Grade Level: First Grade Subject Area: Language Arts I. Standards RL.1.2.

Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3. Describe characters, settings, and major events in a story, using key details. RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. II. Objectives: The student will be able to retell the story of The Three Little Pigs, describing key details. The student will be able to identify the characters, setting, and major events from the beginning, middle, and end of The Three Little Pigs. The students will participate in the creation of a Venn Diagram to compare and contrast this story of The Three Little Pigs with a different version of the story. The teacher will be able to assess student achievement through their participation in the creation of the Venn diagram as well as their accuracy and fluency when they read the story on their own with a partner. III. Anticipatory Set: The teacher will ask the students, Do you remember how we read a version of The Three Little Pigs yesterday? Well today, we are going to read a different version of that story! The teacher will display The Three Little Pigs for the students to see.

During this time the teacher will explain that sometimes with traditional stories and fairy tales, stories are told in different ways. We are going to read this story together. While were reading, I want you to think about how it is different and how it is the same as the version we read yesterday. Get your thinking caps on! IV. Input: A. Task Analysis 1.) The teacher will hand out to each student at their desk a copy of The Three Little Pigs as well as project it onto the SMART board at the front of the classroom. 2.) Before the reading begins, the teacher will discuss the vocabulary and high frequency words that will be found in the text. These vocabulary and high frequency words include; let, little, huffed, knocked, puffed, straw, warned, blew, and brick. The teacher will place each vocabulary word on the board and ask the students to say the word together. The teacher will then define the word, and use it in a sentence. Once all the words have been discussed, the teacher will point to each word and ask the students to read it aloud. This process repeats until the students have read each word roughly three to four times. 3.) Because the teacher will have already explained that the students are to be thinking about the version of the three little pigs read previously, the class will begin reading the story all together. The teacher will lead the readings, while all the students read together with her. The teacher will walk around during this time to make sure all students are on the correct pages and following along. 4.) Once the whole class has finished reading the book, the teacher will ask the students to take a moment and jot down everything they were thinking of during the reading in their writing journals. Students can write down their thoughts on how this book compared or differed from the book read beforehand. 5.) After the students have finished writing, the teacher will lead a whole group discussion on what the students noticed from the book in comparison to what they already knew about the story of the three little pigs. The teacher will create a large Venn diagram on the board- comparing the two stories. The teacher will refresh students on what a Venn diagram is, and what it is used for. A Venn diagram is a perfect way to compare two things, so today, were going to make a Venn diagram comparing everything you all remembered

about the two different stories of the three little pigs. The teacher will tell the students if they choose to organize a Venn diagram in their own writing journals they may do so. 6.) Through the creation of the Venn diagram, the teacher will pose questions to the students about the various story elements. What do you remember about the characters of each of the books? The setting? The problem? The resolution? Could you retell both stories to me pointing out their differences and similarities? etc. As this continues, the teacher will continue to write students thoughts and responses up on the board (occasionally letting students write their own responses on the board as well). 7.) When the Venn diagram has been completed, the teacher will ask the students, We compared two different books story elements. What are some of these elements we have discussed? The teacher would expect to have responses from the students such as, Characters, setting, problems, resolutions, beginning, middle, end, and so on. 8.) Now that we have completed our Venn diagram, I would like you to find your peanut butter and jelly partner and read this story again together. Jelly will pick the spot in the room where you will sit. Read this story together and be thinking about our Venn diagram. 9.) Students will be dismissed to find their partners and begin reading to each other. B. Thinking Levels: 1. Knowledge: Students will be able to relate previous knowledge from the first version of the story of the three little pigs to the current version that we read today. 2. Comprehension: Students will be able to measure their ability to comprehend different stories when asked to compare the two. 3. Application: Students will actively participate in helping create a Venn diagram, as well as reading the story in whole group and partners. C. Learning Styles 1. Interpersonal: The students will work together when reading The Three Little Pigs with their peanut butter and jelly partners. 2. Logical: The students will need to think through similar stories and pull out what makes them each unique and different from each other.

3. Kinesthetic: Students will have the opportunity to move around when they find a different place in the room to read the story with their partner. 4. Auditory/Visual: The students will view and listen to the story being read aloud by them and their peers. D. Differentiated Instruction Strategies The teacher will assists students of high, average, and low reading levels by walking around as the story is read aloud. The teacher will monitor the students with low reading levels in order to ensure they are on the right page, and following along at the correct spot. E. Methods and Materials 1. The Three Little Pigs, Reading A-Z Book (25 individual copies, projectable copy) 2. Vocabulary and high frequency word cards 3. Students writing journals, pencils 4. White board, markers V. Modeling: 1. The teacher will model following along through the reading by demonstrating to students to do so when walking around to ensure they are in the correct spot. 2. The teacher will model what a Venn diagram looks like as well as what types of situations it is used for. 3. The teacher will model the different types of story elements through whole group discussion and the Venn diagram. VI. Check for Understanding: 1. The teacher will ask the students what they noticed about this version of the three little pigs comparative to the last version they read. Students will respond with what they wrote in their writing journals. 2. The teacher will ask the students to share similarities and differences between the two stories. Students will respond in order to create the Venn diagram.

3. The teacher will ask the students what different story elements were discussed and how they compared in each story. Students will respond with story elements such as; characters, setting, problems, resolutions, etc. VII. Guided Practice: 1. The teacher will assist students in following along with the reading. 2. The teacher will guide the students thinking in order to produce a Venn diagram. 3. The students will assist each other when reading the story in partners. VIII. Independent Practice: The students will work independently when writing down their ideas that they recalled from the story we just read as well as what they remembered from the story read the day before. IX. Closure: 1. The teacher will bring the students back to their desks once they have finished reading with their partners. 2. The teacher will close by telling the students that there are even more versions of the three little pigs then what we have read already. I wonder how big our Venn diagram could be if we compared all the versions of the three little pigs! X. Assessment/Reflection: 1. The students will be assessed in their comprehension reading abilities through their participation in the Venn diagram discussion. 2. The students will be assessed based on their writing journals and what they remembered of key elements from each story. 3. The students will be assessed on whether they were able to describe the story elements or not. 4. The teacher will reflect on how well the lesson went by deciding how many students participated and felt comfortable with a Venn diagram, as well as were able to describe the story elements of The Three Little Pigs. XI. Resources: 1. Grand Valley State University, College of Education, ED 330 Course Pack

2. The Three Little Pigs, Reading A-Z Book