Same Story, Different Version

Students compare and contrast events and characters in multiple versions of classic fairy tales, grappling with the bigger lessons of each tale, and support their writing with details from the texts.

Unit Summary

A note from our team: As part of the upgrade to Fishtank Plus, this unit will be revised this year. Some texts, materials, and questions may change as part of the revision.

This unit is focused on three classic fairy tales: The Three Little Pigs, The Three Bears, and Little Red Riding Hood. With each fairy tale, students are first exposed to the classic version, familiarizing themselves with the basic plot and lessons. Then students explore the ways authors change 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 own perspective and culture to shape the stories they write or retell. By reading multiple versions of the same classic fairy tale, students will also be able to grapple with the bigger lessons of each tale—the importance of not talking to strangers, how hard work and patience pay off, and the importance of respecting others’ property and privacy. Over the course of 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. It is our hope that this unit, in connection with others in the sequence, will help students see the power of storytelling and how simple stories can be changed and improved based on an author’s ideas and preferences. 

In reading, this unit builds directly onto the reading strategies from unit 2. Students will continue to be pushed to be inquisitive consumers of text, asking and answering questions about characters, setting, and plot as they listen to and engage with a text. Students will also continue to work on retelling stories and including key details. Similar to units 1 and 2, students will continue to think deeply about characters and setting and how the details an author includes in the illustration and text help a reader better understand both. Because most of the focuses for this unit are a repeat of similar focuses from units 1 and 2, students should be pushed to a much higher level of rigor and understanding than in previous units. One new focus of this unit, however, is on comparing and contrasting the adventures and experiences of characters in stories. Students will be asked at multiple points to use information they have learned about key events, characters, and setting to compare and contrast different versions of the classic fairy tale. Students should be pushed beyond just superficial comparisons across the different stories. At the end of the unit, students will also have a chance to retell and act out the different fairy tales, putting their own “artistic” spin on the fairy tale.

In writing, students will continue to write daily in response to the text. In unit 2, students began to write answers that correctly answered the questions using facts. In this unit, students will be pushed to continue to focus on correct answers that may show some level of inferential or critical thinking. Students will also begin to learn how to include details from the text in their answers. At this point in the year, it is not important that students have the best evidence but rather that they are including some details that support the answer to the question in one way or another. Structure and grammar feedback during this unit should be based on assessment data from units 1 and 2.

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Texts and Materials

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Core Materials

See Text Selection Rationale

Assessment

This assessment accompanies this unit and should be given on the suggested assessment day or after completing the unit.

Unit Prep

Intellectual Prep

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Building Content Knowledge

  • Understand the basic story lines of The Three Little Pigs, The Three Bears, and Little Red Riding Hood. 
  • Understand the basic characteristics of fairy tales. Determine which characteristics to notice and reinforce over the course of the unit (e.g., start with “Once upon a time”). 

Internalizing the Texts and Standards 

  • Read all unit texts, including the author’s notes or any cultural connections, with essential questions and unit themes in mind. 
  • Unpack unit priority standards. What does mastery of the standard involve? What habits of good readers do students need to understand? 
    • RL.1.9 → What should students include when they compare and contrast the experiences of characters in stories? 
  • Decide how to track similarities and differences across different versions of the same story. 
  • Determine unit discussion focus based on priority speaking and listening standards. Create a plan for how to introduce and reinforce unit priorities. 
  • Create a structure and focus for shared reading lessons that are embedded within the unit.

Essential Questions

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  • Why should you not talk to strangers? 
  • How does hard work and patience pay off in the end? 
  • Why is it important to respect others’ property and privacy? 
  • How does the setting of a story change what happens in a story?

Writing Focus Areas

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  • In unit 2, students began to focus on answering a question by answering the question and adding an inference, critical thinking, or facts to show understanding of the question. In this unit, students will continue to work on this and will be pushed to move from stating facts that help answer the question to including an inference or some level of critical thinking. In this unit, students will also begin to be challenged to include details from the text to support answers. At this point in the year, student evidence does not need to be the best or strongest evidence, but it should be related to the answer. 
  • Similar to unit 2, structure feedback should be based on student needs from the reading response rubric and unit 2 assessment. Pick either a class-wide focus or individual focuses based on student needs.

Language Focus Areas

  • pick two or three structure focus correction areas based on spiraling student needs

Writing-About-Reading Focus Areas

  • correctly answers the question with an inference, critical thinking, or facts that show a basic understanding of the question or text 
  • includes details from the text (may not be the strongest or best evidence but are related)

Vocabulary

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Literary Terms

compare, contrast, setting

Text-based

outsmart, frighten, fortune, budge, suspicious, discouraged, grin, tender, bully, expert, persisted, tender, escape, prowling, impolite, innocent, growled, boasted, similar, different, trusting, little, middle, great, porridge, stubborn, shocked, astonishment, sneaking, innocent, unsuspecting, barged, wander, forbid, cloak, begged, pleaded, appetite, stranger, disguise, clever, delighted, overjoyed, suspiciously, eagerly, suggested

Idioms and Cultural References

"The more the merrier", "Last straw"

Content Knowledge and Connections

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  • Retell the plot of Little Red Riding Hood and the lesson learned. 
  • Retell the plot of The Three Little Pigs and the lesson learned. 
  • Retell the plot of Goldilocks and the lesson learned.

Lesson Map

1

  • The Three Little Pigs

    RL.1.2

    RL.1.3

    RL.1.7

Describe how the third little pig outsmarted the big bad wolf, by retelling stories and including key details about characters and events.

2

  • The Three Little Tamales

    RL.1.2

    RL.1.3

    RL.1.7

Describe how the three little tamales outsmarted the big bad wolf, by retelling stories and including key details about characters and events.

