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Kelly Griffith

Discipline/subject: Language arts/reading
Approximate length of lesson: 60 minutes  

Grade level: Second Grade 

Content Objective:
Given two pieces of literature, students will be able to demonstrate comprehension through comparing
and contrasting using a Venn diagram, oral discussion, and retelling using pictures.
Language Objective:
SWBAT orally produce simple sentences using the provided discussion frames in order to compare and
contrast and retell the two stories to their peers.
The student will read and demonstrate comprehension of fiction and nonfiction.
a) Make predictions about content.
b) Read to confirm predictions.
c) Relate previous experiences to the topic.
d) Ask and answer questions about what is read.
e) Locate information to answer questions.
f) Describe characters, setting, and important events in fiction and poetry.
g) Identify the problem, solution, and main idea.
- The Three Little Piggies
- The True Story of the 3 Little Pigs! by Jon Scieszka
- Retelling worksheet with pictures for sequencing the beginning, middle, and end of both stories
- Jar of names for participation
Initiation: (approx. time) 20 minutes 
The teacher will tell the students that they will read two books. These two books will give two
different perspectives of the same scenario. The lesson will begin with reading the story The Three Little
Piggies. After the teacher finishes reading the story aloud, she will create a KWL chart on the blackboard
and review the headings of each column (what we know, what we wonder, what we learned). Then the
instructor will ask the students to give facts that they know about the story and help generate ideas with
asking, “Who were the main characters?”, “What was the problem?”, “Who was the villain?”, and “How
did the story end?” to fill in the “What do we know” column. The instructor will call on students who are
sitting quietly in their seats with their hands raised or will choose from the jar of names. If a student gives
a response that is not related to The Three Little Piggies, the instructor may ask guiding questions like the
ones listed above or allow the student to call on a friend for help.
After the “What we know” column has been filled with at least five facts, the instructor will ask
students to help fill the second column titled, “What we wonder.” The instructor will facilitate reflective
thoughts by asking questions such as, “Could there be another side to the story?” or “How do you think
the wolf felt?”This will help lead into the next story that will be read.
Development: (approx. time) 30 minutes  
After the “What we wonder” column has been filled with at least three thoughts, the instructor
will introduce and read The True Story of the 3 Little Pigs! by Jon Scieszka. After the book is read aloud
by the teacher, she will ask the student to fill the column titled “What We Learned.” To help fill in this
column, the teacher may go back to the questions prompted in the second column such as “How do you
think the wolf felt?”This story may answer some questions prompted in the “What we wonder column” as
well as give the students more insight of the story. Stemming from the facts we learned from the different

Kelly Griffith
perspectives of The Three Little Pigs, the teacher will hand out a worksheet with a Venn diagram
comparing the new and original version of The Three Little Pigs. The teacher will give the students seven
minutes to work in pairs on this worksheet and come up with as many similarities and differences as
possible. Before they start, they will review what a similarity and a difference are and how to put them
into the Venn diagram. Also, the teacher will remind them to review the KWL chart they made when
looking for similarities and differences. For example a lot of the information of “What we know” will be
placed under the original version while facts from “What we learned” will be placed in the new version’s
diagram. After the timer goes off, the class will discuss their ideas with each other. If discussion needs to
be facilitated, the teacher can ask what elements are the same in both stories such as the plot and
characters and are different such as the characters’ perspectives and traits of the characters. They will
spend about ten minutes discussing their ideas.
Once they have a few ideas in their Venn diagram under each category, the teacher will pass out
the retelling worksheet. The students will work individually in putting the pictures in the sequence of
beginning, middle, and end. The worksheets will be collected at the end to see the students’ progress in
Closing: (approx. time) 10 minutes  
We will share our Venn diagrams and retelling worksheets with the class. I will provide sentence
frames for oral presentation in front of the room or at their desk.
The two books are different because ____________ while ____________.
One major difference between the books is ______________.
Both books have _________.
The two books are alike because __________.
The book began with…
In the middle…
By the end of the book…
Assessment Measures:
Students will be evaluated by informal observation during class discussion as well as by their
performance on a retelling worksheet at the end of the lesson through the use of pictures. Their Venn
diagrams will also be collected as a form of assessment.
-Sentence frames
-Visual retelling
-Graphic organizer
Guiding Questions:
Who were the main characters?
What was the problem?
Who was the villain?
How did the story end?
Retell the stories using the pictures.
Could there be another side to the story?
How do you think the wolf felt?

Kelly Griffith
Compare and contrast the two books using the Venn diagram.