Literacy Lesson Plan

LESSON PLAN

TEACHER Subject/Class/Course Topic Grade Level

Rebecca Bowes Literacy Making connections through Fairy Tales Grade 2 (emergent) Duration

90 minutes over 2 days

Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in student friendly language) GCO4: Students will be expected to select, read and view with understanding a range of literature, information, media, and visual texts. SCO: Students will be expected to use a variety of strategies to create meaning: • identify main idea • predict content using text information along with personal knowledge and experiences • make inferences by drawing on their own experiences and clues in the text • identify character traits from contextual clues • make connections between texts, noticing similarities in characters, events, illustrations, and language • follow written directions SFL: I can make connections between the two stories of The Three Little Pigs by telling you the main idea, talking about the characters, and making predictions. ** This is a two-day lesson. On the first day, students will work towards the SCO by identifying the main idea, problem and solution of the first book. They will write down their ideas on the “Fractured Fairy Tale Planning Sheet” attached below. This will be done as a class and modelled by the teacher. On the second day, after reading the next book, students will complete the planning sheet on their own, as well as compare the main ideas of the two stories with the compare and contrast sheet, also attached below.

Introduction (15 minutes) To begin the class, call students by table to come and sit on the reading carpet in the back corner of the class. Remind the students to sit “criss cross apple sauce, hands in the bucket”. APK:

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Ask, “Has anyone ever read a fairy tale before? Which fairy tales are you familiar with?” (Take 5-6 answers). If anyone mentions The Three Little Pigs, say “We are actually reading The Three Little Pigs today to start off our fairy tale unit”. If none of the students answer, give a few examples of fairy tales and ask them if they have ever had them read to them before. “So, as I said, today we will be reading the story of The Three Little Pigs. Did you know that no one really knows who told this story first? So our author for this story is telling their version of the Three Little Pigs. Tomorrow we will be reading another version of this story, so your job today is to pay special attention to the setting, the characters, the problem and the solution. Before we start, can someone tell me what we are looking for while I read the story?” (C4U). Looking for the response: problem, solution, characters and the setting. If no one can give the answer, tell them the answer and then re-ask the question. Read the story, stopping three times for prompts. Ask questions such as “Who are the characters in the book?”, “What is the problem?”. “Did the pigs find a solution to their problem?”. This begins to model for the students what they need to be searching for while reading. Once finished, have students return to their tables, grabbing their pencil box on the way. Do this in an orderly fashion by saying “All students wearing (pick colour) can please quietly grab their pencil box, quietly sit at their table and wait for further instruction”. Continue to pick colours until all of the students are seated at their tables with their pencil boxes.

Assessment (formative) During: Interact with students while reading to ensure that they are getting the main idea of the stories. Allow time during read aloud to stop and prompt students. Ask them what they think will happen next? (predicting). Who are the characters in the story? Allow time on the second day, after reading The True Story of the Three Little Pigs, to ask questions like “So was the wolf actually bad?”, “Do we think that the wolf is telling the truth? Why?”. This will assess their ability to understand different points of view. End: At the end of the two-day lesson, students will have filled out the “Fractured Fairy Tale Planning Sheet” for both of the stories, as well as the compare and contrast. Did they understand that the story was the same, but from two different perspectives? Were they able to identify the setting, characters, problem and solution of the story? Circulate while they are working independently on day 2 to gauge if they have understood the concepts.

