Learning Segment

Central Focus- Comparing and Contrasting Similar Stories

edTPA Lesson Plan 1

Central Focus: Comparing and Contrasting Similar Stories

Title: Comparing Two Tales of Little Red Riding Hood

Rationale/Focus Statement:
This lesson will be taught to a class of 22 second grade students, ages 7 to 9 years
old, in a whole group setting on the carpet and a whole group setting at the students
seats around the room. This lesson will focus on reviewing the literacy strategy of
identifying the story elements from a text, such as characters, setting, problem, and
solution, in order to compare and contrast two similar stories using these elements.

Objectives:
-Students will be able to identify the characters, setting, problem, and solution of a
story.
-Students will be able to retell the beginning, middle, and end of a story through the
illustrations and text of the story.

State/Common Core Standards:

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.2.5. Describe the overall structure of a story,
including describing how the beginning introduces the story and the ending
concludes the action.

Materials:
Little Red Riding Hood by Jerry Pinkney
Lon Po Po by Ed Young, narrated in a video from Youtube.com
Story elements organizer (22 copies)
SmartBoard with digital copy of the book
Whiteboard
Pencils
Clipboards
Comparing and contrasting Venn diagram poster for reference

Resources/References:
Lon Po Po story narrated:
https://www.youtube.com/watch?v=6kQM7KoIxd4
Ms. Lilypads Primary Pond: Unit 1, Week 4, from 2014.
Instructional Strategies:
1. The teacher will begin by instructing the students to take out their clipboards
and a pencil and come to the carpet. The classroom helpers will pass out a
graphic organizer to each student to put on their clipboard. The teacher will
instruct students to sit in their assigned spots, and face the front of the room.
2. While the students are transitioning to the carpet, the teacher will create a
similar set up to the graphic organizer sheet on the whiteboard.
3. The teacher will introduce the lesson by explaining to the students that they
will be using the strategy of identifying story elements that they learned last
week to begin to compare and contrast two similar stories.
4. The teacher will write the title on the board and have the students write
down the title of the first book on the appropriate blank on their paper.
5. The teacher will begin reading through Little Red Riding Hood by Jerry
Pinkney, stopping throughout to identify characters, setting, the problem,
and the solution with the class. The teacher will write in the corresponding
categories that the students have on their graphic organizers on the board,
modeling how to fill the paper out so that the students can reference the
board and follow along easier.
6. After finishing the story, the teacher will lead the students through a
retelling, asking what happened at the beginning, in the middle, and at the
end of the story.
7. The teacher will dismiss the students from the rug to their flexible seating
choices for the day, where they will continue the lesson.
8. While the students are moving back to their spots for the day, the teacher
will pull up the video recording of Lon Po Po by Ed Young on the SmartBoard
from Youtube, and again, write the title on the board while the students write
it in the second column of their graphic organizer.
9. The class will listen to the narration of the second story, and the teacher will
pause the recording occasionally, to fill out the second half of the graphic
organizer with the story elements, as a whole group.
10. Once the video is over, the teacher will lead the students through a retelling
of Lon Po Po, allowing the struggling readers and writers to catch up with
filling their charts out.
11. The teacher will conclude the lesson by having the students think in their
head, how the two tales of Red Riding Hood are the same, and how they are
different. Then the teacher will dismiss the students to put their organizers
into their School Folders in order to use them for tomorrows lesson, where
they will be comparing and contrasting the two texts. Then, following the
students thinking in their heads, the teacher will call on some of the students
to share their thoughts, and ask Why? questions to guide the students if
needed.

Assessment:
The assessment for this lesson is mainly discussion based, and also based off
of completion of the graphic organizer for each story. Being the first lesson, the
teacher is introducing the new idea of comparing and contrasting by having the
students use something that they have previously learned about, identifying story
elements, in order to create a base for the students to use when actually comparing
and contrasting in Lesson 2. The teacher will be able to quickly assess, throughout
the lesson, how well the students understand the concept through their
participation, attention, and the comments that they are contributing to the class
discussion. Since the lesson is done as a whole group, with the teacher writing on
the board, the students should all have the same answers on their graphic
organizers. This is why the graphic organizer will be taken as a completion grade
after Lesson 2 to check that the students were on task during the entirety of the
lesson.

