Lesson One: Introduction to Compare & Contrast through Red Riding Hood

OVERVIEW
Unit Topic: Comparing & Contrasting with Folk & Fairy Tales
Content Area: ELA
Grade Level: 2nd

Standards Addressed:
 CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
 CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
 CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
 CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
 CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting,
or plot
 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.

Essential Questions:
1. Should we retell and change stories?
2. Why do we like stories that are similar?
3. How do similarities and differences in stories help us better understand our world?

Narrative:
Lesson One will consist of an introduction of comparison and contrast methodology using fairy tale plot structure, character development, and
events as the source of material analyzed. Students will participate in communal discussion, watch two short videos of variations of Little Red
Riding Hood, and use Venn Diagram to introduce compare/contrast methods while working in arranged pairs. Methods of instruction will address
the diverse needs of students through multiple representations of material (print, visual, and auditory material), so that all learners may have the
material accessible. Instruction will also differentiate in terms of student choice in order to build and maintain student engagement in interested
topics. Finally, this lesson features structured collaborative learning opportunities to allow pairs to grow and learn from one another.

OBJECTIVES
The student will be able to:
 Identify key details in a text and describe character response to said details by discussing and writing major events and character qualities
for two different versions of Little Red Riding Hood.
 Recognize the compare and contrast model by correctly differentiating between similarities and differences of key details in two versions
of Red Riding Hood.
 Explain how images surrounding the written text further the plot elements of the story by watching and discussing two digital video
versions of Red Riding Hood.
 Recall the purpose of the beginning and end of story structure by separating and organizing similarities and differences of beginning and
end elements of Red Riding Hood versions in Venn Diagram activity.

ASSESSEMENT
 KWL Chart
Students will individually complete the K & W of the KWL chart either through digital worksheets or paper means. Upon teacher review,
KWL chart will allow the teacher to assess the student’s prior knowledge of the subject allowing for determination of overall student level
of knowledge as well as address any aspect the student would like to learn in particular, making the unit relevant and interesting for the
student. Students will return to L at the end of the unit to determine what they have learned.
 Class Discussion
With teacher verbal prompts, students will discuss the following throughout the lesson:
- Favorite fairy tale and why
- What they know and want to know about fairy tales
- Essential questions and “real world” value
- Plot Structure for Each Red Riding Hood Version
- Venn Diagram as a tool for compare and contrast
Throughout these class discussion topics, teacher will assess student response for accuracy and relevance as well as indicate any notes for
ways to improve instruction for class as a whole and/or individual student needs
 Group & Pair/Share Discussion
Teacher will circulate classroom throughout group discussion activities to assess student responses for accuracy and relevance as well as
direct student conversation for understanding of learning objectives.
 Venn Diagram Poster
 Teacher will utilize responses from Venn Diagram posters to determine student organizational skills of similarities and differences in the
two versions. Teacher will respond to students with comments, so students can be redirected to correct path immediately. Pair/Share
groups will be organized accordingly.
 Digital Journal
Teacher will utilize responses from digital journal as summative assessment of the lesson, as student reflections of key ideas will indicate if
they met the learning objectives and are actively engaged in the unit.

INSTRUCTIONAL METHODS

Opening
 Teacher will ask students to bring an item from home related to their favorite story. Teacher will introduce the fairy tales and comparison
and contrast unit through whole class discussion based on item of favorite story and why that item is important to the story. Teacher
will write answers and display images related to student discussion. Initial class questioning will get students thinking of personal
experiences outside of the classroom, allowing them to become engaged in the material, while the tangible item will allow students to
connect the story to real life in a literal sense.
 Teacher will ask essential unit questions by splitting class into three groups, one for each question. Students will select the question
they are most interested in and work with appropriate group to discuss. Class will return to whole-class discussion to discuss what was
discussed in groups and to brainstorm why different versions of a text exist and its real world value. Use tangible items brought from
home as examples.
 Students will complete K & W from KWL chart through either digital or print worksheet (student choice). Student completion of K & W
will, again, allow them to apply the topic to their personal knowledge as well as direct the conversation for what they would like to know
on an individual level. Chart will be in response to essential questions.

During

Introduce New Knowledge

 Students will watch two video versions of the fairy tale, Little Red Riding Hood. The first video version will align more closely with
the classic version of Little Red Riding Hood; while the second video will display how the story should have gone. Video will engage
the student’s attention while the teacher introduces the concept that stories transcend a wide range of mediums, as students will
come to understand with future lessons when they apply the same principles through print-based story mediums. The teacher will
also introduce and emphasize the need to recognize story structure and individual elements of a story before comparing two similar
stories by citing examples from the two videos.

Guided Practice
  The teacher will indicate to students that they will be playing a plot game where they will need to determine the story events in
order to outline the plot. Teacher will select first and second events of the first Red Riding Hood videos to demonstrate to students
how plot works.

Independent Practice
 Students will work pair/share to choose and play plot structure game, where they will use the set of card images to arrange the plot
structure for each version of Red Riding Hood.

Guided Practice
 After game, class will return to whole class instruction, where student volunteers will come to the board and place the key events
magnet cut outs where they belong in the plotline for each story. Teacher will guide the students by verbally explaining as the
students come up with their selections.

Independent Practice
 Students will work in pairs on a Venn Diagram poster, where they will glue the game card images to the Venn Diagram,
demonstrating what was different and similar in the two versions. They will then discuss the differences and explain how the
differences changed the meaning of the story. Students will be strategically paired to maximize student communal learning.

Guided Practice
 Through whole-class instruction, we will use the magnet cuts out to review a master Venn Diagram together and expand group
conversation to discuss how the differences in the story changed the message/moral of the Red Riding Hood Tale.

Closing
 As a class, return to essential questions. We will use the two different meanings/morals extracted during class conversation to
further investigate the essential questions of the unit, especially in regards to ideas about morals and messages.
 Reflect on key ideas learned in lesson by reflecting on the lesson learned for the day in digital journal. Teacher will review digital
journal to analyze student responses and engagement as well as identify any student who needs additional help with a particular
concept.

MATERIALS & RESOURCES

1. KWL Chart
a. Digital - https://app.wizer.me/learn/HU81WB
STUDENT PIN: HU81WB
 b. Print – attached.

2. Red Riding Hood Videos

a. Version One - https://www.youtube.com/watch?v=RT-EwqgHqCk
b. Version Two - https://www.youtube.com/watch?v=WG3_gnKSDh4

3. Red Riding Hood Group Cards/Board Magnets

See Appendix A

4. Venn Diagram Poster Template

See Appendix B

5. Digital Journal
https://app.wizer.me/learn/PE3NYN
STUDENT PIN: PE3NYN
Appendix
Appendix A: Red Riding Hood Group Cards & Board Magnets
STORY VERISON ONE
STORY VERSION TWO
Appendix B: Venn Diagram Poster Template