UNIT SUMMARY
Unit Title: Little Red Riding Hood and Lon Po Po
Unit Authors: Nancy Andreoletti, Brenda Seely, and Dotty
Danforth
Vermont Teachers and UVM Asian Studies Outreach Participants
Grade Level: K-2
Unit Overview
This literature-based unit provides
students with opportunities to compare Little Red Riding Hood,
with the Chinese version, Lon Po
Po and the Korean version, The Sun Girl and the Moon Boy.
While examining the characters,
conflict and resolution in each story, students will also learn about the
different characteristics of each
culture.
Essential Questions
What is the conflict in Little Red Riding Hood stories?
How are the stories different and the same?
Guiding Questions
1. What is the role of the wolf and the grandmother in the story?
2. How do Little Red Riding Hood and Lon Po Po compare?
3. What elements does another Little Red Riding Hood story have and
what should we include in
our story?
4. What do the four stories tell us about the cultures from which they
came?
Culminating Activity
1) Prepare several book bags with one copy of each book in each bag.
2) Give students each a turn to bring the book bag home. Include
a comment book for parents in the book bag, with the note below.
Dear Parents,
We wanted to share the stories we have read and the story that we wrote
with you. Please read these three books with your child and include
a comment or two in the fifth book that is in this book bag.
Our class has read two stories and watched a video. The stories
come from different countries, but they are very similar. You can ask your
child what the conflict is in each story. Thatās one thing that we have
discussed as we read the stories. Also, ask your child about the
clothing, food and houses that you see in the stories. As we read
the stories, we compared those things and found the countries of each story
on a map.
Then, we wrote our own class story and drew pictures of clothing, food,
and houses that we know from our own community.
We hope you enjoy the stories!
Vermont Standards
Vital Results
1.14 Students critique what they have heard by
b. Describing
d. Extending
e. Make connections
Fields of Knowledge
5.28 Students use art forms to communicate, showing the
ability to define and solve artistic
problems with
insight, reason, and technical proficiency. This is evident when
students:
a. Use visual art forms to communicate
6.13 Students understand the concept of culture, including
the cultures of indigenous peoples,
in various times
in their local community, in the United States, and in various locations
world wide.
This is evident when students:
a. Students identify characteristics of culture (e.g. food, housing, and
customs)
6.18 Students analyze the nature of conflicts, how they
have been or might be resolved, and how
some have shaped
the divisions in various times of their local community, Vermont, the
United States,
and the world. This is evident when students:
a. Identify conflicts and their resolutions in fables.