Into the Forest

Browne, Anthony. (2004). Into the Forest. Cambridge, Massachusetts: Candlewick Press.
A young boy goes off, into the forest, to deliver a cake to his grandmother who lives there. Along the way, he meets lost souls in the forest and eventually becomes lost himself. But as he wanders, he finally finds his grandmother's cottage.

Connecting to the Standards
Grade 2 RL (7): Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

• The illustrations in the story are very detailed when it comes to explaining characters and setting of the story.

Grade 2 RL (9): Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

• This story includes stories such as Goldilocks and the Three Bears, Jack and the Beanstalk, and elements of Little Red Riding Hood.

Grade 2 SL (1): Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

• Students will discuss the illustrations in groups.

Adapted to the Classroom

Students will most likely already be familiar with the stories present within this book, so establishing prior knowledge will probably not be necessary. I would possibly pair this lesson with the other fairy-tale lessons presented in this blog such as Lon Po Po and The Three Pigs. 

The teacher will read the story aloud, possibly having the illustrations projected for students to see up close. Students should recognize some of the elements of other stories they see, either in the text or in the illustrations. The teacher might ask if they recognize the different characters and what stories they're from.

Once the reading is over, students will break up into small groups, each group getting a copy of the book. Students will be prompted to study the illustrations in conjunction with the text. Have students write down what fairy tales they see present in the story. Prompt them to look very closely at the illustrations, as some of the fairy tales are not as obvious as others. Students will share their findings with the class.

Bloom's Taxonomy

Distinguish what fairy tales are present in this story. (Analysis)

What story does the main character present? (Analysis)

Differentiation

Students who have trouble in small groups may need support, either by putting them with other students they work well with or by having the teacher standing by ready to give support to the student and redirect their behavior.

Lon Po Po

Young, Ed. (1989). Lon Po Po. New York, New York: Philomel Books.

This retelling of the classic Little Red Riding Hood flips the story on its head by bringing the wolf to the children. At first, the children believe that the wolf is, in fact, their grandmother. But as they soon realize, they set out a plan to get rid of the wolf.

Connecting to the Standards
Grade 2 RL (2): Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

• Students will recognize that this is a version of a story from a different culture and uses unique names and vocabulary.

Grade 2 RL (3): Describe how characters in a story respond to major events and challenges.

• As the story progresses, the views of the students change as they come to realize their Po Po is actually a wolf in disguise.

Grade 2 RL (9): Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures

• Students will take what they know about the original story of Little Red Riding Hood and compare/contrast it with Lon Po Po. 

Grade 2 SL (1): Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

• Students will create a Venn diagram or T-chart to compare and contrast the two versions of the same tale.

Learning Outcomes

Students will be able to continue to understand how to compare and contrast elements of stories that have similar tropes and devices. In this case, the big familiar trope is the "big, bad wolf." They will understand how the characters respond to the discovery of the wolf and how their actions lead, ultimately, to its death. Students will engage in a compare/contrast activity using the original story and Lon Po Po. They will be able to put their findings into a Venn diagram. 

Adapted to the Classroom

This book/activity can be paired with the "The Three Pigs"  lesson from our blog. 

Starting out, the original version of the story should be established with the students to give them a base story to compare Lon Po Po with. Attention should be given to important details of the story, especially those that connect with the elements in Lon Po Po. Students should have the chance to discuss what they believe are the most important elements of the story.

Once that is established, a read-aloud of Lon Po Po should follow, probably the next day. Students will, once again, discuss the important elements of the book. They will then break up into small groups and create a Venn diagram presenting the differences between the two stories. These Venn diagrams will then be posted around the classroom for students to view.

Bloom's Taxonomy

How does the original story compare/contrast with Lon Po Po? (Analysis)

What differences exist between the two stories? (Comprehension)

Differentiation

To give students with exceptionalities support, put them in groups with students a) they work well with, b) who will be supportive and helpful, and c) who will encourage them to be a part of the group and succeed. If students are having trouble succeeding in their group, stay close to the group and see what additional support you can give to the student.