Accommodations:
Since this is a longer lesson, having the students switch from sitting on the
carpet in the front of the room to their flexible seating spots, will help the students
to stay focused. This will especially benefit the students that have ADD and ADHD,
so that they arent just sitting in one spot for an entire lesson, even though it is all
whole group instruction. Most of the class is at all different reading levels, and
having the book read aloud to them and listening to a voice recording read aloud of
the book, the students are more likely to comprehend what is being read to them.
This will allow the students to really feel like they understand the story elements,
giving them confidence when they complete the Venn diagrams in Lesson 2. The two
texts that were chosen are at an appropriate level for second grade students, so that
the students at a lower reading level will be able to follow along, and feel
comfortable throughout.
edTPA Lesson Plan 2

Central Focus: Comparing and Contrasting Similar Stories

Title: Creating a Venn Diagram

Rationale/Focus Statement:
This lesson will be taught to a class of 22 second grade students, ages 7 to 9 years
old, in a whole group setting at the students seats around the room. This lesson will
focus on comparing and contrasting two similar stories using the story elements
found from reading two tales of Red Riding Hood the day prior to this lesson.

Objectives:
-Students will be able to identify the characters, setting, problem, and solution of a
story.
-Students will be able to explain how two similar texts are similar and how they are
different, in order to create a Venn diagram.

Standards:
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.

Materials:
Chart paper
Markers
Venn diagram chart (22 copies)
Pencils
Document camera
SmartBoard
Whiteboard
Clipboards for students that are not at a table or desk
Completed story elements organizer from Lesson 1
Little Red Riding Hood by Jerry Pinkney, for reference
Lon Po Po by Ed Young, for reference
Comparing and contrasting Venn diagram poster for reference

Resources/References:
Ms. Lilypads Primary Pond: Unit 1, Week 4, from 2014.
Instructional Strategies:
1. When the students are on their rug spots and are quiet, the teacher will
introduce the lesson by reminding the students of the two books that were
read yesterday, how one is a version that is told in Europe and the United
States, and the second version is a story from China. Both stories are
folktales, which means that they have been told for a long time, and were
passed down by word of mouth.
2. The teacher will project the graphic organizer that the students completed
the day before with the document camera, onto the SmartBoard, and will
read it over with the students, for the first book, Little Red Riding Hood.
3. With the organizer projected, have the students turn and talk to their rug
partner, to retell Little Red Riding Hood, for a short amount of time. Then
have the class come together as a whole and work with each other to retell
the story again, in case some of the students didnt remember important
parts.
4. Once the class has finished retelling as a whole, the teacher will go over the
organizer for Lon Po Po, and again, have the students turn to another student
near them to retell this story. As a class, work to retell the story, including all
of the important events.
5. The teacher will introduce what comparing means; that the students will be
thinking of how the two stories are similar. The teacher will prompt the
students to look at their organizers, as well as think back in their heads, how
the story elements, as well as the beginning, middle, and end are similar.
6. While the students chosen to pass out papers for the day pass out a Venn
diagram to all of the students, the teacher will use a piece of chart paper to
create a Venn diagram.
7. Once the students all have a chart, the teacher will allow them time to write
their names, and then have them write one title above each circle, as the
teacher writes them on the chart on the board. Then, the teacher will lead the
students through writing down some similarities between the two books that
the students come up with in the middle, overlapping portion of the Venn
diagram.
8. The teacher will add in any similarities with the students that were not
mentioned.
9. Then, the class will move on to talking about how the stories are different, or
how they are contrasting. The teacher will work through filling out the two
outer circles with the students, asking them to look at the story elements or
important events in the beginning, middle, or end that might be different
from the other story.
10. Again, the teacher will add in any key differences with the students that they
didnt come up with.
11. After, the class discussion is finished, the teacher will conclude the lesson
with having the students check to see that they put their names on the paper,
and putting both the story elements chart from yesterday and the completed
Venn diagram from today into their School Folders for the final lesson
tomorrow, and returning to their spots for the next activity.
Assessment:
The assessment for this lesson is similar to the assessment for Lesson 1, as it is
mostly informal, and based off of how the students participated, if they stayed
focused and on task, and if they completed the Venn diagram. However, this lesson
also has a formal assessment with it. When the lesson is over, the teacher will go
through the students graphic organizers and Venn diagrams and review what they
wrote, to make sure that they got the similarities and differences that were written
out on the board, as well as the story elements from the prior lesson. The teacher
will count this assignment as a completion grade of 5 points. Students will receive
one points for each of the following things: having their name on their paper,
participating and staying engaged during the lesson, including all of the similarities
that were discussed, including all of the differences for the first book, and including
all of the differences for the second book. Students points will be calculated with the
rubric that follows.

