Professional Documents
Culture Documents
Maddie Chawner
November 21, 2014
Comparing Similar Plots Using Who, What, When, Where, Why, and How
Grade:2nd
Goals or Objectives: Students will be able to compare and contrast two versions of the same story by
identifying the who, what, when, where, why, and how of the stories.
Grade Level Guide: Content Standards
Content Curriculum Focal Points Common Core State
(ie: NCTM, IRA,)
Standards
NCTE/IRA
CCSS.ELA-Literacy.RL.2.9
3. Students apply a wide range of Compare and contrast two or
strategies to comprehend,
more versions of the same
interpret, evaluate, and
story (e.g., Cinderella
appreciate texts. They draw on
stories) by different authors
their prior experience, their
or from different cultures.
interactions with other readers
and writers, their knowledge of
CCSS.ELA-Literacy.RL.2.1
word meaning and of other texts, Ask and answer such
their word identification
questions as who, what,
strategies, and their
where, when, why, and how
understanding of textual features to demonstrate understanding
(e.g., sound-letter
of key details in a text.
correspondence, sentence
structure, context, graphics).
Interdisciplinary Connections
This lesson could also work well
alongside a Science lesson learning
about the different animals
mentioned in these stories. The
students could learn about bears,
pigs, and wolves, and their natural
habitats. The students can learn
about the actual environment that
these animals live in. The students
will realize that these animals do
not actually live in houses; this was
just part of the stories.
Materials:
Students Needs: note card, pen or pencil, a graphic organizer for each student
Teacher Needs: whiteboard, whiteboard markers, copies of the six books for each group, the YouTube
video (see resources for link), computer, projector, note cards for each student, PowerPoint presentation
Language Function: The students will analyze the story and identify the who, what, when, where, why,
and how parts of the story plot. The students will also describe and explain these aspects of the story plot
to the class in an oral presentation.
Lesson Plan
Before:
Review the plot of the story The Three Little Pigs (the original version) which was read the
previous class day
Present the PowerPoint presentation that covers the who, what, when, where, why, and how of
The Three Little Pigs. This will help review the story for the students.
During:
Pass out note cards (one for each student) which has one of the following words on it: who,
what, when, where, why, or how.
Begin the lesson with playing the read aloud for the True Story of the Three Little Pigs which is
on YouTube.
While the online read aloud is playing, have the students fill out the note card that they have
been given. Each student will be looking for a different aspect of the book.
After the read aloud, create a class list on the board with all of the students answers.
After:
Split the class into four equal groups of five students each.
Give each group their own story to read. Goldilocks and The Three Bears by James Marshall,
Little Red Riding Hood by Candice Ransom, Little Red Riding Hood by Susan Horowitz,
Honestly, Red Riding Hood was Rotten by Trisha Shaskan.
Before the group begins to read, hand out the graphic organizer that goes along with the specific
text. Assign each student a specific aspect that they will be responsible in listening for during
the group reading.
Once the book has been read and each student has found their individual aspect, allow the groups
to discuss their answers with each other. The students will be completing their graphic
organizers while discussing and sharing their answers with their group members.
Each group with transfer their information from their finalized graphic organizers on to the white
boards and present their findings to the class.
For homework: the students will be given a story and a graphic organizer to fill out at home on
their own. The class will review this homework the following day in class.
Assessment: While the students are working in the groups, the teacher will be checking that the students
are on task and are working in their groups to complete the activity. The teacher will collect the note
cards given to the students during the beginning of the lesson. Furthermore, the teacher will also collect
the students graphic organizers that they will complete in groups, so that they can check the students
understanding of the concept. The teacher will hopefully be able to see students progress and
improvement from the beginning to the end of the lesson by comparing the students responses on the
note cards and on the graphic organizers.
Type of assessment
(formal or informal)
Informal
Description of
assessment
Modifications to the
assessment so that
all students could
demonstrate
learning
If students have a
severe learning
disability related to
writing full sentences,
allow these students
to draw a picture
inside their graphic
organizers, instead of
using words/
sentences. The
students will be able
to label the aspects of
their pictures, instead
of using full
sentences.
Adjustments
What instructional changes do you need to make as
you prepare for your next lesson?
Proposed Changes
If you could teach this lesson again to this group of
students what changes would you make to your
instruction?
Justification
Why will these changes improve student learning?
What research/theory supports these changes?
group bowls.
Honestly, in regards to the reward system with the group
bowls, I would probably have to modify what the actual
reward would be. I would not want to give the group
with the most points candy every day, but I would maybe
want to build a classroom reward system into the daily
routine. I would possibly chart the amount of cotton
balls that each group gets at the end of each activity, and
reward each group once they get to a certain level with a
small reward (like five minutes to read independently in
the reading corner, the ability to choose the next read
aloud for fun book, etc.).
As I prepare for my next lesson, I would look over the
students homework to verify that each individual student
understands how to find the who, what, where, when,
why, and how of a story. I would make sure that each of
them were able to find at least one detail for each aspect.
This would then help me to know where to go with my
next lesson. If some students were struggling with
grasping this content, then I would possibly split up the
class into groups of students who understand the material
and students who may be struggling. Then I would have
Mrs. Chawner and I split up and work with the different
groups at their specific levels to try and meet their needs.
If I could re-do this lesson to a new group of students,
then I would maybe change how I presented the video of
the book talk in the beginning. The video is pretty long,
so I am not sure how actual second graders would do
with watching a book talk video for six minutes. I would
possibly try to pause the book talk at certain points to
make text-to-text connections with the previous Three
Little Pigs story that I read with the class on the
previous class day. Furthermore, I could possibly make a
compare and contrast chart with the students and fill it
out as we were watching the video (during the times that
I would pause it) and finish filling it out after the video is
done. If I did this, then I would maybe split the lesson
into two lessons. The first day I would focus on the
similarities and differences between the two texts, and
the second day I would introduce the concepts and
activities related to finding the who, what, where, when,
why, and how of the stories.
This change would hopefully improve student learning,
because it would help the students make connections
with the material that is being presented to them.
Through making text-to-text connections, then they will
strengthen their comprehension of the important
No (0 points)