Geneva College
Beaver Falls, PA
READ ALOUD PLUS LESSON PLAN
Name: Abby Harper Date: 26 February 2021
Course: Edu 342 Grade Level: 3rd grade
I. Topic
To enhance comprehension through comparing and contrasting characters in the story.
II. Common Core Standards
Anchor Standard 1.5 Students present appropriately in formal speaking situations, listen
critcally, and respond intelligently as individuals or in group discussions.
CC.1.2.3.I: Compare and contrast the most important points and key details presented in two
texts on the same topic.
III. Learning Objectives
The students will be able to compare and contrast elements of two stories by using a Venn-
diagram.
The students will be able to use the word “determined” and “prowling”.
IV. Materials
Venn-diagram worksheet
The Three Little Wolves and The Big Bad Pig
The Three Little Pigs video
V. Lesson
A. Introduction
This week the students have been completing Venn-diagrams to build comprehension skills
that involve comparing and constrasting elements in a story or between two stories.
The teacher will demonstrate this strategy again by reading aloud The Three Little Wolves
and The Big Bad Pig and compare/contrasting it to the orginial three little pigs story.
It is important to teach comparing and contrasting skills to help the students improve their
ability to differrentiate plot lines and retention of details.
Before the teacher reads the story, the teacher would have read or shown a video
representation of the original three little pigs story so that all students experience the same
version of this popular tale. This can be done either the day before or right before the
reading.
B. Lesson Development
“Do you remember the story of the three little pigs from yesterday?” the teacher will ask to
begin the lesson. After a few nods from the students, the teacher will ask, “Raise your hand if
you would like to share your favorite part of the story.” After allowing a few answers, the
teacher will introduce the new book. “Look at the cover of this book and listen to the title
The Three Little Wolves and The Big Bad Pig. What characters do you think will be in this
story? As the students answer, the teacher will hold up the book so the students can read the
title and see the cover of the three wolves. What story does this remind you of? How do you
think it will be it differrent? After allowing a few students to comment, the teacher will then
say, “Make sure to listen to the story so we can compare and contrast the two stories at the
end. Paying attention to the details will help you remember the story better.” The teacher will
then start reading the book.
Questions to monitor understanding: (types labeled according to QAR)
1. Based on the title and cover, what do you think is going to happen in this story?
(OMO)
2. Why were the wolves frightened? (RT)
3. Why do you think the big bad pig keeps destroying their home? (W & M)
4. How do you think the wolves feel about their houses being destroyed? How do you
know that they feel that way? (PIT)
5. Do you think flowers are a good idea? (OMO)
6. Why didn’t pig destroy the house of flowers? (RT)
7. What was your favorite part about the book? (OMO)
Words to explain with student-friendly defintions while reading:
Determined: having a clear goal
Prowling: to move quietly and secretly
The students will demonstrate comprehension by verbal answers to guided questions asked
by the teacher throughout the reading.
C. Closure
The students will demonstrate their understanding of compare and contrast through the use
of a Venn-diagram. The Venn-diagram will be handed out to the students, and the teacher
will have one of her own on the board.
The teacher will begin the activity by verbally giving an example of one difference
between the stories and then demonstrating how to add the example to the diagram on
the board. Time is given for students to copy the example on their worksheet.
The teacher will then have the students give examples. Some will be chosen to be put
on the board for students to copy on their diagram.
The students will then do one by themselves.
After some time for the independent work, the teacher will put some of those answers
on the board.
VI. Assessment
1. Formative: The students will be assessed during the story when the teacher asks
questions. This will tell the teacher if the students are following along.
2. Summative: The students will be assessed after the reading through class discussion
using a Venn-diagram.
VII. Adaptations, Modifications, and Extension Activities
Viktor and Mason will have their aids with them to help them with the Venn-diagram.
