If you've been diving into the Common Core Standards like I have, you've noticed that a big shift is to have your students answer text dependent questions and cite evidence from the text to support their answers. We are going to do this today, however we're going to go one step further. Not only are we going to contrast, we are going to create compound sentences and combine them by using a connecting word. Today you'll also get to see why I color code the circle maps. It makes finding the information to put on their double bubble maps so much easier for the students.
In this lesson, students will be working in their student work packets. I'm going to be posing many questions about both stories in this lesson. This addresses standard RL1.1. Because I've created text dependent questions for my students, they are going to have to be really specific and use evidence from the text in their answers. This includes being able to describe the characters, the settings and the major events in the stories. This addresses standard RL1.3.
Unlike our Goldilocks stories, both of our 3 Pigs stories lend themselves nicely to standard RL1.6. One of the stories tells the story from the wolf's point of view. The other story tells the story from Detective Doggedly's point of view. I am excited to address who is telling the story in each of the books because we really get to lay the foundation for students to be able to talk about perspective in later years. Finally, we are going to be contrasting the two stories today. This addresses standard RL1.9. Besides just contrasting, we are going to be writing some complex text for first graders because we are going to be doing some sentence combining using a connecting word. I feel my students should not just be reading and listening to complex text, they should also be writing complex text at this age.
For today's lesson you will need either your Smartboard Three Pigs and Wolf Compare and Contrast or Activboard Three Pigs Compare and Contrast lesson. You will also need to make enough copies of the connecting word papers Connecting Words Three Pigs Stories and student packets Three Pigs Students Work packets for each of your students. Your students will need their double bubble maps from yesterday.
I think it's important to partner students up in various groups and partner groupings. When we do this we address standard SL1.1. I've included some resources for you PartnerPickingCards, sorting sticks, and fun ways to group students to help you find various ways of "changing things up" in your classroom.
One of the reasons I include listening and speaking into my lessons is because I know the impact that oral language has on reading achievement. One of the goals for my class this year has been for my students' sentence structures to gradually get more complex. They need to hear good models and have a great deal of practice to improve in this area. They have to be able to speak complex language before they can write complex language, just as a student needs to be able to break down a word phonemically before they can write a word phonetically.
I started with the objective and gave my students an overview. I said, "Today we are going to be contrasting our 3 Little Pigs Stories. What does contrasting mean? Yes, that's right, we are going to discuss how our stories are different. Just like we did in our Cinderella and Goldilocks stories, we are going to use our double bubble map as a tool today. You know the routine. We will practice answering our questions today by speaking them first. We will connect our two ideas with a connecting word. Then when we are done speaking our sentences we will write them. I am going to model and guide you through our fist question. Then you and your partner can work together doing the rest of the questions. Are you ready to go?"
I displayed the student work packet on my Smartboard. I said, "The first question says, What happened after the straw house fell down in both stories?" The reason I made my double bubble map in the first place is to use it as a tool to help my answer my question. If I look at the left side of my double bubble map it says, "The True Story of the 3 Little Pigs". I can start my answer by saying the name of the book first. I can say , " In the story "The True Story of the 3 Little Pigs...... Now I need to look at one of my bubble to help me answer that question. Who can tell me which bubble has that information? That's right the green bubble. So I can say, "In the story "The True Story of the 3 Little Pigs the wolf ate the pig after the straw house fell down." Did you see how I was very specific in my answer? I named the book, the character, and I didn't just say "the wolf ate the pig" I said, "the wolf ate the pig after the straw house fell down."
Then I said, "Now let's look at the right side of our double bubble map. I'm going to say the name of the book first and then state my evidence from the green bubble. So I'll say, "In the story, "Where's the Big Bad Wolf?"the cows look after the pigs after the straw house fell down. Then I'm going to connect my two sentences together. Just like we've done before, we are going to use a connecting word that makes sense. Today I want to use the connecting word however. So my sentence will be - In the story, "The True Story of the 3 Little Pigs the wolf ate the pig after the straw house fell down, however in the story "Where's the Big Bad Wolf?" the cows looked after the pigs after the straw house fell down. "
Then it was my student's turn to practice speaking their sentences. I wanted to reinforce some concepts to make sure my students improved from our last comparing and contrasting unit on Goldilocks. I said, "It's your turn to practice your sentences with your partner. The last time we did this in our Goldilocks unit, some of you forgot to be really specific. You need to name your book, the character, and the event in your answer. Be sure to include this when your are saying your sentence. Again, you can use any connecting word you want
Now it was time for my students to do their independent work. I said, "Now it's time for you to work with your partner and practice speaking your answers before we write them. How do we go around the bubble again? That's right we go to the red bubble, then the light blue, purple, pink, and finally aqua. We'll read the question together (I do this to scaffold for my struggling readers). Then you'll get time to practice answering the question with your partner. Finally, after you're done speaking your answer, you'll write your answer."
After reading each question, I walked around the room, listening to make sure partners were using correct syntax and answering in complete questions. When the students were writing their answers I continued to walk around and was really be nit picky with them. I believe that if I establish good habits with my students by getting them to really be specific as possible when they answer their questions, then they will be that much better off as they reach future grade levels.
If you watch the video here Discussing and Writing Our Second Contrasting Question - 3 Pigs Day 4, you'll see how I pushed some of them to be specific as possible.
Today's lesson was very long so I wanted our closure to be short and sweet. Yesterday's exit ticket was so successful I decided to do it again. I said, "On your exit ticket I want you to write one way our stories were different and one way our stories were the same. Once you are done writing, you may post your exit ticket on the door."