Lon Po Po

Plan Author: Mathew Needleman
Date Created: 3/19/2003 4:55:40 PM PST
School:
Saturn Street
Grade Level: 1-3
Subject Area(s):
Language Arts (English)
Goal(s):
Students will be able to compare and contrast two pieces of literature.
Concept(s):
Folktales told around the world have subtle differences but many similarities.
Standards:
CA- CCTC: Aligned CSTP's and TPE's
• Standard : CSTP: Standard for Engaging and Supporting all Students in Learning
TPE: C. Engaging and Supporting Students in Learning
CSTP Description: Teachers build on students? prior knowledge, life experience, and interests to achieve learning goals for all students. Teachers use a variety of instructional strategies and resources that respond to students? diverse needs. Teachers facilitate challenging learning experiences for all students in environments that promote autonomy, interaction and choice. Teachers actively engage all students in problem solving and critical thinking within and across subject matter areas. Concepts and skills are taught in ways that encourage students to apply them in real-life contexts that make subject matter meaningful. Teachers assist all students to become self-directed learners who are able to demonstrate, articulate, and evaluate what they learn.
• CSTP Key Element : Using a variety of instructional strategies and resources to respond to students? diverse needs.
 Question : engage all students in a variety of learning experiences that accommodate the different ways they learn?

CA- California K-12 Academic Content Standards
• Subject : English Language Arts
• Grade : Grade One
• Area : Reading
• Sub-Strand 3.0: Literary Response and Analysis
Students read and respond to a wide variety of significant works of children?s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.
• Concept : Narrative Analysis of Grade-Level-Appropriate Text
 Standard 3.1: Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story?s beginning, middle, and ending.


Objective(s):
After participating in a guided reading of the story, "Lon Po Po", pair sharing, and completing a Venn Diagram as a whole class, students will be able to state at least one difference and one similarity between "Little Red Riding Hood" and the Chinese version, "Lon Po Po".
Prerequisite Background Skills/Knowledge:
Students must be familiar with the American version of "Little Red Riding Hood" and have read two different authors' retellings. Students have also discussed general elements of folktales.
Vocabulary / Language Skills:
Different and Same. These concepts still present difficulties for English Language Learners. They will be retaught using manipulatives before the lesson begins.
Materials:
Book: Lon Po Po
Chart Paper (for Venn Diagram)
Marker

 		 
Classroom Management:
Students will be asked periodically to have a discussion with partners about certain questions that the teacher poses. Teacher must circulate to make sure that students remain on topic and each find a partner. The lesson must be fast paced and varied in order to maintain student interest.

Procedure:
Open
Point students' attention to the map of the world and have one of them find where Asia is on it. Then have another student find where Japan is and tell students that today they will be hearing the Japanese version of "Little Red Riding Hood." Check to see if students have already understood through previous discussions that folktales are often told orally and come from all over the world. This is the wolf story that comes from Asia and is very much like our own story, "Little Red."

Body
Read the story "Lon Po Po" to students, allowing them to make predictions along the way based on what they know of "Little Red" and folktale structure. For later reference, allow students to comment occasionally on obvious and subtle differences. Some comments should be shared as a whole class, others in pair groups.

After reading, have students supply information to include on a Venn Diagram comparing the two stories. Obvious differences are how the wolf comes to the house of the Little Red character in Lon Po Po and how there are three girls instead of one. Allow students to find the differences and similarities on their own but encourage the strategy of rereading when there are portions of the story that students cannot remember.

Close
The Venn Diagram may be completed on a separate day altogether but should be revisited again later to add any new differences. Reread the story map with the children and allow them to summarize the information with a partner.

Assessment:
Teacher circulates as students share with partners to listen for students stating at least one difference and one similarity.
copyright ©2003-2012 by Mathew Needleman http://www.opencourtresources.com