FranklinFineArtsCenterLibraryLessonPlanExpectations

Kraus
GradeK8
WeekofJanuary12,2015

EssentialQuestions
GuidedInstruction
StudentActivities

Standards/Skills

Studentswillbeable
todo/outcomes
Comparecharacters
betweentwotextson
thesametopic.

Howarecharactersthe
samethroughoutdifferent
versionsofageneral
story?

ReadaloudJanBretts
TheThreeSnow
BearsandJames
Marshalls
Goldilocks.Have
studentsdiscusshow
thesetwobooksare
similarandhowthey
differ.

Studentswilldrawtheirown
Goldilocksstory.

Studentswillmatchanimals
tosounds.

CC.K.RI.9With
promptingand
support,identify
basicsimilaritiesin
anddifferences
betweentwotextson
thesametopic(e.g.,
inillustrations,
descriptions,or
procedures).

Howarecharacters
similarthroughout
differentversionsofthe
samegeneralstory?

Studentswilldrawandwrite
theirownGoldilocksstory.

CC.1.RI.9Identify
basicsimilaritiesin
anddifferences
betweentwotextson
thesametopic(e.g.,
inillustrations,
descriptions,or
procedures).

Comparecharacters
betweentwotextson
thesametopicand
usecreativeand
artisticformatsto
expresspersonal
learning.

Howmuchdideach
versionofGoldilocks
dependupontheculture
aboutwhichitiswritten?

ReadaloudJanBretts
TheThreeSnow
BearsandJames
Marshalls
Goldilocks.Have
studentsdiscusshow
thesestwoversionsare
similarandhowthey
aredifferent.
ReadaloudJanBretts
TheThreeSnow
BearsandJames
Marshalls
Goldilocks.Have
studentsdiscusshow
thesetwoversionsare
similarandhowthey
aredifferent.Students
willalsodiscussthe
cultureandsettingin
eachversionandhow

Studentswilldrawandwrite
theirownGoldilocksstory.

CC.2.RL.9Compare
andcontrasttwoor
moreversionsofthe
samestory(e.g.,
Cinderellastories)
bydifferentauthors
orfromdifferent
cultures.

Compareand
contrasttwoversions
ofGoldilocksstory
andusecreativeand
artisticformatsto
expresspersonal
learning.

Howmuchdideach
versionofBeautyandthe
Beastdependuponthe
cultureaboutwhichitis
written?

4
Boys

Usingtheinformation
providedinthesechapters
andthroughoutthebook,
whatdoyouthinkwill
happennext?

4
Girls

What was the authors

purpose for writing this
story? Be sure to include
evidence/key details to
support your response.
You must also type your
response in complete
sentences with adherence

itchangeseachversion
ofthestory.
ReadaloudMufaros
BeautifulDaughters
andBeautyandthe
Beast.Havestudents
discusshowthesetwo
versionsaresimilar
andhowtheyare
different.Studentswill
alsodiscusstheculture
andsettingineach
versionandhowit
changeseachversion
ofthestory.
Readtwochaptersof
JoeyPigzaLoses
Control.Ask
questionsinvolving
unknownwordsand
discusswhatstudents
thinkwillhappennext.

Students will review

the story, The Three
Snow Bears, by Jan
Brett. Teacher will
then read James
Marshalls Goldilocks
and the Three Bears.
Students will discuss
similarities between

Studentswilldrawandwrite
theirownBeautyandthe
Beaststory.

Studentswillalsotypeina
GoogleDocumenttheanswer
tothequestion,Howmuch
dideachversionofBeauty
andtheBeastdependupon
thecultureaboutwhichitis
written?

CC.3.RL.2Recount
stories,including
fables,folktales,and
mythsfromdiverse
culturesdetermine
thecentralmessage,
lesson,ormoraland
explainhowitis
conveyedthrough
keydetailsinthe
text.

Recountthestoryof
BeautyandtheBeast
pertainingto
differentcultures
explainingkey
details,determining
thecentralmessage,
anddiscussingthe
moral.

Studentswillparticipateina
collaborativediscussionabout
JoeyPigza.Studentswillalso
type,inaGoogleDocument,
theiranswertothequestion,
Usingtheinformation
providedinthesechapters
andthroughoutthebook,
whatdoyouthinkwill
happennext?

CC.4.SL.1Engage
effectivelyinarange
ofcollaborative
discussions
(oneonone,in
groups,and
teacherled)with
diversepartnerson
grade4topicsand
texts,buildingon
othersideasand
expressingtheirown
clearly.
CC.4.W.1Write
opinionpieceson
topicsortexts,
supportingapointof
viewwithreasons
andinformation.

Type,incomplete
sentenceswith
adherenceto
appropriatespelling
andgrammar,what
theythinkwill
happennexttoJoey
Pigzaandhisfather.

Type,incomplete
sentenceswith
adherenceto
appropriatespelling
andgrammar,what
theythinkisthe
authorspurposefor
writingthisstory
withevidenceto

Students will participate in

the discussion of similarities
and differences between
both versions of Goldilocks.
Students will also form
opinions and ideas, present
them to the class, and
provide evidence as to why
they have that opinion.

to appropriate spelling
and grammar.

Whatwasthepurposeof
theModernAmerican
CivilRightsMovement
from1954to1968and
whatkeydetailsdoyou
knowtosupportyour
ideas?

this version (modern)

and other Goldilocks
and the Three Bears
versions (traditional).
Teacher will lead a
discussion about what
Authors Purpose
means and how
(evidence and key
points) we know that
is the authors
purpose. Students will
practice choosing the
correct authors
purpose and
determining the key
details/evidence.

Readthroughand
discussaCivilRights
Chronologyandread
portionsofthe
Constitutionand
Amendments.Listen
tothebeginningofthe
bookRevolutionby
DeborahWiles.

supporttheir
opinions.

Students will discuss what

authors purpose means and
how to locate evidence to
support our ideas. Once the
discussion has concluded,
students will type their
response, complete with
evidence and paying
attention to grammar and
spelling, in a Google
Document. If time allows,
students will Share responses
with each other to review
spelling, grammar, and
content and then Share their
responses with Ms. Kraus.

Studentswilllistentoand
discussaCivilRights
Chronologyandreadportions
oftheConstitutionand
Amendments.Studentswill
alsolistentothebeginningof
thebookRevolutionby
DeborahWiles.Studentswill
alsodiscussMartinLuther
King,Jr.Finally,students
willanswerthequestion,
Whatwasthepurposeofthe
ModernAmericanCivil
RightsMovementfrom1954
to1968andwhatkeydetails
doyouknowtosupportyour
ideas?

CC.5.W.8 Recall
relevant information
from experiences or
gather relevant
information from
print and digital
sources; summarize
or paraphrase
information in notes
and finished work,

Type,incomplete
sentenceswith
adherenceto
appropriatespelling
andgrammar,the
differencesnoted
whenlisteningtoa
bookbeingreadand
readingthrougha
timeline.Writeabout
theCivilRights
Movement,itsmain
ideasandkeydetails
includingkey
persons.

Whatwasthepurposeof
theModernAmerican
CivilRightsMovement
from1954to1968and
whatkeydetailsdoyou
knowtosupportyour
ideas?

Readthroughand
discussaCivilRights
Chronologyandread
portionsofthe
Constitutionand
Amendments.Listen
tothebeginningofthe
bookRevolutionby
DeborahWiles.

Whatwasthepurposeof
theModernAmerican
CivilRightsMovement
from1954to1968and
whatkeydetailsdoyou
knowtosupportyour
ideas?

Readthroughand
discussaCivilRights
Chronologyandread
portionsofthe
Constitutionand
Amendments.Listen
tothebeginningofthe
bookRevolutionby
DeborahWiles.

Studentswilllistentoand
discussaCivilRights
Chronologyandreadportions
oftheConstitutionand
Amendments.Studentswill
alsolistentothebeginningof
thebookRevolutionby
DeborahWiles.Studentswill
alsodiscussMartinLuther
King,Jr.Finally,students
willanswerthequestion,
Whatwasthepurposeofthe
ModernAmericanCivil
RightsMovementfrom1954
to1968andwhatkeydetails
doyouknowtosupportyour
ideas?
Studentswilllistentoand
discussaCivilRights
Chronologyandreadportions
oftheConstitutionand
Amendments.Studentswill
alsolistentothebeginningof
thebookRevolutionby
DeborahWiles.Studentswill
alsodiscussMartinLuther
King,Jr.Finally,students
willanswerthequestion,
Whatwasthepurposeofthe
ModernAmericanCivil
RightsMovementfrom1954
to1968andwhatkeydetails
doyouknowtosupportyour
ideas?

CC.6.RL.7Compare
andcontrastthe
experienceof
readingastory,
drama,orpoemto
listeningtoor
viewinganaudio,
video,orliveversion
ofthetext,including
contrastingwhat
theyseeand
hearwhenreading
thetexttowhatthey
perceivewhenthey
listenorwatch.

Type,incomplete
sentenceswith
adherenceto
appropriatespelling
andgrammar,the
differencesnoted
whenlisteningtoa
bookbeingreadand
readingthrougha
timeline.Writeabout
theCivilRights
Movement,itsmain
ideasandkeydetails
includingkey
persons.

CC.7.RI.1Cite
severalpiecesof
textualevidenceto
supportanalysis
ofwhatthetextsays
explicitlyaswellas
inferencesdrawn
fromthetext.

Type,incomplete
sentenceswith
adherenceto
appropriatespelling
andgrammar,the
differencesnoted
whenlisteningtoa
bookbeingreadand
readingthrougha
timeline.Writeabout
theCivilRights
Movement,itsmain
ideasandkeydetails
includingkey
persons.

Whatwasthepurposeof
theModernAmerican
CivilRightsMovement
from1954to1968and
whatkeydetailsdoyou
knowtosupportyour
ideas?

Readthroughand
discussaCivilRights
Chronologyandread
portionsofthe
Constitutionand
Amendments.Listen
tothebeginningofthe
bookRevolutionby
DeborahWiles.

Studentswilllistentoand
discussaCivilRights
Chronologyandreadportions
oftheConstitutionand
Amendments.Studentswill
alsolistentothebeginningof
thebookRevolutionby
DeborahWiles.Studentswill
alsodiscussMartinLuther
King,Jr.Finally,studentswill
answerthequestion,What
wasthepurposeofthe
ModernAmericanCivil
RightsMovementfrom1954
to1968andwhatkeydetails
doyouknowtosupportyour
ideas?

CC.8.RI.2Determine
acentralideaofatext
andanalyzeits
developmentoverthe
courseofthetext,
includingits
relationship
tosupportingideas
provideanobjective
summaryofthetext.

Type,incomplete

sentenceswith
adherenceto
appropriatespelling
andgrammar,the
differencesnoted
whenlisteningtoa
bookbeingreadand
readingthrougha
timeline.Writeabout
theCivilRights
Movement,itsmain
ideasandkeydetails
includingkey
persons.