Student name: __________________________________________________ Score: _______/5 points

Name on Participated Included all Included all Included all
paper (1 pt.) in lesson similarities differences differences
(1 pt.) (1 pt.) for book #1 for book #2
(1 pt.) (1 pt.)
Points
received:

Accommodations:
To help the students that have ADD and ADHD, the flexible seating choice
they made at the beginning of the day accommodates their need, helping them to
stay focused and on task throughout the lesson. The teacher will also redirect these
students if they seem to be distracted or off task. For the students that are at lower
reading or writing levels, they will be allowed to continue to work on writing down
the similarities and differences on their Venn diagrams if they need additional time.
The resources will stay up on the board for them to finish up and then turn in to the
work basket. There will also be a hard copy of the completed diagram for the
students to continue working from after the lesson is over as well.
edTPA Lesson Plan 3

Central Focus: Comparing and Contrasting Similar Stories

Title: Compare and Contrast on Your Own!

Rationale/Focus Statement:
This lesson will be taught to a class of 22 second grade students, ages 7 to 9 years
old, in a whole group setting on the rug, and then the lesson will have the students
working with partners to apply their knowledge and fill out a Venn diagram
individually. This lesson will focus on comparing and contrasting two similar
passages using the story elements found in the text of the passage, as well as
focusing on the beginning, middle, and end of the short stories.

Objectives:
-Students will be able to identify the similarities and differences between two
similar short passages.
-Students will be able to discuss and work constructively with a partner to share
thoughts and complete the diagrams.

Standards:
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.
CCSS.ELA-LITERACY.SL.2.1. Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with peers and adults in small and
larger groups.

Materials:
Reading passages (22 copies)
Highlighters
Venn diagram chart (22 copies)
Story elements organizer on the back of the organizer from lesson 1, optional
Pencils
Clipboards
SmartBoard
Document camera
Comparing and contrasting Venn diagram poster for reference
A list of partners already planned out, coordinating the students with a
partner who they will work well with

Resources/References:
The passages are from TeachersPayTeachers.com, which I found on
Pinterest.com.
Ms. Lilypads Primary Pond: Unit 1, Week 4, from 2014.
Instructional Strategies:
1. To start off the final lesson, the teacher will review what the class did
together the day before, which was working to complete the Venn diagram as
a whole group, using the story element charts and retelling to identify
similarities and differences between the stories.
2. The teacher will refer back to the sheet that explains what the Venn diagram
components are, for the students to utilize while they are working.
3. The teacher will then go over what the students will be doing during the
lesson today. The teacher will read through the two passages on the
Smartboard using the document camera that the students will be using as a
whole group on the rug.
4. Then the teacher will explain the rest of the directions to the class. The
students are to work with a partner to read through the two short passages a
second time, stopping while reading to highlight or underline the story
elements as they identify them, as well as other important events. The
students will have the story elements organizer to fill out and organize their
thoughts as an option to assist them. Then the students will compare the two
passages by filling out the similarities and differences parts of the Venn
diagram together. The students will need at least 2 differences under each
title, and 3 similarities in the middle portion.
5. Once the students know what they will be working on during the rest of the
lesson, the teacher will be assigning partners and reading them off to the
students to dismiss them two by two, in order to allow the most efficient
work.
6. The teacher will dismiss the partners to begin reading through the passages,
and using information from the text in order to complete the Venn diagram.
7. The teacher will float around the room making sure students are staying on
task and asking guiding questions if the students seem to be stuck or cant
think of anything to compare and contrast.
8. Once the students are finished with their Venn diagrams, they will turn them
into the work basket, making sure their names are on them and will read
quietly at their desks until the next activity, while other groups are still
working. The teacher will also remind the students to think about how the
books that they are reading during independent reading time are similar and
different to another book they have read or a book that we have read in class.

Assessment:
The students will be graded individually on their completed Venn diagram
that they turn in to the work basket. The students will be graded out of 8 total
possible points, since they were assigned to write at least two similarities and two
differences under each title. If they wrote the appropriate amount of similarities and
differences on the Venn diagram, they will get the full 8 points. They will lose one
point for each of the parts that they are missing, or if what they wrote doesnt apply
to the passages at all. The teacher will also be observing informally whether the
students are highlighting or underlining in the text in order to make certain
information stand out, as well as staying focused and on task with their partners.
The teacher will have the students turn in, with their names on the top, their sheet
with the reading passages on it. The students will receive a point if they highlighting
or underlined the story elements in the text that they used in filling out the Venn
diagrams. The teacher will fill out the rubric below for each student.

Name: _______________________________________________ Score: _____/8 points

2 points 1 point 0 points

Name on n/a Complete Missing
Paper
Similarities Student Student included Student
included two one similarity completed no
similarities related to the similarities
related to the stories. related to the
stories. story.
Differences Student Student Student
for Passage completed at completed one completed zero
#1 least two difference differences
differences related to the related to the
related to the story. story.
story.
Differences Student Student Student
for Passage completed at completed one completed zero
#2 least two difference differences
differences related to the related to the
related to the story. story.
story.
Showed Work n/a Student Student did not
highlighted the highlight the
story elements story elements
throughout the in the passages
passages or filled or fill out the
out the story story elements
elements chart. chart.

Accommodations:
To help the students that have ADD and ADHD, they will be paired with
someone that will help to keep them on task and working throughout the activity.
The teacher will also be walking around the room monitoring the students working
and redirecting back on task when necessary. To assist the students that are lower
level readers and writers, they will be paired with a student that is proficient in
reading or writing in order to help make sure the student can follow along and
complete the task of filling out the Venn diagram to the best of their abilities. The
teacher will be available to ask guiding questions or assist where needed if the
students need extra help with the activity. The teacher also read through both of the
passages for the students in a whole group setting so that they can hear the words
that may challenge them and familiarize themselves with the text before having to
read it and work with it on their own. If the students need to organize their
thoughts, the story elements, and the important events from the passages, they will
have another story elements organizer on the back of the one that they used in the
first days lesson to fill out if it would help them to complete the task. This is an
optional chart to fill out, so it will not be graded, but used as evidence of work.
Citations:

Lesson 1-
-Sost, S. (2016, November 04). Lon Po Po - Narrated Text. Retrieved September 13,
2017, from https://www.youtube.com/watch?v=6kQM7KoIxd4.
-Pinkney, J. (2007). Little Red Riding Hood. New York, NY: Little, Brown.

Lesson 2-
-Young, E. (2012). Lon Po Po: a Red-Riding Hood story from China. New York, NY:
Penguin Putnam Books for Young Readers.

Lesson 3-
-Forrester, K. (2017, January 13). Compare and Contrast RL2.9. Retrieved
September 13, 2017, from
https://www.pinterest.com/pin/102738435229868046/.