Lesson Plan-Comparing similar texts and using them to write opinions

Comparing Similar Texts and Using Them to Write Opinions
Patti Carlisle
Length of Time: 90 minutes
Grade: 1

Common Core State Standards:
CC.1.SL.1b Comprehension and collaboration. Build on others talk in conversations by responding to the comments of others through multiple exchanges.
CC.1.R.L.9 Integration of knowledge and ideas: Compare and contrast the adventures and experiences of characters in stories.
CC.1.W.1 Text Types and Purposes: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Content Concepts: Students will be able to identify and share similarities and differences between 3 fairy tales and write and support opinions following the reading of each.

General Learner Outcomes:
Self-Directed Learner: The ability to be responsible for one's own learning.
Complex Thinker: The ability to demonstrate critical thinking and problem solving.

Objectives: First grade students will be able to:
1. Listen attentively to 3 versions of Jack and the Beanstalk when read aloud on 3
consecutive days.
2. Identify and share similarities and differences between 3 versions of the fairytale.
3. Use the information gleaned from comparing each version to write short opinions about who they think the villain in the story is.

Assessment(s) and or Evaluation:
Whole and small group sharing will be observed and listened to, to insure that students are able to identify and verbalize an opinion about what they have heard in each version of the fairytale. Listening to also be sure students are able to justify their opinions (and any changes they may make to them), supporting their opinions with details and reasons from the different versions of the fairytale.

Resources:
Jack and the Beanstalk retold by Carol North
Jack and the Beanstalk retold and illustrated by John Howe
Jack and the Beanstalk retold and published by Merrigold Press

Beginning Procedures (Lesson Introduction/Anticipatory Set/Connection to Prior Knowledge): On each of three consecutive days students will listen to a version of the fairytale Jack and the Beanstalk. Following reading of each story students will share their feelings/opinions with others in their small group and then write a short summary of their opinion and why they feel as they do.
On the first day students will discuss and share their feelings about who was the “good guy” and who was the “bad guy” in that version of the tale. They will then be asked to write a short opinion piece stating what their opinion is at that point. Following a 10-15 minute writing time volunteers will read and share their opinion piece with large group.

Middle Procedures (Learning Activities): On the second day students will first be introduced to the vocabulary word “villain”. Teacher will ask if anyone knows what the word means and to share their understanding of it. Additional ideas will also be elicited from the group and teacher will act as scribe recording them on chart paper. She will then read the second version of the fairytale and at its conclusion ask that this time students identify who they think was the villain in that version of the story. Again students will first share their ideas with their small group and then do another follow up short opinion piece giving reasons they chose the particular character that they did.
On the third day students will listen to another version of the fairytale and again share their opinions in small groups. As before, they will write a final short opinion
piece and give reasons to support their opinion after listening to this version.
Closing Procedures: Students will come together as a whole group and share how their feelings changed while reading the 3 different versions and why they think this happened. Teacher will attempt to lead class toward higher level thinking about how important it might be to get all of the facts before making one’s opinion.

Modifications for Diverse Learners: Teacher will remain flexible and sensitive to needs dictated by individual students, most especially ELL learners who may need to hear story versions read a second time to them. (In order for teacher to remain available for maximum conferencing and assistance with other students,she might ask classroom tutor to reread and discuss the story to a group of ELL students.)