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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

CCSS.ELA-LITERACY.RL.1.6 Identify who is telling the story at various points in a text.
CCSS.ELA-LITERACY.W.1.1 Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Identify the characters in the story
30*
Describe the c
haracters in the story
Explain who is telling the stories at various points in a text.
Analyze various characters’ points of view
Write an opinion of whose point of view they believe, using text evidence to support their thinking.

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Characters may have different points of view

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How can different points of view change the story?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

View pictures of snow day announcement and discuss point of view from different perspectives (parent, student, teacher). Create an anchor chart for how to analyze viewpoints.

Key Vocabulary (for explicit instruction): character, perspective, point of view

Vocabulary Strategy: concept map- use point of view as the concept – character would be one example of a point of view and perspective would be used as part of the definition of point of view

Previewing (what, who, when):
If this is the first time using a concept map – preview in small group using a familiar topic from a guided reading book.

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Analyze Viewpoints Organizer

Previewing (what, who, when):
Preview analyzing viewpoints graphic organizer using the activating strategy scenario.

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Read the story “The Three Little Pigs”. Model a think aloud as you identify the characters in the story. Review the elements of a fairy tale. Turn the students’ attention to the good/evil list on the Elements of a Fairy Tale chart.

Using Response Cards: Good/Evil, ask students to share opinions about each character in The Three Little Pigs. Example: The teacher asks, “Is the little pig who built the house of straw good or evil?” Teacher should use examples from various fairy tales we have read. Students respond by pinching their responses on the good/evil cards, pinching the troll if they think the character is evil and the princess if they think the character is good.

Have students explain why the characters are good/evil and use text to support their thinking. Specifically, have students focus on explaining why the characters are good or evil and use the text to support their thinking.

Previewing (what, who, when):

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Numbered Heads: 1’s tell 2’s the good characters, 2’s tell 1’s the evil characters.

Then have students complete this part of graphic organizer.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Discuss learning activity 1 from yesterday and ask students to consider “What if that isn’t what really happened in The Three Little Pigs? Could the story have happened another way? How?” Have several students share ideas.
Ask students if they think it would be interesting if the wolf could tell his version of this story.
Let them look at the front cover and let them predict what they think the wolf will say about the situation. Turn to the inside first page and have students also predict why he might be in jail.
Read “The True Story of the Three Little Pigs”.

Numbered Heads: 1’s tell 2’s one way that the stories are the same and 2’s tell 1’s one way that the stories are different – this will lead to seeing different points of view

We will also use numbered heads throughout the read aloud to tell who is telling the story at various points in the text.

Ask: Why do characters have different POV? (Experiences) Why should we care about a character’s POV? (Thinking about the POV they notice in the story can help you to better understand the characters and what they do.)

Previewing (what, who, when):
Retell and discuss Jack and the Beanstalk and then read “The Giant’s Tale” and discuss how the giant had a different point of view.

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

During reading, explain who is telling the stories at various points in a text and record their views on the graphic organizer. Model for students the thought process while completing the Beginning, then gradually release students to work with a partner for the Middle, and then independently for the End.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Ask students, “How are the stories The Three Little Pigs and The True Story of the 3 Little Pigs! similar and different?” Have several students share responses.
Designate a side of the room for both characters. The students will go to the side that represents the character they agree with.

Numbered Heads: Have students come back to their seats. 1’s tell 2’s who point of view they believe and why 2’s tell one’s whose point of view they believe and why

Previewing (what, who, when):

Scaffolding (what, who, when):
Have the pigs point of view already completed so that students only need to complete the wolf’s point of view.

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Students will complete the According To…. graphic organizer in pairs, describing why each event occurred based on the point of views of the pig and the wolf, and then pair square to discuss answers, discussing the motivation and point of view. Have several pairs/groups share.

Complete the first event together.

Example: The wolf went to the house of straw: From the pig’s point of view, it was because he was hungry and wanted to eat the pig. From the wolf’s point of view, it was because he needed a cup of sugar to make his cake.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

The Three Little Pigs are taking the Wolf to court! Think about the Wolf’s point of view from “The True Story of the Three Little Pigs”. How did his point of view change the story? Do you believe his point of view? Write a letter to a judge explaining the wolf’s point of view and if you believe him or not. Use at least two examples from the text to support your opinion. Use the graphic organizer we have completed as a resource to help you.

Differentiated Assignment for Struggling Students:

Graphic Organizer with sentence starters

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