Ashley Ostendorf Mrs.

Travers, Margaret Brent Elementary January 31, 2014

LESSON PLAN OUTLINE JMU Elementary Education Program A. TITLE/TYPE OF LESSON Compare and Contrast: The Three Little Pigs B. CONTEXT OF LESSON All components of comprehension are addressed in this lesson: activation of background or prior knowledge, modeling the comprehension strategies of rereading and compare and contrast, discussion, summarization, vocabulary introduction, sentence composing, and written response. The fourth grade students have been working with comparing and contrasting within the same text all week. These students have learned how to re-read, predict, use context clues to answer probing questions, and understand the general sequence and events of certain stories. The students are read aloud to every day in multiple subjects, proving that they have the attention span to sit and listen to a story. I have witnessed the excitement in the student's reactions when being read to aloud, through their constant questioning and blurted out responses. Starting with the read aloud, I will be able to capture their attention. After the story is read out loud students will read to themselves and model the comparing and contrasting strategy themselves. This Comprehension lessons fit in the sequence of the curriculum in that these children have already learned word patterns and general phonemic awareness and can easily read and write. They now need to analyze two types of writing and be able to make connections, comparisons, and contrasts. This comprehension lesson encourages active exploration and examination of word features and vocabulary that are within a students stage of literacy development with the word study component. In terms of child development, my students have mastered the emergent and letter name alphabetic stages of orthographic development and some are currently in the within word pattern stage. Because they are in the within word pattern developmental stage and early fluent stage, they can spell most single syllable words correctly, along with most initial consonant digraphs and blends, proving that practice in free-writing is an exceptional way to teach reading and writing skills. C. STANDARDS OF LEARNING 4.1 The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups. b) Contribute to group discussions across content areas. c) Seek ideas and opinions of others. d) Use evidence to support opinions. e) Use grammatically correct language and specific vocabulary to communicate ideas. f) Communicate new ideas to others. g) Demonstrate the ability to collaborate with diverse teams. h) Demonstrate the ability to work independently.
4.5

The student will read and demonstrate comprehension of fictional texts a) Explain the authors purpose. b) Describe how the choice of language, setting, characters, and information contributes to the authors purpose. f) Describe the relationship between text and previously read materials. g) Identify sensory words. h) Draw conclusions/make inferences about text.

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary January 31, 2014

i) Make, confirm, or revise predictions. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy. D. LEARNING OBJECTIVES Understand Students will understand the function of comparing and contrasting. Know Students will know the comparisons and contrasts between the retelling of the three little pigs with the classic story. Do

Students will create their own venn diagrams to record their ideas about the similarities and differences about the two fairy tales

E. ASSESSING LEARNING Objective Students will understand the function of comparing and contrasting. Assessment Interactive note packet Venn Diagram Data Collected I will collect their note packet to make sure they have them completed. A venn diagram will be completed one fact color coded by each student, comparing characters or events in the two stories. A venn diagram will be completed one fact color coded by each student, comparing characters or events in the two stories. Students will write down new information that they learned from other groups on the carousel walk on a half sheet of paper. A venn diagram will be completed one fact color coded by each student, comparing characters or events in the two stories. Students will write down new information that they learned from other groups on the carousel walk on a half sheet of paper.

Students will know that there are similar characteristics between the two stories, as well as different characteristics.

Venn Diagram Carousel Walk

Students will identify comparisons and contrasts between the retelling of the three little pigs with the classic story.

