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You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html. This lesson provided by: Author: Kristiana Hanna System: Alexander City School: William L Radney Elementary School
Lesson Plan ID: Title: Overview/Annotation: 5553 Who is Little Red Riding Hood Anyway? This lesson compares and contrasts the traditional Litle Red Riding Hood, by the Brothers Grimm, to Little Red Cowboy Hat, by Susan Lowell.

Content Standard(s):

ELA(3)

ELA(3) ELA(4)

ELA(4)

ELA(5)

3. Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade recreational reading materials in a variety of genres. 6. Recognize linguistic and cultural similarities and differences in multicultural literature. 3. Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. 4. Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials. 2. Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres.

Local/National Standards: Primary Learning Objective(s): Additional Learning Objective(s): Approximate Duration of 61 to 90 Minutes Students will compare and contrast the characters and events in two stories. Students will discover how a traditional fairy tale can evolve through different translations.

the Lesson: Materials and Equipment: The books, Little Red Riding Hood, by the Brothers Grimm, and Little Red Cowboy Hat, by Susan Lowell, transparency of the compare and contrast Think-sheet (see attachment) from the Makes Sense Strategies CD, handout of the Think-sheet for each student, chart tablet, 3 markers of different colors, sticky notes for each student, overhead projector

Technology Resources Needed: Background/Preparation: Students will need to be familiar with story grammar including setting, characters, conflict, and resolution. Procedures/Activities: 1.)Teacher will ask students the question, "Who is Little Red Riding Hood?" Record their responses on the chalkboard or chart tablet. Discuss all ideas. 2.)Next, have students write a brief summary of what happens in the story of Little Red Riding Hood that they remember. After they are finished, have them share their responses. On a chart divided into characters/setting/ conflict/resolution, discuss and write each student's response onto the appropriate place on the chart. Example: setting (in the woods and at grandma's house) etc. 3.)After they have shared their responses, read aloud the traditional Little Red Riding Hoodby the Brothers Grimm, discussing the book and events as you read aloud. Have students predict what will happen next. 4.)After reading, go back to the chart and write in a different color the setting, characters, problem, and resolution to the story. 5.)Next, tell the students that traditional fairy tales have many different translations because most of them were originally passed from person to person by word of mouth. Refer to the chart where the students wrote what they could remember-most likely many of them will have a different twist. 6.)Next, show them the cover of the book, Little Red Cowboy Hat. On a sticky note, have each student write what he/she thinks will happen in the story. 7.)Have them share their predictions. Next, ask the students what they think the setting of this story will be and why. Begin reading the story, stopping every two pages and allowing students to make predictions and respond to the text. **Note: teacher should practice reading the book several times to

rehearse the dialect before reading to the class. 8.)After reading the book, discuss the students' predictions and determine if they were correct. Then go back to the chart with a different color marker and fill in the characters, setting, conflict and resolution in this story. Discuss with students that this story is a version of the fairy tale Little Red Riding Hood. 9.)Next, place the Think-sheet (see attachment) on the overhead and give each student a copy. In the top blank write "Little Red Riding Hood." In the "is about" blank write "Who is she anyway?" Tell students they are going to determine the similarities and differences between the two stories. 10.)Remember students should be filling in their copies as the teacher fills in the one on the overhead. Next write the title of the stories in the blanks. The categories should be as follows: 1) setting 2)characters 3) conflict/resolution. 11.)Finally, lead the students in a discussion to compare and contrast the two stories while the teacher fills in the overhead and they fill in their copies. Refer to the chart filled out previously as a guide. 12.)Students should possess a working knowledge of setting, conflict, resolution, and character analysis following this activity. Teacher observation during class discussion should determine understanding. See extension activity for a follow-up idea. Attachments:**Some files CChar1.pdf will display in a new SD2x3.pdf window. Others will prompt you to download. Assessment Strategies: Extension: Teacher observation during class discussions will indicate student understanding of the concepts. The teacher can add the Chinese version of Little Red Riding Hood, Lon Po Po, by Ed Young, and have students compare and contrast all three stories and use the character train Thinksheet (see attachment) to compare the characters of the three stories.

Remediation: Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums,

and other learning or behavior problems. Presentation of Material Time Demands Attention Assisting the Reluctant Starter Environment Materials Using Groups and Peers Dealing with Inappropriate Behavior