Jamiee Freeman
21 November 2016
TEDU 414
Lesson Plan: Comparing and Contrasting Multicultural Fairy Tales
Purpose
This lesson is dual purposed. As a continuation of previous work done with Language Arts SOL
3.5, this lesson seeks to assist students in the development and utilization of comparing and
contrasting skills. This lesson also introduces students to an African version of Little Red Riding
Hood in an attempt to widen their understanding and horizons in regards to other cultures’
traditional folklore and fairy tales. This activity will open the door for conversations on the
significance of differences and how they enhance our lives.
Virginia Standards of Learning:
Language Arts 3.5 The student will read and demonstrate comprehension of fictional text and poetry.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
Set a purpose for reading.
Make connections between previous experiences and reading selections.
Make, confirm, or revise predictions.
Compare and contrast settings, characters, and events.
Identify the author’s purpose.
Ask and answer questions about what is read.
Draw conclusions about text.
Identify the problem and solution.
Identify the main idea.
Identify supporting details.
Use reading strategies to monitor comprehension throughout the reading process.
Differentiate between fiction and nonfiction.
Read with fluency and accuracy.
Objectives
After listening to read alouds of Little Red and Pretty Salma, the students will compare and
contrast the characters, settings, and events of the stories and contribute to a whole group Venn
Diagram by providing at least one way that the stories are similar or different.
Procedure
Introduction
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Begin by having all students gather on the front carpet. (Students in skirts/dresses or with
special accommodations will be permitted to sit in the front row of desks)
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To students: If you know the story of Little Red Riding Hood, give me a thumb up (K)
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Explain to students that there are many different versions of Little Red Riding Hood from
around the world; today, I will be reading two of them that we will compare and contrast.
Little Red by Bethan Woollvin
Pretty Salma by Niki Daly
1. Looking at the picture, can you
1. Turn and talk to your neighbor:
infer what the wolf’s plan will be?
What do you think a “ntama” is?
The wolf will eat grandma and Red
Ntama is the name of traditional
2. Using the picture and what you
dresses worn in Ghana.
know about Little Red, what can
2. So far, how would you describe
you predict her plan will be?
Mr. Dog? (Rub your head if you
There is an axe. She will chop the wolf
agree)
up.
Mr. Dog is sneaky, clever, a trickster,
3. Turn and talk to your neighbor:
etc.
The author doesn’t say what Little
Red did to the wolf. What do you
think she did?
She is wearing the wolf’s fur. She may
have skinned him.
3. How do you think Salma changed
from the beginning of the story
until now?
Salma learned not to talk to strangers;
Salma is not so easily tricked.
Questions marked with sticky notes in the books on the corresponding pages.
Development
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Students will be given the opportunity for a brain break after sitting through two readings
o Students will be asked to stand, stretch, and use their right hand to touch their left
knee and their left hand to touch their right knee. By completing this movement,
they are crossing the midline and strengthening their brain for critical thinking
connections.
-
Students will be instructed to quietly return to their seats.
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I will draw a Venn Diagram on the board (V) and give students a copy of the Venn
Diagram sheet (attached)
-
We will briefly discuss parts of a Venn Diagram and how to complete one.
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I will then model an example of how the stories differ: Little Red takes place in the
woods. Prompt students to provide the alternative response: Pretty Salma takes place on
the city streets.
*NOTE TO TEACHER: Color code the response for characters, events, and settings.
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Inform students that the goal is to fill the Venn Diagram with as many great ideas as we
can
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I will inform students that I will take volunteers and cold call them (using popsicle sticks
with their names on them) and record their responses on the board (A, V) “I am your
hand; you are my brain”
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Students will be expected to record some of the responses on the Venn Diagram sheet
they have (V)
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Students will be encouraged to rub their heads if they agree with their classmates’
answers and to “kiss their brains” after giving an answer (K)
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Once the Venn Diagram has been completed, ask students: Are there more similarities?
Or, more differences? (thumbs up for their vote) (K)
-
Have students turn and talk to their neighbor/shoulder partner: Do you think it’s
important to have many different versions of stories from many different places? Why?
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Take two volunteers to share their answers.
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Discuss examples and the significance of differences in people, stories, food, and all of
the things that enhance our lives.
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For advanced students:
o Prompt them to expand on their classmates’ ideas
o Encourage students to employ other LA SOL skills, such as character analysis
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For struggling students:
o Encourage them to “phone-a-friend” if they feel stuck
o Allow students to return to the text (physically look at the book)
Summary
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Collect the students’ Venn Diagrams and provide each student with an index card.
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On the blank side of the index card, instruct students to write their first and last name
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On the lined side of the index card, have students to give one example of how they are
different and why they believe that is special.
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Collect exit tickets
Materials
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Pretty Salma: A Little Red Riding Hood Story from Africa by Niki Daly
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Little Red by Bethan Woollvin
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Venn Diagram sheet
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Popsicle sticks with student names
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Three different colored dry erase markers
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Index cards
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Pencils
This lesson plan is based on an activity from TEDU 386 (Children’s Literature), Instructor:
Stephanie Blackburn, Spring 2016.
Evaluation Part A
The students will verbally compare and contrast the characters, settings, and events of Pretty
Salma and Little Red and record their classmates’ responses. Successfully providing responses
when cold called (or when volunteering) will indicate the ability to compare and contrast two
stories. Completion of the exit ticket will also be used to determine the students’ understanding
of comparing, contrasting, and the significance of diversity.
Evaluation Part B
Were the students engaged? What behaviors indicated their engagement, or lack thereof?
Did this lesson emphasize the importance of fairytales/folklore from different cultures? How?
How would you change this lesson if you could reteach it?