Venn Diagram Carousel Walk

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary January 31, 2014

F. MATERIALS NEEDED Poster paper Markers for each group (a green, red, black, and blue marker for each group) Original story of the three little pigs Retelling of the three little pigs (John Scieszka) 2 copies of the retelling for each group G. PROCEDURE (CONTENT) Brief timeline: 11:00 Snack/restroom break Word Study test until 11:45 Compare and contrast word splash from 11:50-11:55 Read the three little pigs out loud to the class until about 12:05 Students will read the retelling until about 12:15 Small group compare and contrast posters 12:35 Carousel walk until 12:50 Gems and opps peer feedback until 1:00 Students will come back from encore around 10:50. We will have a restroom break and bring our snacks to our seats. I will make sure that the classroom is in order for the lesson after the word study test while students are eating their snacks Each table will get a piece of chart paper, a black, green, red, and blue marker, as well as two copies of the printed retelling. We will begin with their weekly (Friday) word study test. This will take them until about 11:45 Students will turn in word study tests at the back table. I will instruct the students to completely clear their desks after they are done To introduce the lesson, I will instruct the students to write down everything they know about comparing and contrasting. Students will have a minute to write down anything that comes to mind when comparing and contrasting. I will play music while they are writing. This will serve as a pre-assessment. When the time is up I will ask each group in order table 1-6 to share the things that they have come up with. I will encourage participation and give praise to the answers they come up with. To building background knowledge, I will ask the students to recall the story of The Three Little Pigs. Discuss the plot, as well as the point of view from which the classic version is written (the pigs' point of view). I will model metacognition before I read the story. I will think-aloud: When I'm unsure about something I'm reading, I pause to reread the sentence, or sentences, and think about whether or not they make sense to me. Since I know good readers do this, I'm going to pause after every page to ask myself whether the material makes sense. If I come across points or words that dont make sense, I'll go back and reread to see if I can figure them out. I will read the original story to the class After, I will tell them that as a group, they will take turns reading, paragraph by paragraph the retelling of the three little pigs. What do you think might be different in this story? Is the plot going to be the same as the story we just read? After you read the story, you will work with the groups you are sitting it to complete a venn diagram to compare the two stories on the chart paper. Each person in the group must write a pair of contrasts and a comparison. If you are sitting in Keagans position at the table, raise your hand. You will be using the

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary January 31, 2014

black marker. If you are sitting at Kassis position in the table, you will be using the red marker. If you are sitting where alex is sitting, raise your hand. You will be using the green marker. If you are sitting in the same spot as Adrianna you will be using the blue marker. Gregory and Brooke since you guys have a group of 5, you will be using an orange marker. I am having the students at each table use different color markers so I can individually assess the students who made a comparison and those who did not, as well as the quality of the comparisons/contrasts. Each student only has to come up with one of each. This will take 15-20 minutes. I now will have students read the book to find out what happens to the wolf in this version of the story. I will remind students that when a word or section of the book becomes difficult, they should slow down, look at the illustration, and continue on to the end of the sentence or paragraph. They should then go back and reread the sentence or paragraph, making sure they understand what they have read. You may underline words or parts in your story that your group may have gone back to reread. Students may move on to the venn diagram as soon as they are done reading. After about 15 minutes of working on it. Students will get to take a look at other groups venn diagrams Students who used a black marker will be in a group, red marker will be the next group, green, and finally blue/orange. Students will get a minute to look at each poster. I will be timing on my cell phone. The students who created the poster will tell their new group the comparisons and contrasts that they came up with. We will rotate until every group gets to see every poster If extra time we will go over the words that the students may have reread or still had questions on in the second story they read. To wrap up the lesson students will self-reflect. When students return to their seats they will write down one gem on a sticky note and one opportunity on the sticky note. The gem is something they felt that they did good during their reading time. This self-reflection is based on how well they thought they followed directions, participated, etc. An opportunity is something they think they may need to work on, behaviorally, for next time in reading. H. DIFFERENTIATION Describe how you have planned to meet the needs of all students in your classroom with varied interest and learning readiness, English language proficiency, health, physical ability, etc. How will you extend and enrich the learning of students who finish early? How will you support the learning of children struggling with your objectives? I have planned to meet the needs of all the students in my classroom. No student can finish early at the posters for they will be timed a minute and told to move on. If anything, they will need more time. If a group does finish early creating their poster, I know there can be a lot more detail added to their projects. The students who get off task will be re-directed by their classmates and myself. There are no ELL students in my class, so the instructions to the activity will not be an issue. Those who are struggling with my learning objectives will be given extra attention and guidance. I do not anticipate any problems with the tasks since they have been doing lessons like this all week. Every students poster products are going to be different and individualized by their creativity/interest level.

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary January 31, 2014

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? I am hoping that my directions are clear and easy, avoiding any embarrassing situations and issues. However, I have learned to expect the unexpected. The students may potentially have no interest in the books at all, in which I would ask more questions to allow them to personally connect with the story. As said before, the students love being read to aloud and seem to enjoy reading generally so I do not see this as a huge threat. Students may have trouble focusing for a long period of time, which I hope the frequent questioning, group work, and movement will cure. Students should not necessarily get off task at their seats while completing their venn diagrams, since they have a limited amount of time to finish and their peers will be looking at it. The room could get loud during the group work, which I attempt to control by using music. Some groups may finish reading the stories quicker than others, which is okay. I will help to read with the lower table groups if they are having trouble. The story is on an O level, which is about where they all are anyways.