VIII. Interdisciplinary Connections
None
IX. Self Evaluation
When I started talking to the students about what we were going to do, the students
weren’t engaged. They look bored. I was a bit discouraged because I thought they would
really enjoy the book. I told them that we would be reading a story that is completely
opposite of the three little pigs, and they just looked at me with blank stares. I showed them
the cover of the book, and some students started sitting up. When I started reading, the class
showed much more interest. When I asked questions, they were very eager to answer, and
one student kept interupting because he wanted to point out everything in the pictures. They
were following along and seemed to enjoy it a lot more than I think they orignally thought
they would. However, the interacting with the reading got too loud and off-track towards the
end. The students were doing sound effects for the different types of machinery mentioned,
moving in their desks to mimic the way the pig walked, and were very loud. With New
Brighton being pods, the students are discouraged from raising their voices because other
classrooms will be distracted. I did not know what to do. My co-op called a few students out
while I was reading, but I did not have a good handle on the class. It was the first time they
had acted like that, so I was caught off guard.
After I read the story, I started passing out the Venn-diagrams. The class calmed
down a bit once I passed out a paper. I had a paper up on the board, so I could write an
example. I asked them if they wanted to start with differences or similarities first. They said
differences. We wrote “three little pigs” on the left side and “three little wolves” on the right.
I asked a few students to give an example for each, and many students were very eager to
participate. Eventually some differences and similarities were repeated, and a few students
enjoyed monitoring others if a repeat answer was given. I stopped asking for examples once
the class had five for each story since time was running out. Once I put the marker away, the
students still wanted to give more examples.
Overall, I was happy that the students really enjoyed the book. I had not seem them
that excited about something before. However, I also realized I need to work on my
classroom management skills. I did not have a good handle on the class during the reading. I
let the students interrupt each other and even me, even after I told them ‘not now’ a few
times. In a way, I’m grateful for this experience because I now know I need a management
plan for interactive read aloud activities.
Genre: picture book: folklore
Theme: determination
Level: intermediate
Trivizas, E. (1993). The Three Little Wolves and the Big Bad Pig. Illus. by Helen Oxenbury.
Margaret K. McElderry Books, 32 pages.
Not long after the three little wolves set off to build their first house did the pig bad pig come
prowling along. The wolves are determined to build a stronger house, but the pig is just as
determined to knock it down. Will the wolves ever build a strong enough house to withstand
the bad pig?
Philosphy connection
One area of the lesson that fits into a Christian worldview is being relational. Students
learn a lot better when they are in an environment that is socially interactive. Hebrews 10:24-
25 reads, “And let us consider one another to provoke unto love and to good works: not
forsaking the assembling of ourselves together, as the manner of some is; but exhorting one
another: and so much the more, as ye see the day approaching.” When students work together
in a conversation rather than lecture by the teacher, they are modeling how Jesus describes
the church. Jesus describes his church as a body; that body interacts together and they meet
each others needs. When the students were working together and commenting on each
other’s answers, they were working collaboratively and socially.
Another area of the lesson that fits into a Christian worldview is giving feedback.
Like Jesus gave feedback and intruction to people, teachers need to be responsive. Proverbs
22:6 reads, “train up a child in the way he should go: and when he is old, he will not depart
from it.” Although interactive learning is a great process for students, they still need to be
taught and led by the teacher. The teacher should lead the students because they aren’t
always motivated to learn. During the beginning of the lesson, the students were not
motivated. They sat with dazed looks in their eyes. I noticed and did what I could to keep it
engaging for them. I read with expression, made sound effects, and asked questions. This
helped them get more engaged in the story. After the story, I gave them an example for the
Venn-diagram first to get them on the right track. This got them moving and eventually,
everyone wanted to give an example.
The last area of the lesson that fits into a Christian worldview is keeping it on the
right developmental level. Just like Jesus taught in metaphors so all His followers could
understand His meaning, teachers need to do the same for their students. Students learn best
when they are interested in the material and if it is relavent to them. If it is too young or too
old for their developmental level, they won’t be as engaged as they could be. During the
lesson, there were a couple vocabulary words that needed to be reviewed with the students
before we could continue with the story. This way, the lesson was still on the right
developmental level. It also helped the students get more of a challenge during a read aloud
because it made them think while they listened.
