2Reading Common Core Standard By the end of the week, the students will be able to compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
3The Purpose:The purpose of this lesson is for students to analyze the characters, setting, and the different points of view of the stories (The Truth about the Three Little Pigs and the traditional story The Three Little Pigs).
4CONNECTION TO BIG GOALStudents need to know how to compare and contrast.
5Today’s ObjectiveTSW: be able to compare and contrast story elements across 3 stories.TSW: listen to the traditional story The Three Little Pigs, identify the setting of the story, and create their own setting of the The Three Little Pigs in order to understand how setting can have an effect on the plot of the story.
7Vocabulary:Straw: a bunch of grain, used as bedding and food for animalsBrick: A hard block of clay used to build buildingsSticks: A long slender piece of wood
8Prior KnowledgeHow many of you have heard of the story The Three Little Pigs? What do you know about the story?
9Background Info. To Aid in Comp. of Story As you read the title and author and illustrator of the book, point out to the children the language "retold by" instead of "written by". Point out that stories like The Three Little Pigs are folk tales and that means they've been told many, many times.
10Do Now:Draw a Venn-diagram or pass out a Venn-diagram to students and have them compare and contrast themselves with another classmate in groups of 3.
11Connections:This morning we looked at each other against some of our classmates. When you were looking at you and them you were figuring out differences and similarities between each other.
12Connections: When we do this as readers among texts we begin to look for a deeper understanding of our text. We take time to think about what is alike and similar within texts which helps us zone in on the bigger issues and understandings a text can present.
13Teach/Model: Explain and define similarities and differences Similarities: things that are in common, they are the sameDifferences: things that are different, and noticeable different
14Teach/Model: Today we are going to look at theses to things in a story. There are many types of ways we can look at and identify similarities and differences in different ways. Sometimes we can do it in Venn diagrams sometimes we can also put things in tables. Today we are going to look at how we can compare and contrast using a table.
15Teach/Model: Draw a table on the board where you can compare three stories against 3 drivers. Today when we compare and contraststories we are going to be very specific with our comparing and contrasting by focusing it on characters, settings, and problems, and solutions. Make a chart just like the resource students will be using.
16Teach/Model: Give examples of how you can compare and contrast characters setting and problems and solutions across three stories. Make sure you are stating direct evidence and providing detailed information so students are aware of your high expectations when you assign them to go complete it on their own.
17Discussion Points in the book Why was the wolf able to blow down the first two pigs' homes? Why couldn't the wolf blow down the third little pig's house? The wolf couldn't blow down the brick house, but the third little pig still had a problem. Who can tell us what that was? What did the third pig do to trick the wolf?
18Active Engagement:Turn and talk to their partner about a detail they can add to the comparing and contrasting organizer between the stories you have chosen to compare and contrast.
19Independent Practice: Work in groups on a class novel or guided reading groups to fill out the chart, students can choose three books and work in a group, students can chose three books and work on their own.
20Ending Discussion Questions How would the story be different if the wolf was not a 'hungry' wolf? How would the story be different if all the little pigs had taken the time to build a brick house?
21Comparing and Contrast Compare and Contrast:Comparing and ContrastStory Title:Author:Characters:Setting:Problems / Solutions:
22Read Aloud SWBAT to identify the (non-human) characters in the story SWBAT to verbally list three characteristics of each character in the story
23: SWBAT to describe the character using an adjective and give three reasons why they described the character with this adjective
26Today’s Objective:SWBAT determine the sentence type in multiple choice questions by thinking about what each sentence type is.
27AGENDA with times for each item (on board before class starts): N/A Do Now minI show You 3 minWe minYou minExit Slip min
28MATERIALS: Worksheets Visual Anchor of the sentence types and what they look like in a sentence.WhiteboardsMarkers
29Hook / Interesting Idea Review Game: Have four sentences on the board. Have their sentence type covered up somewhere next to each sentence.Ask scholars to Turn and Talk to a partner to figure out each sentence type. After about two minutes. Share out and reveal the answers.
31Types of Sentences: Declarative sentence— Imperative sentence— Exclamatory sentence—Interrogative sentence--
32Sentences: Have you made a decision yet? The Bulldog won the game in the last three minutes!Give me a piece of pizza.The girl in the white jacket is lost.
