Three+Little+Adaptions

**Article #4 - Three Little Adaptions Lesson Plan**


 * Lesson Title:** Three Little Adaptations
 * Grade level:** Third Grade
 * Length of lesson:** Two library periods plus classroom time with teacher

For students learning to read, it’s important to be able to identify similar topics and themes in multiple stories, as well as compare and contrast reading materials. Reading and analyzing different versions or adaptations of a story helps students learn to make these comparisons. Different activities help students consider different aspects of the adaptations and apply this knowledge to future reading and writing. The purpose of this lesson is to teach students about adaptations and provide them with the ability to create their own in the future.
 * Purpose:**

//Students will…// 
 * Learning Outcome(s):**
 *  know three different adaptations read to them by their teacher over the course of several days in advance of the library lesson.
 *  Marshall, James. (2000). The Three Little Pigs. New York, Grosset & Dunlap.
 *  Trivizas, Eugene. (1997). The Three Little Wolves and the Big Bad Pig. New York, Aladdin.
 *  Lowell, Susan. (1992). Los Tres Pequenos Jabalies/The Three Little Javelinas. Flagstaff, AZ, Luna Rising.
 *  learn how to compare and contrast different versions of stories.
 *  create their own adaptation of a familiar story.
 *  practice reading and analytical skills.
 *  learn to find adaptations and retellings of other stories.
 *  have the ability to create their own adaptation in the future.


 * Illinois Learning Standard(s)** **Addressed:**
 *  **1.A.2a** Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations. (station 3)
 *  **1.A.2b** Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. (station 3)
 *  **1.B.1a** Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge. (entire lesson)
 *  **1.B.1c** Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions). (entire lesson)
 *  **1.B.2d** Read age-appropriate material aloud with fluency and accuracy.(station 3)
 * <span style="font-family: Arial,Helvetica,sans-serif;"> **1.C.1b** Identify important themes and topics.(entire lesson, especially station 1)
 * <span style="font-family: Arial,Helvetica,sans-serif;"> **1.C.2c** Compare and contrast the content and organization of selections. (entire lesson, especially station 1)
 * <span style="font-family: Arial,Helvetica,sans-serif;"> **2.A.2a** Identify literary elements and literary techniques (e.g., characterization, use of narration, use of dialogue) in a variety of literary works. (entire lesson)
 * <span style="font-family: Arial,Helvetica,sans-serif;"> **2.B.1c** Relate character, setting and plot to real-life situations. (station 2)
 * <span style="font-family: Arial,Helvetica,sans-serif;"> **3.A.1** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> Construct complete sentences which demon­strate subject/verb agreement; appro­priate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech. (station 2)
 * **4.A.2a** Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations. (entire lesson)
 * **4.A.2b** Ask and respond to questions related to oral presentations and messages in small and large group settings. (entire lesson, especially station 1)
 * **4.A.1c** Follow oral instructions accurately. (entire lesson)
 * **4.B.1b** Participate in discussions around a common topic. (entire lesson, especially stations 1 and 2)

//Needed by the librarian and teacher:// //Needed by students://
 * Materials:**
 * Multiple copies of the three picture books listed above
 * Three poster boards with large Venn Diagrams
 * Three copies of “Mad Libs” story
 * 20 copies of Three Little Fish play
 * Three tables to act as stations
 * Pencils for writing Mad Libs
 * Crayons or Markers for filling in Venn Diagram

//Focusing event:// As students come into the library and sit down, I will begin by asking for volunteers to tell me about the books they read in class. As I’m given answers, I’ll begin framing questions to elicit answers about what is similar and what is different.
 * Instructional procedures:**

//Input from teacher:// As students answer questions and summarize the books they’ve read with their teacher, I’ll begin to help them see the similarities in the different adaptations of the Three Little Pigs. This will be accomplished by asking questions and gathering student responses. Once we have a general idea of what an adaptation is, as well as what makes it similar to and different from the original version, I will begin to explain the stations and how they relate to the topic.

//Roles:// As librarian, I will teach students about adaptations and retellings. I will lead a group discussion and demonstrate how the different activities relate to the stories we read. I will lead the station activities and help students share their work with their classmates. As the classroom teacher, my collaborating teacher will read the three books to the students in advance in their classroom. After the adaptation lesson plan in the library, she will work with them to write their own retellings. She will lead this activity and I will act as support by providing examples of different story versions to students when they come to the library.

The students will be divided into three groups of 5-6 students. Each group will move to their station for ten to fifteen minutes until I ring the bell to signal to them to move to the next station. During the next library period, we’ll evaluate how much was able to get down. If students need more time in each station, we’ll quickly rotate through again. After each group has completed all three stations, I will ask for presenters from each group to share their Venn Diagrams and read aloud their humorous Mad Libs stories.
 * Guided practice:**
 * Station One. In station one, students will work together to fill out a Venn Diagram listing differences and similarities in the three stories they read. I will leave copies of the books on the table for them to refer to.
 * Station Two. Here, students will work together to fill in “Mad Libs” type stories to create their own quick version of “The Three Little….” I will encourage students to make their stories humorous but meaningful. This will prepare them for writing their own adaptation with their teacher later.
 * Station Three. In the final station, students will read from a short play entitled “The Three Little Fish.” This will give them practical experience in reading out loud and comprehension, as well as further the concept of adaptations.


 * Closure**

After we have shared the students’ work, we’ll wrap up with a quick review of adaptations and how they work. I will demonstrate to students how they can locate more retellings in our library and offer one or two versions of different stories as “teaser” books.

//During the opening discussion:// What was similar about the three books you read in class? What was different? Do you think these were the same story? Why or why not? Have you heard any other stories similar to the ones you read with your teacher?
 * Check for understanding**

//While students participate in stations:// What were the similarities and differences we talked about? How do those fit into the Venn Diagram? Is this Mad Libs story the same or different from the stories you read?

//During the wrap-up:// Why do you think reading adaptations is fun or important? Why do people write adaptations? Do you have any ideas for an adaptation? Can you tell me where you would go to find more adaptations?

The classroom teacher will work with the students in creating and writing their own adaptations of familiar stories. This will be a project in their classroom over the course of a week. They will be encouraged to not just change characters or setting, but to play with the plot line itself. As students work on these stories, I will continue to offer guidance in finding and analyzing different versions of similar stories in the library.
 * What’s next?**

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 * Attached**