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Maryjaqueline Fox

Maddie Chawner
November 21, 2014

Comparing Similar Plots Using Who, What, When, Where, Why, and How

Goals or Objectives: Students will be able to compare and contrast two versions of the same story by
identifying the who, what, when, where, why, and how of the stories.
Grade Level Guide: Content Standards
Content Curriculum Focal Points Common Core State
(ie: NCTM, IRA,)
3. Students apply a wide range of Compare and contrast two or
strategies to comprehend,
more versions of the same
interpret, evaluate, and
story (e.g., Cinderella
appreciate texts. They draw on
stories) by different authors
their prior experience, their
or from different cultures.
interactions with other readers
and writers, their knowledge of
word meaning and of other texts, Ask and answer such
their word identification
questions as who, what,
strategies, and their
where, when, why, and how
understanding of textual features to demonstrate understanding
(e.g., sound-letter
of key details in a text.
correspondence, sentence
structure, context, graphics).

Interdisciplinary Connections
This lesson could also work well
alongside a Science lesson learning
about the different animals
mentioned in these stories. The
students could learn about bears,
pigs, and wolves, and their natural
habitats. The students can learn
about the actual environment that
these animals live in. The students
will realize that these animals do
not actually live in houses; this was
just part of the stories.

Academic Language: Story Plot and Setting

Students Needs: The students will need to know the Original Story of The Three Little Pigs, which we
will have read during the previous class day. The teacher may need to review and define what a story
plot and setting of a story is before beginning the lesson.
English Language Learners

Special Needs (can be a

group such as struggling
readers or individuals)

For English Language

Learners in the classroom,
choose stories that have a
similar cultural background as
the students. Examples: the
students could read a Mexican
Cinderella story or an African
Cinderella story.

For those students will special

needs, pair these students with
a peer who is excelling in
reading, and can help this
student. The teacher can also
highlight the important parts
of the story (the who, what,
when, where, why and how)
and have the students draw a
picture for each of these
components to show their

understanding. Lastly, the

teacher can give these
students the adapted version
of the stories, which have
both the original text and a
much simpler version of the

Students Needs: note card, pen or pencil, a graphic organizer for each student
Teacher Needs: whiteboard, whiteboard markers, copies of the six books for each group, the YouTube
video (see resources for link), computer, projector, note cards for each student, PowerPoint presentation
Language Function: The students will analyze the story and identify the who, what, when, where, why,
and how parts of the story plot. The students will also describe and explain these aspects of the story plot
to the class in an oral presentation.
Lesson Plan
Review the plot of the story The Three Little Pigs (the original version) which was read the
previous class day
Present the PowerPoint presentation that covers the who, what, when, where, why, and how of
The Three Little Pigs. This will help review the story for the students.
Pass out note cards (one for each student) which has one of the following words on it: who,
what, when, where, why, or how.
Begin the lesson with playing the read aloud for the True Story of the Three Little Pigs which is
on YouTube.
While the online read aloud is playing, have the students fill out the note card that they have
been given. Each student will be looking for a different aspect of the book.
After the read aloud, create a class list on the board with all of the students answers.
Split the class into four equal groups of five students each.
Give each group their own story to read. Goldilocks and The Three Bears by James Marshall,
Little Red Riding Hood by Candice Ransom, Little Red Riding Hood by Susan Horowitz,
Honestly, Red Riding Hood was Rotten by Trisha Shaskan.
Before the group begins to read, hand out the graphic organizer that goes along with the specific
text. Assign each student a specific aspect that they will be responsible in listening for during
the group reading.
Once the book has been read and each student has found their individual aspect, allow the groups
to discuss their answers with each other. The students will be completing their graphic
organizers while discussing and sharing their answers with their group members.
Each group with transfer their information from their finalized graphic organizers on to the white
boards and present their findings to the class.
For homework: the students will be given a story and a graphic organizer to fill out at home on

their own. The class will review this homework the following day in class.
Assessment: While the students are working in the groups, the teacher will be checking that the students
are on task and are working in their groups to complete the activity. The teacher will collect the note
cards given to the students during the beginning of the lesson. Furthermore, the teacher will also collect
the students graphic organizers that they will complete in groups, so that they can check the students
understanding of the concept. The teacher will hopefully be able to see students progress and
improvement from the beginning to the end of the lesson by comparing the students responses on the
note cards and on the graphic organizers.
Type of assessment
(formal or informal)