33Mini-Lesson / Modeling (“I” or “I/We”) Scholars we have been learning about the four sentence types. Remember earlier this week…we said a real grammar wizard could answer the same question type any way it asked. Today we are going to be given sentences…..and like true detectives we are going to have to figure out what sentence type is the correct answerThe only way we are going to be able to do that correctly is if we know what each sentence type means and looks like in a sentence
34Mini-Lesson / Modeling (“I” or “I/We”) Go over visual anchor of the types and what they look like in a sentenceWatch me while I: Do the I problem Think aloud reading the sentence and going through each answer choice and rationalizing why you are eliminating the wrong answer choice. Choose the best answer and rationale why you know this answer is correct….i.e. I know this sentence is correct because I know an imperative sentence is a statement.
35Guided Practice (“We”) Paper and pencils already prepped on desksDo We ProblemsHave scholars write the correct letter choice for the answer and the word on their paperAlways ask scholars to tell you how they know the answer choice they chose is correct
36Guided Practice (“We”) Where is my science book?Declarative sentence
37Key questions to check for understanding during GP: Ask scholars to tell you how they know the answer choice they chose is correctAsking scholars what each sentence type isAsk scholars to give an example of the sentence type
38Check for Understanding before Independent Practice Please come with me to the movies. ____________________________I made a perfect score on this test! _______________________________Why is John late for our date? ______________________________Open your locker immediately. ______________________________
39Check for Understanding before Independent Practice Please come with me to the movies. ____________________________I made a perfect score on this test! _______________________________Why is John late for our date? ______________________________Open your locker immediately. ______________________________
40Independent (or pair / small group) Practice (“You”): Scholars do you problems and I circulate.
42Punctuation/Types of Sentences Quiz Write the correct punctuation mark. (?.!)
43Punctuation/Types of Sentences Quiz I got to go to the zoo yesterday and pet the giraffes__________I am a second grade scholar at Peak Preparatory. ____________Do you know what time we are going to dinner tonight__________There are ten questions on the spelling test this week. __________How old are you_______________
44Punctuation/Types of Sentences Quiz I Write an E for exclamatory, I for interrogative and D for declarative.
45Punctuation/Types of Sentences Quiz Are you going to do your homework this week____________________Ms. Roberts is a second grade teacher at Peak____________________I am so excited to go see the Justin Bieber concert tonight__________How old do you have to be to drive a car________________________Baylor University is a college in Texas______________________
46Exit Slip / Final Assessment of FIRM MASTERY Scholars will answer four multiple choice questions in which they will have to determine the sentence type of a given sentence.
47Lesson Reflection What percentage of students mastered the aims: _____ Did at least 85% of students master the aim? If not, why not? What are the common errors students are making?
51Today’s Objective:SWBAT recognize and utilize the steps of the writing process.
52CONNECTION TO BIG GOALStudents need to know the steps of the writing process in order to complete their writing project.
53OPENING Do Now – Brainstorming (5 minutes): Pretend I told you that you had to write a report on the National Zoo. Explain to me what you would do. You will have five minutes to complete this. When you are done push your paper to the left corner of your desk, place your pencil in your desk and re-set STAR.
54OPENINGUsing the writing process helps writers do their best work! There are five steps in the writing process. Let's take a look at them!
55I DOThe first step is prewriting. This is the planning step. During this step the writer should:Choose a subjectGather details about the subject using a graphic organizerDecide what you want to tell your audience
57I DOThe second step is writing a first draft. This is a time to get your ideas down. During this step the writer should:Write all of your ideas down on paperDon’t stop to check spelling or mechanics just yet, but do spell the best that you can. Circle words that you are unsure of so that you can find the correct spelling during the editingstep.
59I DOThe third step is revisiting. This is a time to improve your writing. During this step the writer should.-Read and review your first draft.-Share (Conference) your draft with another person; get ideas on how to improve your writing.-Make changes to improve your writing piece..
60I DO The fourth step is editing and proofreading. Make sure that your writing makes sense.Edit (check) your spelling, capital letters, and punctuation. Use editing marks.Write a neat final copy of your workReread and recheck for errors one last time.
61I DO The fifth and last step is to publish your work. Illustrate your writing.Share your writing.Display your writing in the classroom.
62WE DOStudents will pretend they are writing a essay on the topic “My First Grade Year” and we will discuss what needs to happen from beginning to end.
63YOU DOScholars will complete the 5 Steps of the Writing Process handout with their elbow partner.
64CLOSING What did we learn today? When will we need to use this? Remember, using the writing process helps a writer write better. There are five steps in the writing process: