Comparing and Contrasting Lon Po Po to Little Red Riding Hood
Author: Kaitlin Martin- Topic: Comprehension
- Grade Level: 3rd
- Common Core Standard(s):
Compare and contrast the most important points and key details presented in two texts on the same topic.
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- Lesson Objective: Using a graphic organizer, the students will retell main events of a story and use details to compare and contrast the characters, setting, and plot to a similar story.
- Lesson Materials:
- Two hula hoops
- 2 packages of sticky notes (enough for each student to have 3
- Pencils
- Smartboard
- Whiteboard
- Compare & Contrasting Worksheet
- Writing Journals
Instructional Lesson Methods and Assessment
Anticipatory Set(Approximately 15 minutes)
- Bring students to the carpet.
- Ask how many of the children have ever heard the story “Little Red Riding Hood.”
- Allow students to watch the Youtube video of Little Red Riding Hood (9 minutes) athttps://www.youtube.com/watch?v=5CkCpx3CE2Q
- After the video, ask the students briefly to retell the story, using a Beginning, Middle, and End chart on the Smartboard.
- Then, tell the class that they are about to hear a Chinese version of the same tale.
- Ask the class to imagine how the story might be the same or different from the original version that they are probably familiar with.
- Allow a few students to share their ideas, and then begin reading the story.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 1.1 Customize the display of information- The teacher will use a variety of tools during the lesson to engage the students including the white board, the Smartboard, Youtube video, and hands-on manipulatives. 3.1 Provide or activate background knowledge- The teacher will ask the students if they are familiar with the tale of Little Red Riding Hood, and then continue by having them recall what they know in a graphic organizer | 4.1 Provide varied ways to respond- When the teacher asks the students if they are familiar with the Red Riding Hood, most of them will say yes and be ready to discuss. However, you may have students who are not familiar with the story so that is why the teacher will have them watch the story via Youtube video so that every student can be actively engaged in discussion. | 7.2 Optimize relevance, value, and authenticity- The students will each have the opportunity to share what they know about each story, how they feel, and why they think it is important. 7.3 Reduce threats and distractions- Having the students at the carpet for most of the instruction will help the teacher keep the students engaged and limit distractions or behavior problems. When the students are working at their desks, the teacher should walk around the room to ensure that each student is on task and help when needed. |
Introduce and Model New Knowledge(Approximate Time: 15 Minutes)
- As the teacher is reading, she will pause to write any unfamiliar vocabulary on the board to look back at after the story.
- While the students are still at the carpet, do a quick recap of the story using the same Beginning, Middle, and End chart on the Smartboard used for Little Red Riding Hood.
- Make this an oral discussion, allowing several different students the opportunity to answer.
- After each column is complete, have the students turn to the white board to look back at the new vocabulary words.
- Have the students say each word, and then say a sentence using each word.
- Some possible vocabulary words from the story are: embrace, latch, brittle, dusk, cunning, delighted.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 2.1 Define vocabulary and symbols- After reading the story, the teacher will introduce and define the meaning of the following words: delighted, cunning, dusk, embrace, brittle, latch, tender 3.2 Highlight critical features, big ideas, and relationships-The teacher will do a class discussion after reading the story of Lon Po Po out loud, where they will review the setting, plot, and character traits. | 5.2 Provide appropriate tools for composition and problem solving- The teacher can use several different manipulatives and resources to reach every learner in the classroom. If a student is not following along with the vocabulary on the board, the teacher can make the lesson more engaging by having the students pass a ball to one another and take turns using each word in a sentence. | 7.1Increase individual choice and autonomy- At this time, students will have the opportunity to share their thoughts about the story, ask questions about vocabulary or unfamiliar words, and be asked how the story made them feel. |
Guided Practice (Approximate Time: 8 minutes)
- Keep students at the carpet. Tell them to think quietly about one way Lon Po Po and Little Red Riding Hood are alike, and one way they are different.
