lesson, tailored for students
of different levels of achievement. |
| |
|
|
F. Checking for understanding-
Monitor Students:
1. Involvement in group sessions
2.Their contributions to literary discussion.
3. Their participation in the collaborative writing project. |
| |
|
|
G. Closure-
1.Have students read their finished group book to the class.
2. Ask students what more if any they would like to add to the lesson.
3. Ask students how did reading a different books about "Little Red
Riding Hood" help them write their own book fictional or non fictional
"Little Red Riding Hood Book". |
| |
|
7. Evaluation-
|
| Reinforce comments that indicate students are synthesizing the information
from multiple sources. This discussion prepares students for the collaborative
group writing. |
| |
|
8. Teacher Reflection-
|
Listen for details that reveal the quality of student comprehension
in individual teacher-student conferences. Retelling a narrative requires
the reader to identify and integrate important ideas and information
in the text. Listen for specific responses that indicate the student's
grasp of the literary and thematic concepts studied in this unit,
that demonstrate student's use of reading-thinking strategies to generate
meaning, that identify areas of weakness that need attention, and
that offer new challenges to the student who is ready for them.
|
| |
|