Description of

Modifications to the
assessment so that
all students could

The teacher will

collect the students
note card that they
complete at the
beginning of the
lesson. The teacher
will also collect the
students graphic
organizers that they
complete for

If students have a
severe learning
disability related to
writing full sentences,
allow these students
to draw a picture
inside their graphic
organizers, instead of
using words/
sentences. The
students will be able
to label the aspects of
their pictures, instead
of using full

Evaluation Criteria- What

evidence of student learning
(related to the learning objectives
and central focus) does the
assessment provide?
This assessment will show the
teacher the students
understanding of the following
components of the plot: who,
what, when, where, why, and
how. The teacher will also be able
to see the students progression
from the beginning to the end of
the lesson.

Resources:, Rubric for the graphic organizer (see

attached), Three Little Pigs by Walt Disney, The True Story Of The 3 Little Pigs by Jon Scieszka,
Believe Me, Goldilocks Rocks! by Nancy Loewen, Goldilocks and The Three Bears by James Marshall,
Little Red Riding Hood by Candice Ransom, Little Red Riding Hood by Susan Horowitz, Honestly, Red
Riding Hood was Rotten by Trisha Shaskan.
Analyzing Teaching:
What worked?
What didnt? For whom?

Overall, I think that the lesson went very well. I think

that the set up with four different tables for the four
different groups was successful. The music playing
during the group reading time helped to create a peaceful
and soothing atmosphere, and it helped the groups focus
on what their group leader was reading without
becoming distracted by their peers. Furthermore, the
incentive to listen due to the reward system with the
cotton balls was really successful. The students
responded well to adding different cotton balls to their

What instructional changes do you need to make as
you prepare for your next lesson?

Proposed Changes
If you could teach this lesson again to this group of
students what changes would you make to your

Why will these changes improve student learning?
What research/theory supports these changes?

group bowls.
Honestly, in regards to the reward system with the group
bowls, I would probably have to modify what the actual
reward would be. I would not want to give the group
with the most points candy every day, but I would maybe
want to build a classroom reward system into the daily
routine. I would possibly chart the amount of cotton
balls that each group gets at the end of each activity, and
reward each group once they get to a certain level with a
small reward (like five minutes to read independently in
the reading corner, the ability to choose the next read
aloud for fun book, etc.).
As I prepare for my next lesson, I would look over the
students homework to verify that each individual student
understands how to find the who, what, where, when,
why, and how of a story. I would make sure that each of
them were able to find at least one detail for each aspect.
This would then help me to know where to go with my
next lesson. If some students were struggling with
grasping this content, then I would possibly split up the
class into groups of students who understand the material
and students who may be struggling. Then I would have
Mrs. Chawner and I split up and work with the different
groups at their specific levels to try and meet their needs.
If I could re-do this lesson to a new group of students,
then I would maybe change how I presented the video of
the book talk in the beginning. The video is pretty long,
so I am not sure how actual second graders would do
with watching a book talk video for six minutes. I would
possibly try to pause the book talk at certain points to
make text-to-text connections with the previous Three
Little Pigs story that I read with the class on the
previous class day. Furthermore, I could possibly make a
compare and contrast chart with the students and fill it
out as we were watching the video (during the times that
I would pause it) and finish filling it out after the video is
done. If I did this, then I would maybe split the lesson
into two lessons. The first day I would focus on the
similarities and differences between the two texts, and
the second day I would introduce the concepts and
activities related to finding the who, what, where, when,
why, and how of the stories.
This change would hopefully improve student learning,
because it would help the students make connections
with the material that is being presented to them.
Through making text-to-text connections, then they will
strengthen their comprehension of the important

similarities and differences between the two texts. Also,

through focusing on the more specific topics of
comparing and contrasting and then the aspects of who,
what, where, when, why, and how on two different days,
this may help the students form a more complete
understanding of the topics. Additionally, this would
provide more opportunities for learners who may need
additional support or time to be given that support and
time to fully grasp the concepts.

Rubric for Graphic Organizer

Yes (1 point)
Students found information on
the specific detail that they were
given to find during the story.
The student gave at least 1
details for the aspect that they
were given
The student turned in their
graphic organizers on time.

No (0 points)