- Give each student 3 sticky notes where they will write a way the stories were similar and a way they were different.
- Tape the 2 hula hoops to the white board, with one side labeled “Red Riding Hood” and the other labeled “Lon Po Po”
- Allow 3 students at a time to stand up and put their sticky notes in the correct column.
- When all the students have labeled the Venn Diagram, the teacher will read out loud the responses and discuss the different ideas with the students. The end result should look like this:
Image From: http://stellar-students.blogspot.com/2012/10/folktales-fonts-and-hula-hoops.html
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 3.3 Guide information processing-The teacher will prompt the students to share what they know about setting, plot, and character traits and incorporate that with new knowledge with information processing. | 6.4 Enhance capacity for monitoring progress-The teacher will act as the facilitator of students’ learning by validating each student’s responses and ideas without putting them “on the spot”. 4.3 Integrate assistive technologies- If needed, accommodations can be made by printing off printed copies of the pages of the book for hearing-impaired students. Also, ensure that the room is clean and safe for wheelchairs to maneuver throughout the room. | 8.3 Foster collaboration and communication- The students will share their thoughts and ideas about both stories when forming their Venn Diagram on the board. |
Independent Practice (Approximate Time: 5 minutes)
- When the group instruction is complete, tell the students they will now how the opportunity to complete their own Venn Diagram comparing and contrasting the two main characters.
- Have students go back to their desks and complete their own Venn Diagram displaying the similarities and differences of the main characters
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 2.5 Illustrate key concepts non-linguistically- The students will ponder what they have learned quietly at their desks and demonstrate that knowledge in their own Venn Diagram. | 6.3 Facilitate managing information and resources-During independent practice, the students will be in charge of their own materials and should be the judge of their own work. There are no right or wrong answers on the independent practice; the student should write what they gathered from each story in the Venn Diagram. | 8.4 Increase mastery-oriented feedback- With their rubrics to guide their writing, the students can demonstrate their knowledge in the assessment and feel confident in their work. |
Wrap-up (Approximate Time: 3 minutes)
- With the students still at their desks, allow 2-3 students to share their Venn Diagram with the class. The teacher can either put their worksheet on the Elmo projector or write their responses on the board.
- Give students the opportunity to discuss which story they liked the best.
- Give instructions for assessment when all students are back at their seats.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 3.2 Highlight critical features, big ideas, and relationships- The teacher will have the class share with one another their responses on their character Venn Diagram since they will each have different responses. | 6.2 Support planning and strategy development- The teacher will be able to tell at this point how effective her planning was for the lesson when the students share what they have learned and if they enjoyed the activity. Also, the teacher can reflect on what went well with the lesson and what needs work to prepare for future lessons. | 9.1 Promote expectations and beliefs that optimize motivation- The teacher will allow those who have done great work to share with the class, which will motivate them to do their very best. |
- The students will each write a paragraph telling how Lon Po Po is different from Little Red Riding Hood and which story they enjoyed more.
- The students must incorporate a minimum of 3 new vocabulary words taught in the lesson into their paragraph.
- The students must use plenty of detail in their paragraph in order to earn a check mark.
- Get the students thinking creatively by asking them why they liked one story more than the other.
- This assessment should be done individually by the students, quietly at their desks.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 3.2 Highlight critical features, big ideas, and relationships- In this assessment, the students will summarize the main ideas of Lon Po Po as well as similarities and differences between characters in Red Riding Hood in order to demonstrate full comprehension of the story. | 6.1 Guide effective goal setting- The students will be given a writers’ checklist and rubric so that they know the expectations for their assessment. The teacher should challenge the students to use new vocabulary from the text. | 9.1 Guide personal goal-setting and expectations- Encourage each student to form their own narrative paragraph where they use sufficient detail and vocabulary. Get them thinking about what they are going to write by asking them their feelings about the story. |
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UDL Principle
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I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
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II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
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III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
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