Understanding By Design Backwards Design Process

Second Grade, Language Arts: Compare/Contrast Stories

Stage 1 Desired Results
Content Standard(s):
AL-ALEX.LA.2.8: Compare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures.
AL-ALEX.LA.2.27: Participate in shared research and writing projects.
AL-ALEX.LA.2.30: Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
NETS.S 1.b: Create original works as a means of personal or group expression.
NETS.S 2.d: Contribute to project teams to produce original works or solve problems.
Understanding (s)/goals Essential Question(s):
Students will understand that: Why would someone write a fictional
Fictional stories are made up with story?
imaginary people and events How are people in a fictional story
There may be multiple versions of a different than that of real life people?
fictional story Why would authors write different
Comparison is to identify similarities versions of the same story?
Contrast is to identify differences Is it important to compare/contrast?
Venn-Diagrams are visual components Why do people like to compare/contrast
that compare and contrast one or more things?
thing. How can people use Venn-Diagrams in real
life situations?
Student objectives (outcomes):
Students will be able to:
Identify a fictional story
Differentiate between compare and contrast
How to sketch a Venn-Diagram
Compare & Contrast two separate versions of the same story
Create a digital/virtual Venn-Diagram that represents the similarities and differences of the
two versions of the same story
Justify their comparisons
Stage 2 Assessment Evidence
Performance Task(s): Other Evidence:
Virtual/Digital Venn-Diagram Thumbs Up/Thumbs Down
Observations
Class Discussions
Paragraph Reflection
3-2-1 Exit Slip
Stage 3 Learning Plan
Learning Activities:

Materials:
Interactive White Board
Student Technology Devices (laptop, IPad or computer lab)
Access to the Internet
Rubric
 Checklist (Attached)
Journals
Paper
Pencil
Crayons/Colored Pencils

Introduction to Content

1. Display the picture shown here on the Interactive white board. (If you do not have access to
one, try and find a poster board print out of one similar)
2. Ask the students, Does this picture look familiar to anyone? Wait a few seconds before calling
on student(s) for an answer.
3. Ask the students, Thumbs up if youve heard the story of little red riding hood? Thumbs down
if you have not.
4. For those with an interactive whiteboard, show students the video, Chicken Little.
5. For those that do not have an interactive white board try this version.
6. Write Fictional Story on the board.
7. Ask the students, Who knows what a fictional story is? Wait a few seconds before calling on
student(s) for an answer. Write down the responses on a large writing pad.
8. After all the responses are written on the board, have each student go up to the board and place
a tally mark by the answer they agree with the most.
9. Have the definition written for fictional story, for the students to see and copy into their
Reading Logs.
10. Activate students prior knowledge with the following prompt, Using what you already know,
do you think the story of Little Red Riding Hood is a fictional story? Instruct students to turn
and talk with their assigned partner about their answers.
11. After a few minutes (no more than 5) allow one partner to report their answer. When a student
provides their answer, ask them to explain their answer to the classroom.
12. Instruct the students to gather on the classroom rug. The teacher will then read aloud the book,
Chicken Little, by Steven Kellogg. During the read aloud, be sure to stop occasionally and ask
the students questions.
Explore
45 Minutes

