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K–12 teaching and learning · from the UNC School of Education

Pigs and wolf on a map!

The students will construct a Double Bubble Map to compare and contrast two versions of a familiar fairytale.

A lesson plan for grades 1–4 English Language Arts

By Cherry Randall

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Learning outcomes

The students will be able to compare and contratst two stories by identifying the main characters in a story, identifying the plot of a story, and explaining the climax and conclusion of a story as well as the point of view. They will also be able to construct a Double Bubble Map to organize this data.

Teacher planning

Time required for lesson

2 days

Materials/resources

Technology resources

Each student will need access to a computer with a color monitor.

Pre-activities

  • The students will have prior knowledge of the story “The Three Little Pigs”.
  • The students will need to know the definition of compare, contrast, character (hero, villain) , plot, climax and point of view.

Activities

Day 1

  1. Read aloud the original version of “The Three Little Pigs”.
  2. Discuss characters, setting, point of view, climax and resolution.
  3. Ask students if they think it would be interesting if the wolf could tell his version of this story. Read aloud The True Story of the Three Little Pigs by A. Wolf by Jon Sciezka.
  4. Again discuss characters, setting, point of view, climax and resolution.
  5. Ask students the definition of compare and contrast. Ask students what graphic organizer we can use to compare and contrast the two books we just read.
  6. Draw a Double Bubble Map on the board. Lead a class discussion of similarities and differences in the two books.
  7. Have students give examples of similarities and differences and the correct placement on the map.
  8. Give each student a copy of a Double Bubble Map and instruct them to use the data on the board to complete their map. In addition they are to put at least 2 new examples in each area of the map.
  9. Assign each student a computer with Thinking Maps software and have them create a Double Bubble Map using their rough draft. (If you do not have access to Thinking Maps software, the students can complete their double bubble maps by hand.
  10. Have students print the final copy.

Day 2

  1. In small groups, have students select a familiar fairy tale picture book to read. Then students will retell the story from the point of view of a character other than the hero or heroine. For example, the witch in Hansel and Gretel, the huntsman in Snow White, the giant in Jack and the Beanstalk.
  2. Have students fill out another Double Bubble Map showing how their story is different when it is told by a different character.
  3. Have students share their stories with their group, or publish as a class book of “Untold Fairytales”.
  4. As a class, discuss how the story changes when told from a different point of view.

Assessment

  • Informal assessment through question and answer during class discussion.
  • Teacher observations while students are working independently.
  • Completed Double Bubble Maps.
  • Written versions of their fairy tales from a different point of view.

Supplemental information

Comments

This lesson helps students learn to use a Double Bubble Map to organize information in a clear and orderly way.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 2

  • Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.07: Discuss similarities and differences in events, characters and concepts within and across texts.

Grade 3

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.03: Read a variety of texts, including:
      • fiction (short stories, novels, fantasies, fairy tales, fables).
      • nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).
      • poetry (proverbs, riddles, limericks, simple poems).
      • drama (skits, plays).
  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
      • considering the differences among genres.
      • relating plot, setting, and characters to own experiences and ideas.
      • considering main character's point of view.
      • participating in creative interpretations.
      • making inferences and drawing conclusions about characters and events.
      • reflecting on learning, gaining new insights, and identifying areas for further study.
    • Objective 3.02: Identify and discuss similarities and differences in events, characters, concepts and ideas within and across selections and support them by referencing the text.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.09: Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions).

Grade 4

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.04: Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:
      • plot.
      • theme.
      • main idea and supporting details.
      • author's choice of words.
      • mood.
      • author's use of figurative language.
  • Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.
    • Objective 3.02: Analyze characters, events, and plots from different selections and cite supporting evidence
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.09: Produce work that follows the conventions of particular genres (e.g., personal and imaginative narrative, research reports, learning logs, letters of request, letters of complaint).

  • Common Core State Standards

    • English Language Arts (2010)

      • Reading: Literature

        • Grade 1
          • 1.RL.3 Describe characters, settings, and major events in a story, using key details.
          • 1.RL.9 Compare and contrast the adventures and experiences of characters in stories.
        • Grade 2
          • 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
          • 2.RL.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
        • Grade 3
          • 3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
        • Grade 4
          • 4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
          • 4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.