Author: Kristie Korth
Grade: 2-4
Integrated
Disciplines:
Language Arts
NE
Standards:
4.1.3 By the end of the fourth grade, students will identify the basic facts
and essential ideas in what they have read or viewed. 4.1.6 By the end of fourth grade, students will identify and
apply knowledge of the structure, elements, and meaning of fiction and provide
evidence from the test to support their answers. 4.1.8 By the end of the fourth grade, students will identify
similar ideas across a variety of narratives and stories. 4.2.1 By the end of the fourth grade,
students will identify, describe, and apply knowledge of the structure of the
English language and Standard English conventions for sentence structure,
usage, punctuation, capitalization, and spelling. 4.2.2 By the end of the fourth grade, students will write
compositions with a clear focus, logically related ideas, and adequate
supporting detail. 4.2.3 By the end of
the fourth grade, students will demonstrate improvement in organization,
content, word choice (vocabulary), voice, sentence fluency and Standard English
conventions after revising and editing their compositions. 4.2.5 By the end of the fourth grade,
students will use self-generated questions, note-taking, summarizing, and
outlining to enhance learning. 4.3.2 By
the end of the fourth grade, students will make oral presentations that
demonstrate appropriate consideration of audience, purpose, and information to
be conveyed.
Objectives: Students will complete the
story maps by identifying the main ideas and supporting details of the stories,
as well as the plot, character, and setting in the stories. Students will identify the similarities and
differences between the stories.
Students will develop a plan for writing, using a variety of strategies
to generate and organize ideas. They
will write well-organized compositions with a beginning, middle, and end. Students will revise their writing to
improve clarity. Students will use
correct capitalization, punctuation, spelling, paragraph indentation, nouns,
verbs, and personal pronouns while editing their papers. Students will record important ideas from
their readings onto their story maps, and use that while writing their
stories. Students will give oral
presentations using eye contact, proper pace, volume, and clear enunciation.
Materials: *Any classic version of The
Three Little Pigs, such as the one by James Marshall. *Fractured versions, such as The True
Story of the Three Little Pigs, by Jon Scieska and The Three Little
Wolves and the Big Bad Pig, retold by Eugene Trivias. *Versions from different cultures, such as The
Three Little Javelines, by Susan Lowell and The Three Little Hawaiian
Pigs and the Magic Shark, by Donivee Martin Laird. *Blank story map for each student. *Colored markers or crayons. *A software writing program (optional).
Anticipatory
Set: Start
talking to the students about the story of The Three Little Pigs. Discuss any other version they have
heard. Discuss other stories that have
different versions, such as Peter Pan – many kids have seen the movie, Hook,
which is a different version.
Vocabulary: There will probably be
words that the students do not understand in the versions from different
cultures. Read through these books
prior to reading them in class and write down words they might have trouble
with. Explain any other words that they
do not know.
Activities:
Provision
for special needs: For students that have trouble drawing conclusions, help them to see
the similarities and differences between the different stories. Help them in their writing process. Another idea is for students who are having
trouble to work in groups or with those individual students who are excelling
in the area.
Closure: The students will
“publish” their stories, and then present them to the class or to another
class. A “parents’ day” could also be
arranged, where the students can show off their stories to the parents.
Assessment: Students completed the
story maps by identifying the main ideas and supporting details of the stories,
as well as the plot, character, and setting in the stories. Students identified the similarities and
differences between the stories.
Students developed a plan for writing, using a variety of strategies to
generate and organize ideas. They wrote
well-organized compositions with a beginning, middle, and end. Students revised their writing to improve
clarity. Students used correct
capitalization, punctuation, spelling, paragraph indentation, nouns, verbs, and
personal pronouns while editing their papers.
Students recorded important ideas from their readings onto their story
maps, and used that while writing their stories. Students gave oral presentations using eye contact, proper pace,
volume, and clear enunciation. The
teacher graded the students on the overall process. She took the reading they did, the story maps, the rough drafts,
the final drafts, and the presentation into consideration. The point is for them to get used to the
writing process, not the end product being “perfect.”
References: http://www.eduplace.com/rdg/gen_act/pigs/oink2.html
Reflection: