Documente Academic
Documente Profesional
Documente Cultură
Title
Good Wolf Vs. Bad Wolf
Overview
A brief description of the lesson content and how it relates to a larger unit of instruction. Explain why the skills and knowledge are important for
students to develop. Include prerequisite student knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)
During this lesson, students will be introduced to a structured academic controversy (SAC). The students will start by reviewing various
controversies here in Hawaii and working in groups to come to a consensus for each issue. Once the students have an understanding of coming
to a consensus, the student will have to come to a consensus on whether or not the wolf in the tale of the three little pigs and little red riding hood,
should be allowed to live in the community. The students will be divided into two groups and evaluate stories from different perspectives on how
the wolf is bad, and how the wolf is good. The students will then use SAC to advocate their position, and then switch sides to gain various
perspectives. The students will then come to consensus as a whole, and reflect on how different perspectives can change how we view others.
Is consensus possible?
Although some people may not have the same perspectives or
ideas about an issue/topic, we are able to come to a consensus
(compromise) by seeing the idea/issue/conflict from another's
perspective.
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
Content Standard(s)
Standardized statements about what the students should know or be able to do (i.e., The Common Core State Standards (CCSS) or Hawaii
Content & Performance Standards III) that align with the enduring understandings, essential questions, and student learning objectives.
(1c: Setting Instructional Outcomes)
Knowledge of Students
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson and 2)the students’ interests, unique
characteristics, and needs. (1b: Demonstrating Knowledge of Students)
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
I can...
● WORK with peers effectively in a group
● COMMUNICATE questions and ideas
● FULFILL role in group
● LISTEN to others
● POSE questions
● CONSTRUCT sentences to clearly to state thinking
● EXPRESS own ideas and reasoning clearly
● IDENTIFY key details
● JUSTIFY reasoning
● ANALYZE text
Hearing SAC - listening to opposing rebuttal arguments (being able to take other side)
Student Assessments
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the students have met the student
learning outcomes including the evaluation criteria (summative assessments) and all assessment tools. (1f: Designing Student Assessments)
Formative Assessment:
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
The students will engage in a Structured Academic Controversy where they will be using their speaking and listening skills. The
teacher formative assessment used to measure students learning is observation and a checklist. The checklist will be used to
assess students participation, listening skills and speaking skills. The students will be observed on how well they collaborate with
their group as well as participate in the group discussion. (clearly sharing ideas, posing and responding to questions, using complete
sentences, and justifying their reasoning)
The students will be given a SAC worksheet in which they will complete as a group. This formative assessment will measure
students ability to find text evidence and use this evidence to support their reasoning during controversy. This worksheet will also be
used to assess students ability to compare different perspectives and come to a consensus on a conflict.
Summative Assessment:
No summative assessment will be used for this lesson, being that this is an introductory lesson to SAC in which will be used again
during a social studies unit plan.
Academic vocabulary:
●Perspective
●Point of View
●Controversy
●Consensus
●Advocate
●Conflict
Language Supports:
Students will be given sentence starters to help them better express their thinking and advocate for their position. Students will
switch sides to gain a better understanding of the different perspectives and points of view in the story. Lastly, the students will be
directed to come to a consensus to the conflict.
Lesson Procedures
A description of the sequence of learning experiences (what the teacher will do and say and what the students will do during the lesson)
including the launch of the lesson, the ways the materials will be presented, the ways the students will actively engage in learning, the questions
posed, and the lesson closure. (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)
Use GRR model provided below OR content specific lesson framework (5E model, IDM etc.)
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
Introduction:
● Teacher will introduce topic
○ “Today we will be using SAC, which stands for Structured Academic Controversy.” (write on board)
● Teacher will explain:
○ “It is structured therefore, there will be rules, it is academic, therefore you will use skills you have learned, and it is
a controversy, therefore there will be a debate and some drama. For today's activity you will be working in groups,
analyzing text, listening to others respectfully when talking, and speaking clearly when posing a question or
stating a point.”
○ Through this activity you will look at two different perspectives. Does anyone know what perspective is or
means?” (wait time for student response)
○ “Perspective is a point of view, or a way we see something. It can be the way we view an object, a situation, a
belief, etc.”
○ Ask - “Do we all always have the same perspectives? What do we do when we disagree?”
● Students will be in seats and respond to questions or ask questions when needed.
Mini Lesson:
you will be looking at stories written from the three little pigs perspective, little red riding hoods perspective and
the wolf's perspective. You and your group will have to use text evidence to explain why or why not the wolf
should live in the community. Each group will get a worksheet to guide you.”
○ When you get your worksheet put the members of your groups name on the top.
○ Each person in your group will have a role. Please put on your worksheet who will play what role in your group.
● Students will work in groups discussing stories of the wolf from the pigs perspective, red riding hood's perspective and the
wolf’s perspective
● Teacher will:
○ Pass out stories to students and explain who is “good wolf” and who is “bad wolf”
○ Briefly describe what each story represents.
● Students will analyze text and use evidence from the text to prove their point.
● Teacher will put sentence starters on board for controversy
○ I understand, but…
○ You have made a good point, but…
○ Could you please repeat?
○ In this story it says....
● Teacher will explain:
○ “Now that you have read your stories. You will get to state your perspective on why or why not the wolf should be
allowed in the community based on text evidence. You will need to use the sentence starters on the board and
your group will be given five chances to state a reason to prove your point. Each side will state one reason at a
time, and the other side will respond. Someone new from your team must state your reasoning each time.”
○ “Does everyone understand?”
○ “Does anyone have any questions?”
● Students will ask questions as needed
● Teacher will instruct & monitor:
○ ______ side will go first.
● Students will take turns stating their reasonings using text evidence
● Teacher will instruct:
○ “Now that you have read one perspective, you will now switch sides and read the other”
○ “You will again get to state your perspective on why or why not the wolf should be allowed in the community, and
give five reasonings to prove your point.”
○ “Once finished, as a class, you will all come to consensus on what we should do about the wolf. Does everyone
understand?”
● Students will work in groups discussing stories of the wolf from the opposite perspective
● Students will analyze text and use evidence from the text to prove their point.
● Teacher will explain:
○ “Now you will get to state your new perspective using evidence from your new text. Again, you will get five turns to
state your reasoning.”
○ “You may begin.”
● Students will take turns stating their reasonings using text evidence.
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
1. Introduction
2 minutes Students in seats -
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
Explain:
“It is structured therefore, there will be rules, it is academic, therefore you will use skills you have
learned, and it is a controversy, therefore there will be a debate and some drama. For today's
activity you will be working in groups, analyzing text, listening to others respectfully when talking,
and speaking clearly when posing a question or stating a point.”
2. Building Background
2 minutes The students have done many group activities and know how to work with each other effectively.
This will be an introduction to SAC, so the students will be building on their speaking and listening
skills. The students have experience presenting their ideas and thinking to the class, as well as
listening respectfully when the presenter is speaking.
During this time, the students will be reviewing “I can” statements, and learning objectives.
3. Focus/mini lesson (I
do) I will provide examples of real world events that have created conflict due to different perspectives
5 minutes of cultures and people. We will come to a consensus as a class on how these conflicts can be
resolved.
I will be providing students with examples on how to respond to various peer ideas and questions.
I will provide sentence starters for students on how they can explain and present their thinking
clearly.
5. Collaborative Group
work (You do it We will look at the different scenarios given to each group and allow the to share their consensus.
together) As a class we can identify the different perspectives and explain why these perspectives created
conflict.
10 minutes
At this time, it will allow students to practice speaking in front of the class and using complete
sentences to state and explain their thinking and reasoning. It will also allow students to practice
their listening skills while their peers are presenting their consensus to their problem.
I will be monitoring students progress through observation and a goal checklist. The students will
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
be reminded of the targets they will be meeting and how they are expected to meet them.
During this time I anticipate students being challenged to stay on task working in such a large
group. I am hoping that assigning roles in each group will help each student play a part in this
activity. During this activity students will be using their computers to read the various stories
provided. I anticipate students being challenged to stay on task when using the computer, although
they have been able to effectively use the computer in the past when working on group activities. I
place to document evidence of their learning through the SAC worksheet and observation
checklist.
8. Closure
10 minutes
As a closure, the students will reflect on their learning as a group and how well they met their I can
statements. The students will turn in a group worksheet with this information.
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
Use the table below to address specific student needs in your classroom.
Engaging Student
Interest Students are familiar with the story of the bad wolf
They are working in groups and conversing with one another
Controversy provides engaging discussions
Demonstrating Learning
Students will demonstrate their learning through engagement and participation in group activity.
Students will be assigned roles in their group to fulfill and will be given ample time to work together to
complete worksheet. At the end of the worksheet, students will be able to reflect on their experience
during the lesson.
Cultural Considerations
Each student will be allowed to share their thinking and present their own ideas. I took cultural
considerations by picking world wide conflicts that students could reflect on.I also took into cultural
consideration for how each culture may view the fox.
Instructional Materials/Resources
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating Knowledge of Resources)
Resources:
Rayna Fujii - SAC Activity
Carol Pierce - 5th Grade Teacher/ Mentor Teacher
DLNR (State of Hawaii)
KHON2
Materials:
● Worksheet: SAC Worksheet
● Rubric Grading Rubric
● Mini Lesson: Controversy Cards
● SAC
○ Good Wolf:
■ Red Riding Hood - Wolf's Tale
■ The Real Story of the Three Little Pigs
■ The Whole Story
■ The Three Little Pigs - Wolf's Story
○ Bad Wolf:
■ Red Riding Hood Classic
■ The Story of the Three Little Pigs
■ The Whole Story
■ Three Little Pigs
Other:
● Whiteboard/ Poster Paper
● Marker (Dry Erase)
● World Conflict Scenarios
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa