The Big Bad Wolf in Number the Stars

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Objective

SWBAT write a T-chart that compares the protagonist's situation and her use of Little Red Riding Hood to help her through it.

Big Idea

In Number the Stars, our main character retells herself the story of Little Red Riding Hood to ease her fears. Students will compare her situation with the fairy tale.

Chapter 14: Reading and Discussing

15 minutes

In chapter 14 of Number the Stars, our protagonist is on a mission that is very difficult and frightening. Annemarie must take a path through the woods to get a special envelope to her uncle. As she is walking and the fear build she retells herself the story of Little Red Riding Hood.

The class is eager to read about Annemarie's mission. Be fore we do we talk about when an author uses a cliffhanger so that we want to keep reading. They are good at this because when we stopped reading last, I made them close their books at this part. We discuss what we know and make a few predictions about what we will read.

I then ask if any students want to read and they take turns reading to the class. I do stop them often to check for understanding or when I feel they can practice a reading strategy like, infer. When we stop to check understanding,i ask lots of leading questions and questions that force them to connect to prior reading. 

 

T-Chart Note Taking and Comparing

10 minutes

When we finish the chapter I ask them to put their books down and get their white boards out. They are going to need to make a T-Chart for their notes. I have them label the left side Annemarie and the right side, Little Red. I then ask the class to fill in what they know of Annemarie's trip in the woods and then to talk about the details from Little Red. They will create bullets to keep track of their notes. 

Student Led Discussion and Writing Response

10 minutes

As I walk around, I monitor and check student's understanding of how the author used Little Red Riding Hood to develop the plot. I check to see how they are comparing the two situations. When it appears the class has some great ideas and has had an adequate amount of time to process the similarities and differences, I am ready for them to discuss their learning. 

During the discussion, I ask students to share their thoughts and ideas with each other. I start by asking the question on what parts of the two stories were similar. Students firs bring up the basket and so I ask them to discuss if their were any things that were similar when just comparing the two baskets. They do a great job of connecting how the two baskets were for someone else and carried food. We then discussed how they were different. I continue to ask questions about the villain, the setting, and the situation as it happens. Each time I ask them to talk about how they compared and contrasted the two. 

After discussing the two scenarios, they are ready to write a response. In their response I want them to choose a reflection point on their own. I give them ideas on what they might write about. they might want to write about Annemarie's feelings, the two situations and why the author chose Little Red Riding Hood, or they might have a personal connection to make.