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Whole Group Lesson Plan

This lesson plan compares two versions of "The Three Little Pigs" folktales. Students will independently complete a Venn diagram by cutting out phrases from the stories and placing them in the correct section. The teacher will assess students based on their completed Venn diagrams. Most students were successful, though a few missed 2-3 items. Accommodations are provided for struggling students, such as highlighting lines to cut or placing items for them.

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157 views6 pages

Whole Group Lesson Plan

This lesson plan compares two versions of "The Three Little Pigs" folktales. Students will independently complete a Venn diagram by cutting out phrases from the stories and placing them in the correct section. The teacher will assess students based on their completed Venn diagrams. Most students were successful, though a few missed 2-3 items. Accommodations are provided for struggling students, such as highlighting lines to cut or placing items for them.

Uploaded by

api-283325243
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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edTPA Lesson Plan Template

Central Focus:
Comparing and Contrasting two similar
folktales by using the differences/similarities
in the characters and the plot

Subject:
Reading/Literacy
Essential Standard/Common Core
Objective:
CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more
versions of the same story (e.g.,
Cinderella stories) by different authors or
from different cultures.
Daily Lesson Objective:

Date submitted: 11/18/16


11/14/16

Date taught:

Students will independently complete a Venn diagram by cutting out the 8 pieces of
information, pulled from the stories, from the answer choices and glue them in the
correct place on the Venn diagram. The students will meet the objective by placing all of
the phrases from the story in the correct spot.
21st Century Skills:
Social and Cross-cultural Skills:
Students must understand when it is
okay to speak and when they need to
listen
Critical Thinking: Students must
analyze the answer choices and make the
decision of where it goes
Information Literacy: Students
evaluate information that is provided for
them

Academic Language Demand (Language


Function and Vocabulary):
Language function: Compare, Contrast
Vocabulary: Venn Diagram, Compare,
Contrast, folktale

Prior Knowledge:
Students should already have learned how to use a Venn Diagram (they shouldve done
a Venn diagram to compare fables with folktales earlier in the unit) and should have
some idea of what a folktale is.

Activity
1. Focus and Review

Description
Teacher will draw a Venn diagram on the board and ask
the students if theyve seen it before. If they have, the
teacher will then have students explain what it does
and what each section means.
Teacher will introduce The Three Little Pigs as well as
The True Story of the Three Little Pigs and ask if
anyone has read either of the stories.

Teacher will have the students to predict what is going


to happen based on the cover of the story.
2. Statement of Objective
for Student

3. Teacher Input

Today we are going to read these two stories, and we


are going to compare and contrast using the Venn
diagram that I have drawn on the board.
Teacher will have the students come to the carpet in the
front of the room and read The Three Little Pigs and
then he/she will read The True Story of the Three Little
Pigs. After each story is read, the teacher will ask what
happened in the stories.
Once both stories are read the teacher will have
students go back to their seats. The teacher will then
remind the students that one story title goes on the left
of the Venn diagram and the other story title goes on
the right of the Venn diagram. She then points out that
the two outside sides are the differences between the
stories and the part in the middle will include the
similarities between the stories.
Teacher will start off by writing one point in each
section. Teacher will write that a similarity is that both
stories have animals. She/he will then write that in The
Three Little Pigs the wolf is mean. The teacher will
write under The True Story of the Three Little Pigs that
the pigs are mean.

4. Guided Practice

5. Independent Practice

Teacher will then ask the students to share the


differences and similarities of the stories. Students will
raise their hands and be called on to explain these
similarities and differences. The teacher will write the
correct answers on the board. Teacher can predict that
students will only discuss the animals and a few of the
specific parts in the story.
Teacher will only allow enough responses to ensure that
a good example of student understanding and
understanding of the activity shows.
Teacher will pull student sticks to randomly choose two
students. These volunteers will pass out the worksheets
(included at the bottom). One worksheet includes a preprinted Venn diagram that already has the two titles of
the stories listed. The second page includes the answer
choices that students will use to cut and paste onto
their Venn diagram worksheet.
Teacher will have table leaders grab scissors out of the
basket for each student and then will give students 5
minutes or so to cut out answers on the answer choice
page. Once they are done cutting, they are to go to the

teacher and get a glue stick. The students will glue the
correct phrase from the story to match the correct
placement on the Venn diagram.
Example phrases include:
The pigs each build a house
The wolf is arrested and sent to jail
The wolf huffs and puffs
The wolf is telling the story
6. Assessment Methods of
all objectives/skills:

7. Closure

The completed worksheet that includes the Venn


diagram will be used for assessment.
After the independent practice, the teacher will lead a
discussion where students go over their answers and
discuss the differences and similarities between the
stories.
Out of 15 students, only 5 achieved full mastery. These
were the only students that did not miss any. 5 students
missed two of the problems. 3 students missed two of
the problems. 1 student missed four of the problems
and 1 student missed six.

8. Assessment Results of
all objectives/skills:

The student who missed six of the parts is a very new


student to the school and struggles with reading and
understanding what he reads. This student probably
didnt understand the different answer choices. This
students answers were all over the place and didnt
have any pattern of error whatsoever. For this student, I
shouldve read the questions to him.
The students who missed two or three answers made
simple mistakes that one wouldve gotten confused on
if he/she hadnt paid attention to the read aloud.
The students that missed two or three all missed similar
answer choices. They missed The wolf sets out to eat
the pigs, The wolf blows down the first and second
house of the pigs, and The wolf huffs and puffs.

Targeted Students
Modifications/Accommodations

Student/Small Group
Modifications/Accommodations

For EC, the teacher can accommodate by


highlighting the lines to cut or cut for the
student. He/she can also put the phrases
in the correct section and allow the
student to glue them down if they are
severe.

Teacher will walk around the room to


observe student progress during the
independent activity. He/she can then
speak with an individual student and
guide them using questions to get them
going in the right direction.

Materials/Technology:
Two stories: The Three Little Pigs and The True Story of the Three Little Pigs
Whiteboard for Venn diagram drawing in guided practice
Two worksheets for independent practice and assessment (listed on next two pages)
Glue stick (one per student)
Scissors (one per student)
CT signature: ________________________ Date: ______ US signature: ___________________Date:
____

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