Name: Taylor Morris

Day: 2

Grade: 1st

Time Frame: 30- 40 minutes

Topic of Lesson: Comprehension

1. E/LA Common Core Standard

Strand: Reading: Literature
Topic: Key Ideas and Details
Standard Statement: 3. Describe characters settings and major events in a story, using
key details.
2. Central Focus
The central focus of my lesson is to compare and contrast two versions of The Little Red
Hen stories. The two stories we will be comparing are The Little Red Hen and The Little
Red Hen Gets Help. Yesterday the first story was introduced. This specific lesson will focus
on comprehension of The Little Red Hen. Before introducing the second story I would like
to make sure students have grasped this story.
3. Objectives
Students will be able to describe characters in The Little Red Hen.
Students will be able to describe major events in The Little Red Hen.
Common Core Standard Being Met: I can describe characters and major events in a story.
4. Lesson Summary
In this lesson we will review The Little Red Hen story. We will reread the story. Then
we will do readers theater with The Little Red Hen. Each student will get to act out a
part of the story. After todays lesson students should understand and be able to recall
events from this story. This means that in the next lesson we will be able to move on to
the story The Little Red Hen Gets Help.
5. Resources
The Little Red Hen Classic Folktale illustrated by J.P. Miller
Readers Theater Scripts
Paper
Pencils
Hen Masks on construction paper headbands
Poster paper for vocabulary list
Who Will Help Worksheet
6. Academic Vocabulary
a. Comprehension: Students will understand The Little Red Hen and be able to recall
key details from the text.

Functions: Sequencing- Students will recall events from the story and act them out
during readers theater.
Forms:

Farm
Reap (harvest the wheat)
Wheat
Grain
Chicken/hen- mean the same thing, a kind of farm animal
Farm tools- sickle is the tool used for harvesting wheat
Mill- where flour is made

7. Procedures
b. Readiness (Engagement)
Does anyone remember the story we read yesterday?
We learned about the Little Red Hen and how she did not get the help that she needed.
Today as we go to the carpet you may act like any of the animals from the story that you
would like. But make sure that once you make it to the carpet you quiet down.

c. Focus of Lesson (Explore, Explain, Extend)

Does anyone remember some of the words we came across that may be new to us?
Lets make a list together of these words. (Harvest, reap, sickle, etc).
Today we are going to get a chance to be actors and actresses. Each of you will receive a
script of The Little Red Hen.
You will pick your character from a hat and work in groups to act out the story together.
If you have trouble remember words you may look back in your mini book at the
pictures, like good readers do or you may look at our vocabulary list.
Can anyone tell me how they can be a good actor/actress as they read? (Be clear,
enthusiastic, practice, ask for help if you get stuck)
Remember good actors change their voice to act like the character they are. How would
you talk if you were a hen, dog, mouse, etc.
After you have practiced a few time, we will come back together and everyone will act
the story out together. All of the hens, dogs, etc. will talk at once.
Once you have a chance to act the story out I want you to think about what you would
have done if the Little Red Hen asked you for help.
d. Closure
What did we learn about today?
Did you enjoy being an actor or actress?
Can you remember everything that happened in the story today?

Tomorrow we are going to read a new book about the Little Red Hen and
compare it to the book that we have been reading.

e. Assessment (Evaluate)
I will know what my students have learned by directly observing as they act out their
parts during Readers Theater.
I will keep a checklist as I walk around the room and as students act out the story as a
whole group.
I am checking to see that each student remembers key details from the text including
characters and events.

8. Differentiation
I will pick the groups for Readers Theater so that they are heterogeneous. I want
struggling readers to be able to participate. Each part will be read together when
presented as a whole play so that no one feels like they are not doing a good job.
In the activity Who will Help, students who are struggling will be able to draw
and label a picture while advanced students will be asked to write at least one full
sentence.

Name: Taylor Morris

Grade: 1st

Day: 3
1. E/LA Common Core Standard

Time Frame: 30-40 minutes

Topic of Lesson: Compare and Contrast

Strand: Reading: Literature

Topic: Key Ideas and Details
Standards Statement: Compare and contrast the experiences of characters in stories.
2. Central Focus
The central focus of my lesson is to compare and contrast two versions of The Little Red
Hen stories. The two stories we will be comparing will be The Little Red Hen, and The
Little Red Hen Gets Help. In the past two lessons students we have reviewed The Little
Red Hen. In this specific lesson I will introduce The Little Red Hen Gets Help, and we
will start to compare the two stories and make text-to-text connections.
3. Objectives
Students will be able to compare and contrast events in The Little Red Hen and
The Little Red Hen Gets Help.
Common Core Standard Being Met: I can compare and contrast the experiences of characters
in stories.
4. Lesson Summary
This is the third lesson in this unit. I am introducing the story The Little Red Hen Gets
Help. We will start to compare this story to The Little Red Hen. The goal will be to
begin to make text-to-text connections. Students will be asked to notice what is similar
and different in each story. The main focus of my unit is comparing and contrasting the
two stories to make text-to-text connections.
5. Resources
The Little Red Hen Classic Folktale Illustrated by J.P. Miller
The Little Red Hen Gets Help by Kenneth Spengler
Comparison chart
Pencils
Paper
Connections worksheet
Questions and responses pocket folder
Questions and responses sentence strips
Storytown book
Readers Theater puppets
6. Academic Vocabulary
a. Comprehension- Students will understand The Little Red Hen Gets Help, and be able to
recall key details from the text.

Functions: Compare and Contrast- Students will begin to compare and contrast the two stories.
Text-to-Text Connections- Students will notice similarities in the two stories (characters, events,
etc.) They may also notice what is different in the stories.
Forms:

Farm
Reap (harvest the wheat)
Wheat
Grain
Chicken/hen- mean the same thing, a kind of farm animal
Farm tools- sickle is the tool used for harvesting wheat
Mill- where flour is made

7. Procedures
b. Readiness (Engagement)
Who remembers what happened in the story The Little Red Hen?
Did you think it was nice that Little Red Hens friends would not help her?
Today we are going to read a new story about Little Red Hen but this time things
might go differently.
Please bring your Storytown book to the carpet. Say something nice to a friend as you
walk to the carpet.
(I will say one, to, three once students get to the carpet and they will say eyes on
me).
c. Focus of Lesson (Explore, Explain, Extend)
Lets read the story and try to see what happens and if anything is different in this
story.
As we read try to decide what is the same and different in The Little Red Hen
and The Little Red Hen Gets Help.
After we read we will write down what we notice.
Lets look in the story to see what we can find.
If you had a friend would you want them to act like the characters in this story
(who help their friend)?
I am going to give each of you sentence strips like I did when we read The Little
Red Hen.
These sentence strips will be different from last time because they will have
missing words that you will need to fill in before bringing them up to the chart.
You may work will a partner to find the answer.

I will need you to put the sentences in order for me so that we can remember what
happened in the story. If you get stuck remember you can look back in the story
like good readers do.
Then we will look at our sentences from both stories and see what we notice.
What is the same? These are text-to-text connections.
What is different?

d. Closure
What were some things that were the same in the stories?
What were some differences?
Please fill out the Connections worksheet at your desk to match the one we did at
the carpet.
If you need any help I will be coming around to each table.
Tomorrow we are going to write together and make even more connections.
Each of you will get to add something to the writing that we do.
Tonight you can take home your Storytown book to share the story The Little
Red Hen Gets Help with your family. You can do a readers theater if you want
to; using the puppets and script I have given you.
e. Assessment (Evaluate)
I will know what students have learned by directly observing as each student decides
what order the sentence strips will go in. I will keep a checklist on who does
comprehend and remember the story and who does not.
I will also keep track of who notices similarities and differences in the two stories.
8. Differentiation
To differentiate I would pair lower and higher level students together for the
sentence strips. I would give students who have trouble staying focused in my
lesson the sentence strips that go last in the story so that I could hold their
attention until the end of the lesson. Higher level students would be given the
sentences that are more difficult.

Name: Taylor Morris

Grade: 1st

Day: 4

Time Frame: 30-40 minutes

Topic of Lesson: Comparing and Contrasting

1. E/LA Common Core Standard

Strand: Reading: Literature
Topic: Key Ideas and Details

Standards Statement: Compare and contrast the experiences of characters in stories.

2. Central Focus
The central focus of my lesson is to compare and contrast two versions of The Little Red
Hen stories. The two stories we will be comparing will be The Little Red Hen, and The
Little Red Hen Gets Help. In the past two lessons students we have reviewed The Little
Red Hen. In this specific lesson I will introduce The Little Red Hen Gets Help, and we
will start to compare the two stories and make text-to-text connections.
3. Objectives
Students will be able to compare and contrast events in The Little Red Hen and
The Little Red Hen Gets Help.
Common Core Standard Being Met: I can compare and contrast the experiences of characters
in stories.
4. Lesson Summary
This is the fourth lesson in this unit. I will review the story The Little Red Hen Gets
Help. We review both The Little Red Hen Gets Help, and The Little Red Hen. As a
class we will participate in interactive writing to make text-to-text connections on the
similarities and differences in each book. Every student will participate. The main focus
of my unit is comparing and contrasting the two stories to make text-to-text connections.
5. Resources
The Little Red Hen Classic Folktale Illustrated by J.P. Miller
The Little Red Hen Gets Help by Kenneth Spengler
Large Comparison Venn Diagram chart
Markers
Pencils
Connections worksheet
Questions and responses pocket folder
Questions and responses sentence strips
Storytown book
6. Academic Vocabulary
a. Comprehension- Students will understand The Little Red Hen Gets Help, and be able to
recall key details from the text.
Functions: Compare and Contrast- Students will begin to compare and contrast the two stories.
Text-to-Text Connections- Students will notice similarities in the two stories (characters, events,
etc.) They may also notice what is different in the stories.

Forms:

Farm
Reap (harvest the wheat)
Wheat
Grain
Chicken/hen- mean the same thing, a kind of farm animal
Farm tools- sickle is the tool used for harvesting wheat
Mill- where flour is made

7. Procedures
b. Readiness (Engagement)
Before we start today I would like you to vote on which story you like better. If
you like The Little Red Hen more, walk to the carpet like a hen.
If you like The Little Red Hen Gets Help more, walk to the carpet in a friendly
way and say something nice to a friend.
c. Focus of the Lesson (Explore, Explain, Extend)
Do you remember when I told you yesterday we were going to write together for
todays lesson?
Today we are going to use our super reader skills to compare and contrast The
Little Red Hen and The Little Red Hen Gets Help.
Everyone will participate but if you get stuck you may look back in the book,
phone a friend, ask me for help, use your comparison chart, sentence strips, etc.
I will write your name and the name of anyone who works with you by what you
write in our chart to make sure everyone gets to help.
The left side says The Little Red Hen, the middle says Both stories, and the
right side of the chart says The Little Red Hen Gets Help.
Please put your thinking caps on as we recall what happened in these stories.
(I will ask probing questions along the way if students get stuck and provide
examples as needed)
Some responses should be:
In The Little Red Hen only Little Red does the work. In The Little Red Hen
Gets Help Little Reds friends help her make tacos. Both stories include the
Little Red Hen and the cat (and so on until we have filled up the Venn Diagram).
d. Closure
Can someone tell me a few of the text-to-text connections we made today?
What was similar or different in each of our stories?
Tomorrow we are going to think about what we would do if the Little Red Hen
asked us for help.

You will also make your own comparison chart with pictures so we can see what
you have learned.

e. Assessment (Evaluate)
I will keep a checklist and write names as students fill in answers during the
interactive writing.
I will be paying attention to who is able to correctly compare and contrast the two
stories.
8. Differentiation
Students who get stuck will be able to ask a friend or the teacher for help or use
any of the resources from previous lessons.
I will help with spelling and guide students to the correct answer.
Higher level students will be able to help friends and can write a whole sentence
in the space provided.

Name: Taylor Morris

Grade: 1st

Day: 5

Topic of Lesson: Comparing and Contrasting Review

Time Frame: 30-40 minutes

1. E/LA Common Core Standard

Strand: Reading: Literature
Topic: Key Ideas and Details
Standards Statement: Compare and contrast the experiences of characters in stories.
2. Central Focus

The central focus of my lesson is to compare and contrast two versions of The Little Red
Hen stories. The two stories we will be comparing will be The Little Red Hen, and The
Little Red Hen Gets Help. In the past four lessons we have reviewed the stories and
compared them to each other. In this specific lesson I will review these stories and do a
summative assessment after reviewing.
3. Objectives
Students will be able to compare and contrast events in The Little Red Hen and
The Little Red Hen Gets Help.
Common Core Standard Being Met: I can compare and contrast the experiences of characters
in stories.
4. Lesson Summary
This is the fifth lesson in this unit. I will review both The Little Red Hen Gets Help and
The Little Red Hen. As a class we will review the text-to-text connections we have
made about each book. After this students will write three sentences with pictures,
showing the text-to-text connections using similarities and differences from each story.
5.

Resources
The Little Red Hen Classic Folktale Illustrated by J.P. Miller
The Little Red Hen Gets Help by Kenneth Spengler
Large Comparison Venn Diagram chart
Markers
Storytown book
Student comparison chart
Lined paper

*Technology: As I review I will pull up the sentence strips on the smart board so that students
can see them before we take out test. The sentence strips from each lesson will be pulled up side
by side. If students have trouble remembering what happened in each story I can scramble the
sentence strips and have them come up and put them in order.

6. Academic Vocabulary
a. Comprehension- Students will understand The Little Red Hen Gets Help, and be able to
recall key details from the text.
Functions: Compare and Contrast- Students will begin to compare and contrast the two stories.
Text-to-Text Connections- Students will notice similarities in the two stories (characters, events,
etc.) They may also notice what is different in the stories.

Forms:

Farm
Reap (harvest the wheat)
Wheat
Grain
Chicken/hen- mean the same thing, a kind of farm animal
Farm tools- sickle is the tool used for harvesting wheat
Mill- where flour is made

7. Procedures
b. Readiness (Engagement)
Can anyone tell me about the text-to-text connections we made yesterday?
Did anyone do Readers Theater at home?
Lets look at the list we made to review.
c. Focus of Lesson (Explore, Explain, Extend)
This week we have made so many connections together. We have read two
stories, done a Readers Theater, organized sentence strips and so much
more!
I want to find out what you remember from everything we have gone over
this week.
Can anyone tell me what happens in The Little Red Hen?
After responses I will read the story again and go over the sentence strips
from the book in order.
What part did you play in the Readers Theater? Raise your hand when I
name the character that you acted like?
Does anyone remember what happened in The Little Red Hen Gets
Help?
I will read the story again for students and we will go over the sentence
strips again.
Next I will ask Do you remember what text-to-text connections we made
about these two books?
We will go back over our comparison chart as well.
d. Closure
I would like for you two show me how you compare and contrast using what you
learned this week.
Please write three sentences. One sentence will be about something that is only in
The Little Red Hen. Your next sentence will only be about The Little Red Hen
Gets Help. Remember in one story the Little Red Hen has friends that help and
in another she does not.

Your third sentence will be about something that is in both books. This could be
characters, events, or anything else you think is the same in both books.
After you write all three sentences you will be able to illustrate (or draw a picture)
for each.
I will be walking around as you write your sentences. Try your best with spelling.
I will write any words on the board that you need help with.
I am so happy to see how much you have learned this week. Does anyone know
any other stories that have text-to-text connections?
Keep your eyes out for these as you read!

e. Assessment (Evaluation)
I will know what my students have learned by reading over their sentences.
This will show me students ability to compare and contrast and to make text-totext connections.
8. Differentiation
To differentiate, I could split students up into groups and have different
expectations for how students write their sentences. Lower level students
could draw a picture and label it, while telling me what they mean. Higher
level students could write more than one sentence.