Focus Question: How do readers compare characters, setting, and important events across stories?
Display the nursery rhymes “Jack and Jill” and “Humpty Dumpty,” which were used in Lesson 2. Reread each nursery rhyme to students and ask students to identify the characters, setting, and events in each one.
Create a three-column T-chart on the board/interactive whiteboard to record students’ answers. In the first column, write the labels Characters, Setting, and Events, leaving enough space to fill in the information. At the top of the second column, write the title “Jack and Jill.” At the top of the third column, write the title “Humpty Dumpty.” For each nursery rhyme, work together as a group to list the characters, setting, and events in the appropriate column.
Say, “We have identified the characters, setting, and events of each story. Now let’s compare the stories. How are they alike?” (They both have someone falling.) “How are they different?” (“Jack and Jill” has two characters, and “Humpty Dumpty” has one main character. “Jack and Jill” takes place on a hill, and “Humpty Dumpty” takes place on a wall.)
Explain to students that sometimes when we read two stories, we compare them to see how they are the same or different.
Part 1
Say, “We are going to read two books that have some things that are alike and some things that are different. We will make a T-Chart to list the three main parts of each story—characters, setting, and events.”
Create a T-chart like the one described above and display it on the board/interactive whiteboard or on chart paper. At the top of the second column, write the title You Can Do It, Sam.
Say, “The first story we will read is You Can Do It, Sam by Amy Hest.” As you read, model how to think aloud and how to make connections between the pictures/illustrations and the story. For example, after reading the first page, stop and think aloud about the setting. Say, “The story happens in winter on Plum Street. It is still so early in the morning you can see the moon. From the illustration, I notice that nobody is on the street. It must be early.”
Think aloud about the characters. Say, “These pictures look like a mama bear and her cub.” Think aloud about the events. Say, “I wonder what would have happened if Mrs. Bear and Sam delivered the cakes when the sun was up? Maybe people would not have been surprised.”
After reading the story, ask students to turn and tell each other how many characters are in the story (two). Ask, “Who are the characters in the story?” (Mrs. Bear and Sam) Write the names of the characters on the T-chart in the appropriate place under the title You Can Do It, Sam.
Ask, “What is the setting of the story?” (Answers include any of the following: during the winter, on Plum Street, in Mrs. Bear’s house and outside.) Come to consensus as a group and write the setting on the T-chart.
Ask, “What are the main events in the story?” As students identify events, write them on the board or on a separate paper. Help students number the events in sequence. Then list the main events in correct sequence on the T-chart.
As closure for this part of the lesson, have students use the information on the T-chart to retell the story.
Part 2
Review the story You Can Do It, Sam and the information on the T-chart. Explain to students that you will do the same work today with a new story.
Say, “Today we are going to read Copy Me, Copycub by Richard Edwards.” Write the title at the top of the third column on the T-chart. Say, “As we read the story, we are going to fill in information on the T-chart. This will help us identify the main parts and retell the story. The information will also help us to compare stories.”
Read the story aloud to students. As you are reading, pause and allow students to contribute by identifying information for you to record on the T-chart. Encourage students to use the illustrations to gain more information and understanding about the story.
After reading, review the information you wrote on the T-chart for Copy Me, Copycub. If necessary, prompt students to identify additional information. The information can include, but is not limited to, the following: Characters: mother bear and the cub; Setting: the north words, outside; Main Events: The bears explore in the spring. In summer, they look for food. In fall, they go to the cave. They have a long journey to the cave. Cub almost doesn’t make it to the cave. In winter, they sleep safe and cozy in the cave.
Have students use the information on the T-chart to retell the story Copy Me, Copycub to a partner. You may need to add a simple visual next to each event. Listen to students as you walk around the room to see if they are able to identify the characters, setting, and main events and retell the story in sequence.
Part 3
Ask students to recall the two stories Copy Me, Copycub and You Can Do It, Sam. In small groups, have the students retell each story.
Direct students’ attention to the completed T-chart that was filled in for the two stories. Review the concepts of character, setting, and main events, making sure students understand and can define each element.
Together, discuss each element on the T-chart. Talk about how that element is either alike or different in the stories. Say, “Let’s compare the characters in each story. Who are the characters in You Can Do It, Sam?” (Mrs. Bear and Sam) “Who are the characters in Copy Me, Copycub?” (mother bear and cub) “How are the characters in both books alike?” (The main characters are bears. Both stories have a mother bear and a baby bear. The bears talk. The mother bears are very kind to the baby bears. Both mothers help the cubs.)
Say, “Now let’s compare the settings. Is the setting the same in both stories?” (Both stories take place mostly in winter. Copy Me, Copycub takes place in each season. It also takes place entirely outside. You Can Do It, Sam only takes place in winter and part of the story takes place in the house. One story takes place in the forest and one takes place in a neighborhood.) Say, “Since the settings are different in each story, the events that happen are also different.”
Say, “Let’s compare the events in each story.” Together, go through each event on the T-chart and compare events across stories. Ask, “How are the events alike?” (Sam goes from house to house in the snow. The bear cub goes from place to place.) “How are the events different?” (Sam goes by himself. The bear cub follows his mother.)
Introduce the Venn diagram (L-K-1-3_Venn Diagram.docx) and model for students how to use the graphic organizer to compare stories. Explain that parts of the stories that are the same are shown in the part of the circles that overlap. The parts of the stories that are different are shown only in the circle for that story.
Ask, “How are the stories You Can Do It, Sam and Copy Me, Copycub alike?” As students mention similarities, write words such as mother bear and baby bear or winter in the overlapping part of the circles on the Venn diagram. Ask, “What is something in You Can Do It, Sam that is different from the other story?” Record students’ responses in the circle for You Can Do It, Sam on the Venn diagram. (Sample answers: delivers presents, goes by himself, lives in a house) Ask, “What is something in Copy Me, Copycub that is different from the other story?” Record students’ responses in the circle for Copy Me, Copycub on the Venn diagram. (Sample answers: follows mother, sleeps in a cave in winter)
Have students create craft-stick puppets of a mother bear and a cub. In partners or small groups, have students use the puppets to retell the two stories read in the lesson. Walk around the room to observe students’ ability to compare stories.
Conclude the lesson by asking students to explain why readers compare elements of stories. (Answers: to understand the stories better, to see what makes the stories different, to see that two different authors may have the same ideas to share, etc.)
Extension:
- For additional practice, have students work in partners or small groups to compare two nursery rhymes or other familiar stories.
- Provide students with two stories at their reading level. Have them demonstrate transfer of knowledge by asking them to read the stories and then fill out a graphic organizer (T-chart or Venn diagram) comparing both stories.
- Have students create their own story about a mother bear and cub. Have them write and illustrate their story and then compare it to either Copy Me, Copycub or You Can Do It, Sam.
