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EDU 1010 Orientation to Education Teaching Demonstration

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Name: Cloey Roper

Date: March 21, 2014

Curriculum Title: The Three Little Pigs Help Us Understand Perspective & Dialogue by Comparing and Contrasting Utah State Standard: Both of the standards I used are for second graders in Utah. Reading Literature Standard 6 Reading Literature Standard 9 Objective (s): -Students will acknowledge differences in the point of view of characters, including speaking in different voices for each character when reading. -Students will be able to compare and contrast two versions of the same story. Materials: The Three Little Pigs by Paul Galdone, The True Story of the Three Little Pigs by A. Wolf as told by Jon Scieszka and illustrated by Lane Smith, My Crazy Fairy Tale (found on, white board with markers (or in my case a poster board already written on), and lastly art supplies for take home activity. Background for Teachers: Teachers should be familiar with the traditional story of The Three Little Pigs. Also it may be helpful to identify different types of graphing for the compare/contrast version of this lesson. For my demonstration I used a circle graph. Intended Learning Outcomes: (same as objectives) -Students will understand point of view including the importance of dialogue in the text, and reading in different voices for each character. -Students should be able to compare/contrast two different versions of the same story. Instructional Procedures:  Briefly explain the meaning of “dialogue” when reading/writing  Read the Three Little Pigs (pausing at times to further explain the importance of using different voices for different characters within the story).  Discuss Point of View with the students  Read the True Story of The Three Little Pigs by A. Wolf (again pausing at times to reiterate the importance of using different voices when reading).  Use the whiteboard (or poster) to graph the similarities and differences within the two stories. Have student’s raise their hands and explain what

similarities/differences they saw to make sure that students understand the process of comparing and contrasting. Hand out My Crazy Fairy Tale with instructions to have the students write their favorite story from somebody other than the original authors point of view. Make sure that students use dialogue at least once within their writing, and practice reading their story to family and friends at home.

Family Connections: (take home activity) Students are instructed to recreate their favorite fairy tale at home from a different point of view and incorporate dialogue. Students are also asked to practice reading their story in different voices with family at home to better understand the concept, and importance of dialogue and point of view. Assessment Plan: (how do you plan to assess whether or not students gained the skill/concept?) The first way that I would grade student’s understanding of these concepts would be strictly on classroom involvement throughout the lesson. Was each student participating in the class discussion regarding the lesson? Next, I would read the stories they were assigned to write at home to verify that the student understood. Also it would be fun to have students read their stories out loud to the class, and encourage each student to practice using dialogue.