Teacher: Miss.

Hoisington Date: March 4, 2020

Class: 3B
Time: 1.5 hours

Red’s Compare/Contrast

Description:
Student Information:
Previous Knowledge:
• This is the second lesson of the unit, so we cannot assume students have tons of
background information in this.
• Students are familiar with some of the metaconcepts we are discussing through the unit;
granted, it it a basic understanding, they are familiar with the words.
• Students have a basic understanding of the wolf from our lesson yesterday, as well.
Summary Overview:
• During this class we will do a mini lesson which will focus in on one of the Big Bad
Wolf stories, Little Red Riding Hood. Through this text we will highlight key points to
record on an anchor chart. This will lead to a compare/contrast which will help students
to see similarities and differences in various representations of character. Students will
also use their group chart from yesterday. For the rest of class, students will cycle
through varius Daily 5 stations.

Objectives:
Curriculum Objectives:
General Outcomes: Students will listen, speak, read, write, view and represent to…
• GLO 1: explore thoughts, ideas, feelings and experiences.
• GLO 2: comprehend and respond personally and critically to oral, print and other
media texts

Specific Outcomes:
• 1.1.2- Express ideas and understanding: talk about ideas, experiences, and
familiar events.
• 2.2.8- Construct meaning from texts: make inferences about a character’s actions
or feelings.
• 2.3.4- Understand techniques and elements: describe the main characters in
terms of who they are, their actions in the story and their relations with other
characters.

Lesson Objectives: At the end of the lesson, students will be able to…
1) Discuss the representation of the Big Bad Wolf in the traditional version of Little Red
Riding Hood.
2) Identify own opinions of the Big Bad Wolf, and justify them by completing the “word
work” daily 5 center.
3) Participate in various Daily 5 centers to work on reading to self, reading to others,
listening to reading, word work, or guided reading.
Inclusion:
Whole Class LEARNING STYLES
Groups Visual
Pairs Auditory
Individuals Kinesthetic

Adaptations:
• No specific adaptations with this lesson, it is based around the UDL principle.
Students should all be able to participate at different levels of dicussion.

Materials/Resources:
• Little Red Riding Hood by James Marshall
• Big Bad Wolf growing anchor chart
• Daily 5 materials (including books for guided reading- Level P and Level N)
Instructions/Procedures:

Introduction Time
• Recap what we did yesterday; students will spend a few minutes finishing
their frier model chart from yesterday about the Big Bad Wolf.
• Introduce students to Little Red Riding Hood, and let them know that we
will be reading the traditional version of the story today and make some 8 min
noted about the wolf’s character.
• We will then spend some time doing daily 5 centers for the rest of the
morning!
Body Time
Traditional • Before reading, tell students to pay special attention
Little Red to the colours and shapes, whose perspective, as well
as the way the wolf is represented in the book; tell
students we will be talking about the book and
discussing what we notice.
• Read the story aloud, you can pause and think
outloud at a couple moments throughout the book.
20 min
o I wonder what I would do if I was in Red’s
situation?
o The wolf looks really mean!
• After reading the book, ask students what they
noticed about the story- how was the wold
represented?
• Take note about student’s observations on the anchor
 chart.
o Take special note about what the wolf looks
like, words to describe the wolf, perspective
of the story, wolf’s name, setting.
• After completing the anchor chart, let students know
that we will be doing daily 5 centers for the next
little while.
Daily 5 Centers • Tell students that we will be working through daily
5 centers… our goal is to get through 3 centers today,
students will spend about 15/20 minutes at each
center
• We will have a read to self center, where students
can choose to read any book of their choice.
• A listen to reading center, where students can listen
to various audio versions of fairytales.
• A word work station, where students will have the
chance to work on spelling activities. They will have
a selection of games to choose from.
• A work on writing station, where students will
complete a must do for the week, which is answer
the question: What do you think of the Big Bad Wolf?
• And a read to someone station, where students will
do guided reading in small groups.

• For the guided reading groups, I will be working

with 2 groups today- Level P and Level N 60 min
o Level N- “All about Volcanoes”
We will focus this guided reading
group on vocabulary skills.
In this group will be: Ryder, Jax,
Conner, and Brody.
We will target various words
throughout the texts and talk about
how you might know what a word
means? What is a glossary? How do
you find it?
Read chapter 1 & 2
o Level P- “The Largest Living Things”
In this guided reading group, we will
focus on finding the main idea, and
supporting details.
In this group will be: Pearl, Owen,
and Niya
We will go through the text and do a
mini lesson on scoping out the main
 idea in a text as well as the
supporting details of each section.
We will ask questions like: how can
you find the main idea? How do you
know?
Conclusion Time
• Thank students for their hard work, get students to place materials
away and prepare for the next class. 2 min
• Tell students we will read a new version of the story tomorrow!

Assessment:

• This lesson will be based on formative assessment. I will check in with their daily 5 log
and make sure students are going to different stations throughout the day.
• I will check in with their “must do” to see what student answers look like.

Teacher Notes:

• Make sure to have daily 5 centers set up and ready to go

• Have the anchor chart prepared before class and hung up in the classroom.

Reflection: How did the lesson go? Is there anything you would do differently next time? What
worked well/ not so well?