Unit Topic: Mexico

Title: The Three Little Javelinas

Subject Area: Language Arts

Grade Level: 1^st

Description or Outcome Statement: After reading the books The Three Little Pigs and The Three Little Javelinas students will be able to compare and contrast the two similar books. They will complete a Venn diagram to show the difference and similarities of the two books.

QCC Objectives:

Topic: Listening/Speaking

Standard: Listens to a variety of literary forms including stories and poems.

Topic: Listening/Speaking

Standard: Follows two- and three-part oral directions.

Topic: Listening/Speaking

Standard: Recalls information presented orally.

Topic: Listening/Speaking

Standard: Communicates effectively when using descriptive language, relating experiences, and retelling stories read, heard, or viewed.

Topic: Listening/Speaking

Standard: Demonstrates an understanding of words and ideas when heard in context.

Specific Lesson Objectives:

The students will be able to:

• listen to two stories that will be read aloud.
• complete a Venn diagram with the help of instructor.

Teacher Materials:

• The Three Little Javelinas by Susan Lowell
• The Three Little Pigs by Paul Galdone
• Large Venn diagram

Student Materials

• Individual Venn diagram
• Attached comprehension assessment

Procedures:

• To introduce this lesson, ask the students if they have ever read The Three Little Pigs. After giving the class time to answer, tell the students that they will be hearing a Hispanic version of The Three Little Pigs.

• The teacher will read the book, The Three Little Pigs by Paul Galdone, aloud to the class. Discuss and answer any questions that the class might have about the book.
• Once the book has been discussed, complete a Venn diagram for this book only. List things that happened in the story. It will be easier for first graders to complete the Venn diagram one book at a time, so they do not get confused.
• After completion of the Venn diagram for the Three Little Pigs, read The Three Little Javelinas aloud to the class. Discuss and answer any questions that the class might have about the book.
• Once the book has been discussed, complete the Venn diagram for this book. List the things that happened in this story, which did not happed in the original Three Little Pigs. The students can then complete the center section of the Venn diagram listing the things that both of the books had in common.
• After completion of the Venn diagram, I will ask the students a few comprehension questions that cover only The Three Little Javelinas. The students will answer by raising their hands.

Closure:

As a closure for this lesson, we will discuss the comprehension questions as a class, so I know that they will be ready for their test on Friday.

Adaptations:

• For an ESL student I would do the following:
• Keep questions brief and to the point.
• Allow for extra time to complete assessments.
• Break down activities into small steps and provide a lot of verbal reinforcement.
• For a student with a mild intellectual disability I would do the following:
• Provide a sample of the finished product before beginning the activity.
• Have in place a clear roadmap for the child to follow. Sequence of steps precisely given to him.
• Change steps, eliminating multi-level tasks when needed.
• Place self-checking and self-rewarding activities after each step to motivate the student.

Assessment: The students will be assessed on the worksheet that will be given after completion of the Venn diagram. The worksheet will consist of comprehension questions from the two stories that were read.

Extensions: As an extension project, the students will write one paragraph of their own version of the Three Little Pigs. The students will draw a picture to go along with their paragraph and the class will make a book with each page.

Remediation:

• For students having difficulty with this lesson, I would reread the stories and discuss the similarities and differences with them and what makes the stories similar and different.