Making Old Stories New

In this unit, students compare and contrast events and characters in multiple versions of The Three Little Pigs and Little Red Riding Hood. 

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ELA

Alternate Unit 4

1st Grade

Unit Summary


This unit is focused on two classic fairy tales: The Three Little Pigs and Little Red Riding Hood. With each fairy tale, students are first exposed to a classic version, familiarizing themselves with the basic plot and lessons. Then, students explore the ways authors change the setting, characters, and plot while still maintaining the overall essence of the classic story. Some of the changes the authors make reflect the nuances of different cultures and environments, while others are made for entertainment and humor. Either way, students will explore the idea that different authors can use their perspectives and culture to shape the stories they write or retell. 

By reading multiple versions of the same classic fairy tale, students will abe able to grapple with the bigger lessons of each tale—the importance of not talking to strangers and the importance of respecting others’ property and privacy. Throughout the unit, students will be challenged to think about how each of these unique themes is portrayed and how in each different version of the fairy tale the characters may learn the lesson in slightly different ways. 

This unit builds directly onto the reading strategies from previous units. Students will continue to be pushed to be inquisitive consumers of text, asking and answering questions about characters, settings, and plots as they listen to and engage with a text. Students will continue to work on retelling stories and including key details. Similar to previous units, students will continue to think deeply about characters and the setting, but in this unit, students will be pushed to think about how the setting of a story can influence a character’s actions. A new focus of this unit is on comparing and contrasting the adventures and experiences of characters in stories. Students will be asked at multiple points to use the information they have learned about key events, characters, and setting to compare and contrast different versions of the classic fairy tale. 

When discussing the text with partners, small-group, or whole-group, students will continue to work on engaging with the thinking of others. Students will build on the strategies they learned in previous units as they continue to work on continuing conversations through multiple exchanges by building on others’ talk in conversations.

Students will continue to build their writing fluency by writing daily in response to the Target Task question, with an added emphasis on expanding their sentences using more details and a variety of conjunctions. Students also have an opportunity to continue to refine their narrative writing skills by writing their version of The Three Little Pigs.

In reading, this unit builds directly onto the reading strategies from previous units. Students will continue to be pushed to be inquisitive consumers of text, asking and answering questions about characters, settings, and plots as they listen to and engage with a text. Students will continue to work on retelling stories and including key details. Similar to previous units, students will continue to think deeply about characters and the setting, but in this unit, students will be pushed to think about how the setting of a story can influence a character’s actions. A new focus of this unit is on comparing and contrasting the adventures and experiences of characters in stories. Students will be asked at multiple points to use the information they have learned about key events, characters, and setting to compare and contrast different versions of the classic fairy tale. When discussing the text with partners, small-group, or whole-group, students will continue to work on engaging with the thinking of others. Students will build on the strategies they learned in previous units as they continue to work on continuing conversations through multiple exchanges by building on others’ talk in conversations.

As writers, students will continue to build their writing fluency by writing daily in response to the Target Task question, with an added emphasis on expanding their sentences using more details and a variety of conjunctions. Students also have an opportunity to continue to refine their narrative writing skills by writing their version of The Three Little Pigs

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Texts and Materials


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Core Materials

Supporting Materials

Assessment


The following assessments accompany Unit 4.

Content Assessment

The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards.

Cold Read Assessment

The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing.

Unit Prep


Intellectual Prep

Unit Launch

Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.

Essential Questions

  • What does it take to solve a problem? 
  • Why might two people solve the same problem differently? 

Reading Focus Areas

  • When readers retell a story, they tell events from the story using a clearly sequenced order of events.

  • The setting of a story is when and where a story takes place. The setting can influence a character’s actions.

  • To compare and contrast stories, readers notice what is the same and different about the characters, setting, key events, and central message.

Writing Focus Areas

Narrative Writing

  • Write a narrative with a beginning, middle and end.

  • Include details about what happened with each event.

  • Use temporal words to signal event order.

Speaking and Listening Focus Areas

  • Use specific vocabulary. Use vocabulary that is specific to the subject and task to clarify and share thoughts.

  • Build on others' talk in conversation by responding to the comments of others through multiple exchanges.

Vocabulary

Text-based

anticipationbullycunningdiscouragedequippedfrightenedhastilyhoarsenessintelligentkindlyoutsmartpersistentpleasantresourcefulscoundrelslystereotypesuspiciouswretched

To see all the vocabulary for Unit 4 , view our 1st Grade Vocabulary Glossary.

Supporting All Students

In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting all Students teacher tool.

Content Knowledge and Connections

  • Retell the plot of Little Red Riding Hood and the lesson learned.
  • Retell the plot of The Three Little Pigs and the lesson learned.
  • Identify two to three key facts about wolves.

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Common Core Standards


Core Standards

L.1.1
L.1.1.e
L.1.1.f
L.1.1.g
L.1.1.i
L.1.1.j
L.1.2
L.1.2.d
L.1.2.e
L.1.4
L.1.6
RI.1.1
RI.1.2
RL.1.2
RL.1.3
RL.1.4
RL.1.6
RL.1.9
W.1.1
W.1.3
W.1.5
W.1.6

Supporting Standards

L.1.5
RL.1.1
RL.1.7
RL.1.10
SL.1.1
SL.1.2
SL.1.5
SL.1.6

Next

Retell what happens in The Three Little Pigs.

Lesson 1
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