I DO (5 mins):
After the read aloud, the teacher should pull up the program, Venn-Diagram, for the students to see. Explain
to the students that, A Venn-Diagram is a visual aide in showing someone the ways that things are similar
and the ways they are different. Let them know that today they will be using a Venn-Diagram to show how the
two stories of Chicken Little are alike and the ways they are different. Explain what this process is, which is
comparing and contrasting. Comparing is finding all of the similarities, while contrasting means finding the
differences.
WE DO (10 mins):
Instruct students to go to the website. Be sure to thoroughly introduce this website to the students and have it
bookmarked prior to this lesson.
Instruct students to type in their name and the project name, Chicken Little. (A best practice, is for the
 teacher to have the website pulled up on the interactive whiteboard for the students to follow along)
Demonstrate to the students how they can expand and move their circles.
Be sure to assist the students in labeling one circle Classic Story and the other New Age Story.
Prompt the students with this question, Consider everything in both of the stories. For
example the characters, their attitudes, and the main events. What do you think is ONE way that we
can compare these two stories?
Wait a few seconds before calling on any students. Pay particular attention to responses. This will allow the
teacher time to observe the class and see whether the students understand what it means to compare
something. Once a student suggests a similarity, ask students to give you a thumbs up if they agree or a thumbs
down if they disagree.
Model for the students on how to fill in a comparison on the Venn-Diagram.
Pose this question to the students, Consider everything in the two stories as you did with
comparing. Now what is ONE way we can CONTRAST these two stories?
Wait 5 seconds before calling on students. Pay particular attention to responses. Again this will give the teacher
insight into whether or not the students truly understand what contrasting means. Once a student suggests a
difference, ask students to give you a thumbs up if they agree or a thumbs down if they disagree.
Model how to fill in a contrasting observation on the Venn-Diagram (in the individual circles).

YALL DO(25 mins):

Divide students into groups of four-five. Be sure to consider individual grouping needs in order to meet the
needs of all students. Instruct the students to work within their groups to complete a virtual/digital Venn-
Diagram that is comparing/contrasting the classic story of chicken little and the new age version.
Students should create a group name to place in the name section rather than each individual name.
A rubric should also be provided to each student. This will help them to understand what the expectations are.
A checklist should also be provided for self-assessment (checklist attached). Students will print the PDF
version of their diagram to turn in.

YOU DO (10 mins):

When the students have completed their Venn-Diagrams, they will individually write a short paragraph
explaining two things that they learned from the lesson and how they could use a Venn-Diagram in the future.

Extend/Evaluate
10-15 minutes
1. Teacher will address the students with something similar to the following, Who enjoyed
hearing the two versions of Chicken Little?! I hope you enjoyed getting the chance to
investigate how these two stories were similar as well as different. All of you did an amazing job
with the virtual/digital Venn-Diagrams, and I cannot wait to get a closer look at each one!
Tomorrow we will learn more about how these Venn-Diagrams can further assist us in writing
about two or more stories. Im excited to dive a little deeper into this topic, and I how you are
too!
2. 3-2-1 (Exit Slip): Before the students leave for the day, have them answer the following
questions:
Define the following terms: fictional story, compare, contrast
Describe two differences and two similarities between the two stories
Share 1 way how you could use a Venn-Diagram in the real world?
3. Another option is to have the students write in their Reading Logs with their opinion on the
two stories. Prompt them to think about a story they would like to write another version to.
Have them illustrate a picture to coincide with their story.
 My Checklist based on UbD Design Standards

Yes No ?
Have I included the appropriate standards? YES
Does my rationale include what the unit is about and what the standards YES
will do?
Are my Enduring Understandings important and appropriate? YES
Do my Essential Questions match the Enduring Understandings? YES
Are the Essential Questions open-ended? YES
Are the Essential Questions really intriguing as written? Is this the kind of YES
question a real kid or adult would be interested in?
Does my knowledge section identify the important facts and concepts YES
needed to uncover the Enduring Understandings?
Do the assessments demand higher-level thinking? YES
Does the Performance Task assess for student grasp of the Enduring YES
Understandings?
. Is the Performance Task authentic? YES
Did I include an appropriate rubric(s)? YES
. Are all 3 stages aligned? (Enduring Understandings, Essential Questions, YES
Knowledge, Skills, Assessment, and Learning Activities)
. Is there enough assessment evidence? YES
. Does the unit include student self-assessment and/or reflection? YES
. Is there sufficient variety, choice differentiation? YES
. Do the Learning Activities have enough detail? YES
. Are the Learning Activities likely to be effective and engaging? YES
. Are all the Learning Activities necessary? YES
. Have I listed enough resources? YES
0. Is there enough information/detail in this UbD unit for someone else to YES
make sense of it and adapt it for themselves?