Develop the Instruction Day 1 (25 minutes) Students are now seated at their regular tables. Have the Fairy Tale Planning sheet projected onto the smart board. Each student should have their own copy of the sheet. Say “Can anyone read the title of this sheet? Yes, it says Fractured Fairy Tale Planning Sheet. Can everyone be sure to write their name next to where it says “name” at the top? Great!”. Model by writing Ms. Bowes where it says “name”. Point to “title”, “Can anyone read this for me? Title, yes. Who remembers the title of the story we just read? Right! So lets write ‘The Three Little Pigs’ next to where it says ‘title’. Write “The Three Little Pigs” next to “title”. Say “Who can read the word in the first box? Characters, that’s right. Who were the characters in the story?” Randomly select students to share the characters. First, Second, Third Pig and the Big Bad Wolf. Model writing the names of the characters in the box. Say “Who can read the next box? Yes, it says ‘setting’. This one can be a bit tricky. Does anyone know where the setting of the story is? Allow students to raise their hands and call on them, this is a trickier question and we do not want to cause any of the students anxiety over not knowing the answer. Wait for someone to say “The three pigs houses”. If no one comes up with that answer say: “The setting is a bit tricky here because we see the wolf travel to different houses, so where it says ‘setting’ we can write ‘the three pigs houses’ because that is where we see the story taking place”. Write ‘the three pigs houses’ in the ‘setting’ box. Say “The next box we are to fill in says ‘problem’. Who can tell me the problem that the three little pigs were facing?” Randomly select students to tell you what they think the problem was. Looking for the answer ‘The problem is that the big bad wolf is trying to eat the pigs”. Students may provide answers like “the wolf”, or “their houses aren’t strong enough”. Prompt them to elaborate. Once a student has given the right answer, or close to it, write the problem in the appropriate box. Say “So, the problem is that the wolf is trying to eat the pigs, so what is our solution? What did the pigs do to stop the wolf?” Randomly select students to give an answer. Try to call on students who have no yet spoken. Looking for the answer ‘they put a boiling pot of water in the fireplace so that he could not come down the chimney and it burned him!” or something of the like. Once you get the answer, write in the ‘solution’ box. Say “I am now going to collect your sheets, so make sure your name is on it! I will be giving them back to you tomorrow when we continue our fairy tale unit. Day 2 (45 minutes. 15 for read aloud, 30 for worksheets/sharing) Begin the class in the same manner as the previous day with students sitting on the reading carpet, criss cross applesauce, hands in the bucket. Say “Yesterday, we read the story of the three pigs. Today, we are reading the same story, but with a twist! We are going to read ‘The True Story of the Three Little Pigs, which is told by the perspective of the big bad wolf. Can anyone tell me what ‘perspective’ means?” Wait for a few answer, if any. Say “Perspective means, from someone else’s point of view. So this story is told by the wolf, how he saw the story. Does anyone remember what we were listening for yesterday while I was reading?” Wait for the answer characters, setting, problem and solution. Read the story, stopping at the sections (3) marked with prompts. The prompts are:

• predicting what will happen next (after the wolf sets off in search for sugar) • asking if the story is the same (after the wolf accidentally ruins pig #2’s house) • once the story is finished, ask them if the story ended the same way. Proceed to send the students back to their tables in the same manner as the day before. Hand back to the students the sheet they filled out the day previous, along with a blank planning sheet. Say “Yesterday, we filled out this planning sheet together with information from ‘The Three Little Pigs’. Today you are going to fill out the information on your own based on ‘The True Story of the Three Little Pigs’. I will be walking around the class if you have questions, but this is an independent work sheet, we will have time to share our ideas later.” Allow approximately 20 minutes for the students to complete the work sheet. If students are finished earlier, call their attention. Hand out the compare and contrast sheet when the students are finished. Say “Now that you have filled out our planner for both of the stories, I want you to share your ideas with your reading buddy and together, complete the compare and contrast worksheet I have just given to all of you. You should all fill out your own sheet.” Students have been previously paired with a reading buddy. Stronger students paired with weaker to give that extra support. Give the students 10 minutes to share their ideas and complete the compare/contrast worksheet. Do not collect the sheets yet. In closing, we will go over the compare/contrast sheet as a class and this will allow them to fix any answer that they may have gotten wrong. **Special considerations: for students who are struggling with writing, allow them to draw in the problem, solution, setting, characters box. Circulate the room while they are sharing their ideas with a partner to assess their understanding of the story, as what they know may not be articulated in their writing. Closure (5 minutes) Say “Lets share some of our ideas. Did we have the same characters and setting?” Students say yes. Say “Great! So the characters and the setting were the same, what about the problem and the solution? Were they the same?” Students say no. Ask “What was the wolfs problem and solution?” Allow for students to give you their ideas. Read the questions from the compare/contrast sheet out loud to the students; have them say “yes” or “no” together. Say “I hope you enjoyed reading the two different versions of ‘The Three Little Pigs’. Tomorrow we will be reading another fairy tale to continue our fairy tale unit! Please make sure your name is on all of your worksheets and place them in the white basket. Make sure you put away your pencil box, and then you can get ready for lunch.” Materials, Technologies, Safety or Special Considerations • smart board • overhead projector • The Three Little Pigs • The True Story of the Three Little Pigs • Photocopies of the two work sheets. (double for the planning sheet since they will be using them on both days) • pencils • dry erase markers Reflection Were my students successful in meeting the outcomes and objectives? How do I know? Did my instructional decisions meet the needs of all students? What could I do to improve the lesson?