Lesson: The Three Little Pigs

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Lesson Objective

The purpose of this lesson is for students to analyze the characters, setting, and the different points of view of the stories (The Truth about the Three Little Pigs and the traditional story The Three Little Pigs).

Lesson Plan

Reading Comprehension Unit Study:

The Three Little Pigs Unit

Overall Standard:  3.3 Character and Setting

 

Website: http://cuip.uchicago.edu/wit/2000/teams/onceupon/3littlepigs.html

 

DAY 1

Title/ Author

The Three Little Pigs

By:  Walt Disney’s or any traditional story about The Three Little Pigs

AIM

SWBAT listen to the traditional story The Three Little Pigs, identify the setting of the story, and create their own setting of the The Three Little Pigs in order to understand how setting can have an effect on the plot of the story.

Vocabulary

Straw: a bunch of grain, used as bedding and food for animals

Brick: A hard block of clay used to build buildings

Sticks: A long slender piece of wood

 

Prior Knowledge

How many of you have heard of the story The Three Little Pigs? What do you know about the story?

Background Info. To Aid in Comp. of Story

As you read the title and author and illustrator of the book, point out to the children the language "retold by" instead of "written by".  Point out that stories like The Three Little Pigs are folk tales and that means they've been told many, many times.

Discussion Points in the book

* Why was the wolf able to blow down the first two pigs' homes?

        * Why couldn't the wolf blow down the third little pig's house?

    * The wolf couldn't blow down the brick house, but the third little pig still had a problem. Who can tell us what that was?

    * What did the third pig do to trick the wolf?

 

Ending Discussion Questions

     * How would the story be different if the wolf was not a 'hungry' wolf?

    * How would the story be different if all the little pigs had taken the time to build a brick house?

 

Activity if it applies

Setting: If you were a pig and you knew wolf was going to come how would you build your house? Have students create their own house that they would want to build. Put out a hodge podge of straw, red beans (bricks), and toothpicks (sticks) and have students pick their own materials to build their own house on paper.  Talk about how the setting (the type of house) can change the story.

 

 

DAY 2

Title/ Author

The Three Little Pigs

By: Walt Disney’s

AIM

SWBAT identify the main characters of the story by creating popsicle puppets and will use the puppets to retell the story of the The Three Little Pigs

Vocabulary

wolf: a carnivorous mammal that lives with a pack

 

pig: a mammal that has a snout, short legs, and bristly hair

Prior Knowledge

Review the setting of the story by drawing a quick sketch of the three homes on the board and writing the different types of homes underneath each picture of the house. 

 

Background Info. To Aid in Comp. of Story

Focus on Characters:

Tell the students that in a folk tale story the characters in the story talk. The Three Little Pigs is a folk tale. So, what characters talk in the story The Three Little Pigs?

Discussion Points in the book

* How do you think the first two little pigs felt when the wolf came knocking on their doors? How would you have felt?

*How do you think the wolf felt when he couldn’t blow down the first two little pigs’ homes?

*How do you think the third little pig felt when the wolf came to his house?

 

Ending Discussion Questions

 *If you were the fourth pig, what do you think you should do or tell the wolf if he tried blow your house down?

Today we will create our own three little pigs and wolf puppets and retell the story!

Activity if it applies

Color and cut out three little pigs and wolf puppets and have students retell the story to their friends! Extension: Have students retell their own The 3 Little Pigs story with a different ending. 

 

 

DAY 3

Title/ Author

The True Story about the Three Little Pigs

By: Jon Scieszka

AIM

SWBAT identify the author’s perspective of the story and find out how the different points of view has an effect to the plot of the story by creating a “lies” and “truth” book from the wolf’s perspective. 

Vocabulary

Sneeze: to force a breath out through the nose or mouth

Loan: something that is borrowed

Huff: to blow

Prior Knowledge

Review the story about traditional story The Three Little Pigs

Background Info. To Aid in Comp. of Story

 Have you had a friend that told a different side of the story to the teacher? Well this is The True Story of the Three Little Pigs that is told from the wolf’s side.

Discussion Points in the book

At the part where the wolf needed some sugar: Where do you think the wolf will go?

In the first pig’s home, why did the pig’s home blow down? Why did he eat the pig? Did he sneeze on purpose or on accident?

