1. Topic-
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| Comparing and Contrasting Literature from a Culture |
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2. Content-
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| compare, contrast, Venn diagram, similarities |
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3. Goals: Aims/Outcomes-
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1.CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting,
or event in a story or drama, drawing on specific details in the text
(e.g., a character's thoughts, words, or actions).
2.CCSS.ELA-Literacy.RL.4.9 Compare and contrast the treatment of similar
themes and topics (e.g., opposition of good and evil) and patterns
of events (e.g., the quest) in stories, myths, and traditional literature
from different cultures.
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4. Objectives-
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1. Students should be able to listen and comprehend multicultural
literature.
2. Students should participate in discussions about the similarities
and differences between the literature.
3. Students should independently fill out a Venn diagram describing
the similarities and differences between the key points of the story.
(Character, setting, plot, etc.) |
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5. Materials and Aids-
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| Interactive whiteboard, Venn diagrams, novels |
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6. Procedures/Methods-
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A. Introduction-
1. Read The Emperor and the Kite.
2. Read Tikki Tikki Tembo. |
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B. Development-
1. Write one way in which the stories are alike.
2. Write one way the stories are different.
3. List these on the Venn diagram on the interactive whiteboard. |
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C. Practice-
1. Ask students to work with the people at their table to add as
many similarities and differences they can between the two stories.
2. Students will share their lists, while I add them to the class's
Venn diagram. |
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D. Independent Practice-
1. I will read The Seven Chinese Brothers.
2. Independently, students will fill out a diagram about how this
story compares and contrasts to either The Emperor and the Kite or
Tikki Tikki Tembo. |
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E. Accommodations (Differentiated Instruction)-
1. Some students may have difficulty keeping all the story details
in their head, having only
heard the stories once. An accommodation would be to allow students
to choose one of the stories I read, and compare and contrast it to
a story they are currently reading, or to themselves. |
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F. Checking for understanding-
1. Students share their Venn diagram with others at their table.
2. Any information they want to add to their diagram after the discussion
with classmates should be added to the Venn diagram in pen. |
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G. Closure-
| 1. Remind students of the reasons we compare and contrast. When
we practice this skill we force ourselves to go back into the text
to support our inferences. We also build a stronger connection to
the story and characters that will help us make more meaning of what
we read. |
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7. Evaluation-
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| 1. Student's Venn diagrams will be assessed based on the number
and quality of comparisons they included. |
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8. Teacher Reflection-
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| This lesson, based on the instructional strategy of scaffolding,
will hopefully help students make more meaningful connections to the
characters in the story and build knowledge of the Chinese culture.
Also, the social component, with all the peer discussions, should
aid in oral language development. That oral language would be further
developed by the repetitive and rich language contained in the literature. |
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