UNLV

Department of Teaching and Learning

UNLV Student: Allison Simons PSMT Name: Ms. Pressgrove

Lesson Plan Title: Lon Po Po and Little Lesson Plan Topic: Folktales
Red Riding Hood
Part 2

Date: February 27, 2018 Estimated Time: 45 minutes

Grade Level: Second School Site: Morrow

1. State Standard(s):
a. CCSS.ELA-LITERACY.RL.2.9: Compare and contrast two or more versions of
the same story (e.g., Cinderella stories) by different authors or from
different cultures.
b. CCSS.ELA-LITERACY.RL.2.1: Ask and answer such questions as who, what,
where, when, why, and how to demonstrate understanding of key
details in a text.
c. CCSS.ELA-LITERACY.W.2.1: Write opinion pieces in which they introduce the
topic or book they are writing about, state an opinion, supply reasons
that support the opinion, use linking words (e.g., because, and, also) to
connect opinion and reasons, and provide a concluding statement or
section.
2. Teaching Model(s):
a. Direct Instruction: TW ask direct questions about the main traits of a story.
b. Student Centered: Students will write and support their own opinions as to which
story they enjoyed more. Students will create their own venn diagram to compare
and contrast stories.
3. Objective(s) :
a. SWBAT to recount the story by placing it in sequential order
i. Students will use this to write their own narrative based on the same
framework and moral(s) as the stories shared in class
b. SWBAT to answer “who, what, when, where, why, and how” of two different
versions of ‘Little Red Riding Hood’ story from different countries.
i. SWBAT use this information to compare and contrast the two stories and
determine each stories’ moral
4. Materials and Resources:
a. The Classic Grimm’s Fairy Tales retold by Louise Betts Egan
b. Lon Po Po by Ed Young
c. “5 W’s” magnets
d. Dry erase marker
 e. Tape
5. Instructional Procedures:
a. Motivation/Engagement:
i. Teacher will ask the students if they remember what two folk tales they
read last week. TW ask students to retell the story and specifically ask
about the main characters and settings.

2. Activity 2: Who, What, Where, When, Why and How

a. TW say, “Now that we have a summary to help us, let’s review key details of the
stories.’
b. TW place the 5 W’s magnets on the board and label one side of the white board
as ‘Lon Po Po’ and the other side as ‘Little Red Riding Hood’
c. TW ask the following questions for Lon Po Po (and write the answer on the board
in the appropriate area)
1. Who is the story about? Who are the characters? (Shang, Tao, Paotze,
Lon/ Wolf, mother)
2. What is the story about (i.e. plot)? (Three sisters who have to figure out
how to escape being eaten by a wolf)
3. What is the main problem? (They are stuck in the house with a wolf that
wants to eat them.)
4. Why did they have to escape? (The wolf wanted to eat them)
5. Why was the wolf inside the house? (They didn’t listen to their mother and
let him inside
6. Why did the wolf want a ginko nut? (To heal and live forever)
7. When did this story take place? (Long ago)
8. Where did this story take place? (China, the country, in the house,
outside the house)
9. How did they escape the wolf? (They tricked him)
10. What was the moral of the story? (Listen to your elders. If you’re clever
you might be able to get out of difficult situations.)
c. TW ask the following questions for Little Red Riding Hood:
1. Who is the story about? (Little Red Riding Hood)
2. Who are the characters? (Wolf, Red, Grandma, Hunter, Mother)
3. What is the story about? (Girl who does not listen to her mother,
gets distracted and eaten by a wolf then is saved by a brave
hunter)
4. What is the main problem? (The wolf ate Red and her grandma)
5. Why was the wolf able to eat Red and grandma? (Red didn’t stay
on the path like her mother said and got distracted, leaving her
grandma to be eaten by the wolf. This allowed for the wolf to later
eat Red. They were tricked)
6. Where did the story take place? (Germany, forest, grandma’s
house)
 7. When did the story take place? (200 years ago - 1789 since
publishing date)
8. How did Red and grandma escape the wolf’s belly? (They were
saved by the Hunter).

3. Compare and Contrast

i. TW ask students to raise their hand if they see any similarities on the board. TW
circle (or write) or write the similarities on the board.
i. TW ask student to raise their hand if they see any differences on the board. TW
underline the differences.
ii. TW tell students that what they are doing is comparing and contrasting the two
stories. To compare is notice similarities or differences between two things. To
contrast is to notice how different things are.
iii. TW ask students if they know of a diagram that would be ideal for comparing and
contrasting. TW allow students to answer. TW draw a Venn diagram for the
students on the board and show how one is used.
iv. TW then pass out a worksheet for the students.
v. TW tell students to start on the back by creating a Venn diagram. They will
organize the information on the board into the Venn diagram.
vi. TW explain that once they are finished with their Venn diagram that they should
turn the page over and answer the questions.

a. Closure:
i. TW collect the students worksheets before beginning a closing
discussion.
ii. TW ask the following questions to engage the students in a discussion
that will review and emphasize how they learned the objectives, by
asking:
1. Were the stories from different countries very different? Were the
similarities between the two?
2. Do you think it is important to read stories from different countries
and cultures? Why or why not?
3. Do you think that it is pretty cool that these two countries are so
far away, yet have similar stories? How do you think that is
possible? (word of mouth - folk tale)
4. Who can name the “5 W’s and 1 H” of a story?
5. What is a folktale?
6. What does it mean to compare and contrast?

b. Extension:
i. Have students compare and contrast the antagonist in each of the stories.
Engage in a discussion or have students write out differences they
noticed in the wolf in each of the stories
2. Accommodations, Modifications and Differentiations for Diverse Learners:
a. TW be circulating class to assist students who may need extra help
3. Assessment and Evaluation of Learning:
a. Formative: Students will be formatively assessed by their answers to the
worksheet, which will assess whether the student has acquired the objectives for
this lesson. Students who did not pass the assessment will be placed in a smaller
learning group to re-learn the objectives through a more intricate reteaching of
the lesson through new methods or a small group lesson plan.
b. Summative : No summative assessment.
4. Homework Assignment: None.
5. Reflection:
a. Strengths
b. Concerns
c. Insights