Lesson 2

Grade: 9th
Subject: ELA
Standards: (Common Core
Learning Standards/ New York
State Standards)
CCSS.ELA-LITERACY.RL. 9-10.1
Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters
(e.g., those with multiple or
conflicting motivations) develop
over the course of a text, interact
with other characters, and advance
the plot or develop the theme.

Content Vocabulary:
Bzou
Pantry
Bodice
Doted
Latch
Counterfeiting
Bobbin

Objective(s)/Aim(s):
How can a 3 column chart help
organize information to make better
character analysis and establish
criteria?
Essential Question(s):
1. What is the purpose of a 3
column chart and why is it
useful?
2. How can character analysis
be formulated from a 3
column chart focusing on a
character?

Materials/Resources:
-The Story of Grandmother by
Paul Delarue
-Little Red Riding Hood by
Charles Perrault
-3 Column Chart
-Whiteboard
-Exit Ticket

Technology:
Smart board

Language Supports:
Spanish/English glossary
Dictionary
Thesaurus
Frayer Model
Learners Dictionary.com

Motivation/ Hook/Do Now: (The purposes, connection to experiences, or review of a previous lesson
~15 mins.)
Students will complete a mini quiz on Little Red Riding Hood. After completion, the teacher will go over the
quiz with the class to check for understanding. Teacher will demonstrate the STEAL method with the class
focusing on the elements A and L using Little Red Riding Hood.
Mini-Lesson/Direct Instruction: (Teacher explains, models correct responses, and elicits scholar
responses step-by-step procedure. ~5 min.)
Next, students will be asked to write an example of an action from element A in STEAL in The Grandmother
that differs from an example of an action in Little Red Riding Hood using the whiteboards.

Guided Practice: (Teacher works with students: 1. to have them demonstrate understanding of
objective with assistance, 2. to allow students to show understanding individually or in groups, and 3.
to re-teach through multiple intelligences. ~5 min.)
The teacher will hand out the 3 column chart to the class and explain what it is for. A minimum of 7 points must
be filled in each column. The teacher will ask the students to insert the actions they selected from each story and
write it in the corresponding sections in the chart.
Practice (Activity): (Teacher provides activity and students complete tasks in pairs while teacher
observes and informally assesses for understanding. ~ 15 min.)
With a partner or individually students will use the stories The Grandmother, and Little Red Riding Hood to
complete their column charts. Students will use each element in STEAL to help them identify similarities and
differences.
Share/Reflection: (Closure, connection, students share/reflect while teacher continues to check for
understanding. ~5 Min.)
A few students will share with the class how they completed their 3 column charts. How did doing the
chart help them to compare and contrast little red in The Grandmother and in Little Red Riding
Hood? What traits define each girl in both stories?
Differentiation:
Assessment:
Homework:
The 3-column chart will help
students organize the similarities
and differences between each
girl in both fairytale stories. The
use of this handout will also be
beneficial towards organizing
other stories or events.

Formative: Teacher will first give a

mini quiz on Little Red Riding
Hood. After reviewing the quiz
questions, the teacher will go over 2
elements in STEAL using Little
Red Riding Hood.
Summative: Students will be given
an exit slip to complete before the
end of the class period.

-Students will continue working

on their column chart. They will
add setting, other characters,
and items into the chart.
-Students will read Little Red
Cap by Jacob and Wilhelm
Grimm and annotate while
reading.