3

  • The Three Little Javelinas

    RL.1.2

    RL.1.3

    RL.1.7

Explain how the three little javelinas use teamwork to outsmart the coyote, by retelling stories and including key details about characters and events.

4

  • The Three Ninja Pigs

    RL.1.2

    RL.1.3

    RL.1.7

Describe the third ninja pig and how she was able to defeat the wolf, by retelling stories and including key details about characters and events.

5

  • Three Little Wolves and the Big Bad Pig

    RL.1.2

    RL.1.3

    RL.1.7

Explain how the big bad pig changed and what caused the change, by using details about characters to describe how a character changes from the beginning to the end of a story.

6

  • The True Story of the 3 Little Pigs!

    RL.1.3

Explain why the Big Bad Wolf thought the real story was about a “sneeze and a cup of sugar” by retelling stories and including key details about characters and events.

7

  • The Three Little Pigs

    RL.1.2

    RL.1.9

    RF.1.4

Retell what happens in The Three Little Pigs and how the version was similar to or different than other versions by reading with sufficient accuracy and fluency to support comprehension.

8

Discussion

  • Pick two Three Little Pigs books

    RL.1.5

    RL.1.9

    SL.1.1

    SL.1.6

Describe similarities and differences between two versions of The Three Little Pigs by comparing and contrasting adventures and experiences of characters in a story.

9

  • The Three Bears

    RL.1.2

    RL.1.3

Retell what happens when Goldilocks goes into the Three Bears' home, by retelling stories and including key details about characters and events.

10

  • Leola and the Honeybears pp. 1 – 18

    RL.1.3

Describe Leola by retelling stories and including key details about characters and events.

11

  • Leola and the Honeybears pp. 20 – 37

    RL.1.2

    RL.1.3

Describe what lesson Leola learns and how she learns it, by retelling stories and the lesson characters learn by including key details about characters and events.

12

  • Beware of the Bears

    RL.1.2

    RL.1.3

Explain what lesson the three bears and Goldilocks learn, by retelling stories and the lesson learned by including key details about characters and events.

13

  • Goldilocks and the Three Dinosaurs

    RL.1.3

Describe the Dinosaurs and if their plan worked, by retelling stories and including key details about characters and events.

14

  • Goldilocks and the Three Bears

    RL.1.2

    RL.1.9

    RF.1.4

Retell what happens in Goldilocks and the Three Bears and how the version was similar to or different than other versions, by reading with sufficient accuracy and fluency to support comprehension.

15

Discussion

  • Pick two The Three Bears books

    RL.1.5

    RL.1.9

    SL.1.1

    SL.1.6

    L.1.6

Describe similarities and differences between two versions of The Three Bears by comparing and contrasting adventures and experiences of characters in a story.

16

  • Little Red Riding Hood

    RL.1.2

Retell what happens with Little Red Riding Hood and what lesson she learns, by retelling stories and the lesson learned by including key details about characters and events.

17

  • Pretty Salma

    RL.1.2

    RL.1.7

Retell what lesson Salma learns and how she learns it, by retelling stories and the lesson learned by including key details about characters and events.

18

  • Lon Po Po

    RL.1.2

    RL.1.3

    RL.1.7

Explain how the children outsmarted the wolf, by retelling stories and the lesson learned by including key details about characters and events.

19

  • Little Roja Riding Hood

    RL.1.2

    RL.1.3

Retell what lesson Grandma and Roja learn and how they learn it, by retelling stories and the lesson learned by including key details about characters and events.

20

  • Ninja Red Riding Hood

    RL.1.2

    RL.1.3

Explain how the wolf changes and what causes the change, by retelling stories and the lesson learned by including key details about characters and events.

21

  • Little Red Riding Hood

    RL.1.2

    RL.1.9

    RF.1.4

Retell what happens in Little Red Riding Hood and how the version was similar to or different than other versions, by reading with sufficient accuracy and fluency to support comprehension.

22

Discussion

  • 2 or 3 Red Riding Hood books

    RL.1.5

    RL.1.9

    SL.1.1

    SL.1.6

Describe similarities and differences between two versions of Little Red Riding Hood by comparing and contrasting adventures and experiences of characters in a story.

23

Discussion

  • All unit texts

    RL.1.9

    SL.1.1

    SL.1.2

Debate and discuss unit essential questions by stating a claim and then supporting the claim with details from multiple texts.

24

  • All unit vocabulary

    L.1.5

    L.1.6

Demonstrate understanding of word relationships and nuances in word meanings by participating in word sorts and activities using target unit vocabulary.

25

Assessment

26

2 days

Project

  • All unit texts

    SL.1.1

    SL.1.6

Act out and retell different versions of The Three Little Pigs, Little Red Riding Hood, and The Three Bears by dramatically retelling familiar stories.

Common Core Standards

Language Standards
  • L.1.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • L.1.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • L.1.5 — With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

  • L.1.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Reading Standards for Literature
  • RL.1.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.

  • RL.1.3 — Describe characters, settings, and major events in a story, using key details.

  • RL.1.5 — Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

  • RL.1.6 — Identify who is telling the story at various points in a text.

  • RL.1.7 — Use illustrations and details in a story to describe its characters, setting, or events.

  • RL.1.9 — Compare and contrast the adventures and experiences of characters in stories.

  • RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Reading Standards: Foundational Skills
  • RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.

Speaking and Listening Standards
  • SL.1.1 — Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups

  • SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

  • SL.1.5 — Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

  • SL.1.6 — Produce complete sentences when appropriate to task and situation.

Writing Standards
  • W.1.1 — Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

  • W.1.5 — With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

  • W.1.8 — With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.