Observations of Student Learning
The goal for the lesson was for students to understand the concept of sequence, to order images, and to write text that accompanies images in a sequence. By the end of the lesson, each student summarized a part from either the beginning, middle or end of The True Story of the 3 Little Pigs! They wrote descriptive sentences which they read aloud to their classmates, and assigned these events to the correct part of the sequence. While summarizing the events, students referred to the book, looking through the pages to find where their event happened and how the author described it. Students worked together and agreed as a group before placing them in the final order of the sequence. The descriptive sentences along with the group discussion and agreement of the sequence show that students were able to comprehend the concept of sequence and to use their skills to correctly order their events.
Culminating our lesson, I prompted a discussion that allowed students to articulate more abstract thought. I asked students to discuss the similarities and differences between the two versions of The Three Little Pigs. Their responses revealed a comprehensive understanding of the two texts. They addressed the similarities and differences of the visual elements, characters, and perspective. One student noted that The True Story of the 3 Little Pigs! was dark in comparison to the original version, while another student noted a difference in the wolf's intentions and interactions with the pigs. Through this discussion, the students demonstrated that they had digested not only the concept of sequence, but an understanding of the more abstract and in-depth concepts presented in the two versions. After a read aloud of The True Story of the 3 Little Pigs!, students wrote descriptive summaries and sequenced the events as a group
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Discussion of the two versions of The Three Little Pigs |