In the second pig’s home, why did the pig’s home blow down? Did he sneeze on purpose or on accident?  Why did he eat the pig?

In the third pig’s home, did the pig’s home blow down? Why didn’t the house come down?

What do you think when the author says that he was “framed” at the end of the story?

According to the wolf, how did the pigs change the story to make it believeable?

Do you believe In the wolfe?

Ending Discussion Questions

Could the wolf be innocent?  What makes you think he's telling the truth?  What makes you think he's lying?

Write down on chart paper what the reasons that children give for their opinion.

Today we will be creating a “Lies” and “Truth” classroom book. 

Activity if it applies

Have students take sides if they think the wolf is telling a lie or a truth.

Students will draw a picture of evidence and write the reason that proves that the wolf is telling a lie or the truth in order to participate in a trial tomorrow!

 

 

DAY 4

Title/ Author

The True Story about the Three Little Pigs

By: Jon Scieszka

AIM

SWBAT tell an opinion about a character in the story by participating in a mock trial about “The Truth about The Three Little Pigs” in order to understand that story plots are changed depending on the author’s perspective. 

Vocabulary

Trial: a hearing in court

Guilty: doing something wrong

Innocent:  not doing anything wrong

 

Prior Knowledge

Show the two books that were created yesterday the Book of “Lies” and the Book of “Truth” from the wolf point of view. 

Background Info. To Aid in Comp. of Story

 Tell students that today we will have a mock trial (fake court). 

Show the students a mock trial sample:

http://www.youtube.com/watch?v=i2j6-uUswOw&feature=related

Tell students that today we will be having a small mock trial of The Three Little Pigs vs. The Wolf.

Discussion Points in the book

Retell the story The True Story of the Three Little Pigs.

Ending Discussion Questions

*Why do you think the wolf is innocent? Chart students’ responses about The Truth about the Three Little Pigs.

*To those of you who think he is still guilty? Why do you think he’s guilty? Chart students’ responses about the traditional story The Three Little Pigs

Activity if it applies

WANTED POSTER ACTIVITY:

Pretend that the wolf has escaped jail, as a class and whole group create a “Wanted” poster. Ask: What should we write and draw for people to believe that he’s guilty?  Talk the children through the parts of the poster:  large title, the name of the fugitive, crime that he's wanted for, a detailed description of the fugitive, a reward for information, and where to call to give information.

 

FREE A. WOLF! ACTiVITY:

To those students who believe that the wolf is telling the truth, make another class poster that says “FREE A. WOLF!”. Ask what should we write in order for people to believe that he is innocent?!

 

TRIAL:

Split the classroom into two sides: Those who created the “Lies” book should be on one side of the class and those who created the “Truth” book should be on the other side. Have two chairs out in the front of the classroom (these will be the podiums). One student from each group will come up and talk about why they think the wolf is guilty or innocent. The teacher will pretend to be the judge of the trial.

 

 

DAY 5

Title/ Author

The Three Little Pigs By: Margot Zemach

The True Story about the Three Little Pigs By: Jon Scieszka

AIM

SWBAT analyze author’s perspective between two different versions of The Three Little Pigs by rewriting The Three Little Pigs in a fourth pig’s perspective. 

Vocabulary

Author’s Perspective:  a way of looking at or thinking about something

Prior Knowledge

Review the characters in The Three Little Pigs and write them down.

Review the characters in The True Story about the Three Little Pigs and write them down on the board. 

Background Info. To Aid in Comp. of Story

Draw a Venn Diagram on the board and tell them that this chart is used to tell what is the same and different about two things.

Discussion Points in the book

Ask students what is the same about the two stories?

Chart students’ responses in the Venn Diagram.

What is different about the two stories?

How are the characters different?

How are the characters the same?

Who is telling the story from the traditional first story?

Who is telling the story from The Truth about the Three Little Pigs?

Ending Discussion Questions

If you were the author of the story, how would you rewrite the story?

If you were the fourth pig, how would you rewrite the story?

Activity if it applies

Rewrite The Three Little Pigs:

Rewrite the story based on the pig’s perspective or the wolf perspective. 

Students pick a character they want to be and create their own Three Little Pigs book based on their character.

 

Lesson Resources

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