Salem Lesson Plan Format

GRADE/CLASS:2nd
Arts

SUBJECT AREA: English Language

UNIT/TOPIC: Reading Comprehension DAY:Wednesday

Desired Learning Outcome:

Students will be able to compare and contrast key elements of the same story from
different cultures and discuss cause and effect (how characters respond to major
events).

Essential Question:

What are two story elements that were different in our three stories? What are two
story elements that were the same?

Common Core objectives:

Reading; Key Ideas and Details-3.Describe how characters in a story respond to

major events and challenges. Integration of Knowledge and Ideas-9.Compare and
contrast two or more versions of the same story by different authors or from
different cultures.

Learner Prior Knowledge/Learner Background Experiences:

In the first grade, students should have learned how to describe characters,
settings, and major events in a story, using key details. Students should also have
learned how to compare and contrast the adventures and experiences of characters
in stories. In the previous lessons, students heard readings of Red Riding Hood by
James Marshall (a more familiar text) and Lon Po Po by Ed Young and discussed
various character traits.

Materials and Resources:

Copies of Red Riding Hood by James Marshall, Lon Po Po by Ed Young and Petite
Rouge: A Cajun Red Riding Hood by Mike Artell. Cassette tape of audio recording of
Petite Rouge: A Cajun Red Riding Hood, cassette tape player. Three worksheets, one
for each version of the story (attachment 3), pencils. Butcher paper (pre-written as
attachment 2), markers.

Teaching Strategies
anticipatory strategies
Students will begin the lesson by gathering on the reading rug. I will lead a
discussion review of the stories from the previous two days, Red Riding Hood and
Lon Po Po, which are two versions of the familiar Red Riding Hood. I will thumb
through each book and point out key pictures to refresh the students memories of
the plots and prepare them to discuss the differences in the stories.

developmental strategies

Students remain on the mat to listen to an audio recording of Petite Rouge: A Cajun
Red Riding Hood. I will hold the book out and show the illustrations as the story is
read. At the end of the recording, I will give instructions for the activity. Students will
be divided into three groups, one for each story, and given one copy of a chart and
the book that they are investigating. I will go over each area on the chart, reviewing
that is meant by each. I will explain that the Lon Po Po group will not need to
complete the what is in the basket? or the route column, as these are not
included in their story (there is no basket, the girls are at home). I will pay special
attention to the difference between main character and other characters and
the ending column, as my intention is for the students to explain how their main
character gets away from the villain (very important for the compare/contrast
activity). They will move to separate areas of the room to complete their chart as a
group. They will be informed that every member of the group will have an
opportunity to explain one part of the story, so all members will be responsible for
knowing all information on the worksheet. I will then inform them of their prechosen homogenous groupings. While students work on completing their charts, I
will circulate to ensure participation by all members and ensure that students
remain on task and gather all information.

concluding strategies
Students will reconvene on the mat, where a butcher paper version of attachment 2
will be posted on the whiteboard. For each category, one member of each group will
fill in the correct square on the chart, telling the class what information they are
sharing. The following two days will consist of a compare/contrast activity (venn
diagram) based on the information from the charts and a group writing activity
(adaptation of Cecils Add-On Stories)

Assessment

Informal assessment through observation, while completing the assessment

checklist (attachment 3) (Van de Walle,2012, p.88).

References
Cecil, N.L. (2004). Add-On Stories. Activities for a Comprehensive Approach
to Literacy. Scottsdale, Arizona: Holcomb Hathaway, Inc.
Oregon Childrens Theatre. (2009). Petite Rouge Resource Guide. PDF
retrieved October 27, 2012 from
http://www.octc.org/pdf/guides/petite_rg.pdf.
Van De Walle, J. (2013). Elementary and middle school mathematics (8th
edition). Upper Saddle River, New Jersey: Pearson Education, Inc.

Attachment 1
Book Title:

Setting

Main
Char
acter

Contents
of
Bask
et

Villain

Route

Other
Char
acter

Ending

Attachment 2
Red Riding Hood
Setting

Main Character(s)

What is in the
basket?

Villain
Route

Other Characters

Lon Po Po

Petite Rouge

Red Riding Hood

Ending

Lon Po Po

Petite Rouge

Attachment 3
Observation Rubric
Comparison of Red Riding Hood, Lon Po Po, and Petite Rouge.
Above and Beyond
Student clearly
understands
concepts, is
participating in
activity, and is able to
articulate ideas
without prompting

On Target
Student understands and
is participating. Will give
brief but correct response
when prompted

Above and Beyond

Student clearly
understands
concepts, is
participating in
activity, and is able to
articulate ideas
without prompting

Not There Yet

Confusion and
misunderstanding about
purpose. Not participating
in discussion.