Lesson: Copy of The Three Little Pigs
Lesson Objective
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
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Title/ Author |
The Three Little Pigs By: Walt Disney’s or any traditional story about The Three Little Pigs |
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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. |
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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
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Prior Knowledge |
How many of you have heard of the story The Three Little Pigs? What do you know about the story? |
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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. |
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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?
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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?
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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
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Title/ Author |
The Three Little Pigs By: Walt Disney’s |
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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. |
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Vocabulary |
wolf: a carnivorous mammal that lives with a pack
pig: a mammal that has a snout, short legs, and bristly hair |
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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.
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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? |
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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?
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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! |
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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
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Title/ Author |
The True Story about the Three Little Pigs By: Jon Scieszka |
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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. |
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Vocabulary |
Sneeze: to force a breath out through the nose or mouth Loan: something that is borrowed Huff: to blow |
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Prior Knowledge |
Review the story about traditional story The Three Little Pigs |
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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. |
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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? |
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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. |
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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
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Title/ Author |
The True Story about the Three Little Pigs By: Jon Scieszka |
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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. |
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Vocabulary |
Trial: a hearing in court Guilty: doing something wrong Innocent: not doing anything wrong
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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. |
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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. |
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Discussion Points in the book |
Retell the story The True Story of the Three Little Pigs. |
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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 |
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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
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Title/ Author |
The Three Little Pigs By: Margot Zemach The True Story about the Three Little Pigs By: Jon Scieszka |
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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. |
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Vocabulary |
Author’s Perspective: a way of looking at or thinking about something |
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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. |
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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. |
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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? |
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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? |
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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
| No resources at this time. |
