The Three Little Pigs
The Three Little Pigs
Grade Levels
Course, Subject
Rationale
Vocabulary
Architect: a person who designs buildings and, in many cases, also supervises their construction
Materials: the matter from which a thing is or can be made
Sequence: arrange in a particular order
Compare: estimate, measure, or note the similarity or dissimilarity between
Contrast: compare in such a way as to emphasize differences
Structure: a building or other object constructed from several parts
Objectives
The students will retell a story in sequential order from beginning, middle, and end.
The students will compare and contrast two versions of the same story.
The students will create and build a stable structure using given materials.
Lesson Essential Question(s)
How do we think while reading in order to organize and respond?
Duration
1 hour, 1-2 lessons
Materials
The Three Little Pigs (Reading Railroad) (Amazon.com) (YouTube)
The True Story of the Three Little Pigs (Amazon.com) (YouTube)
Beginning, Middle, End Foldable for Retelling (TeachersPayTeachers.com)
The Three Little Pigs Numbers to Five (TeachersPayTeachers.com)
Large pad of paper
Markers
Elmer's Washable Glue
Popsicle sticks
Wooden blocks
Corrugated cardboard (cut into 3x3 squares)
Cardstock (cut into 3x3 squares)
Tagboard (cut into 3x3 squares)
Scrap paper
Pencils
Suggested Instructional Strategies
W: | Teacher will explain to students that they will be hearing two versions of The Three Little Pigs. They will be told to pay close attention to what is the same and what is different. They will also be designing a house for the pigs to live in. |
H: | Teacher will keep students interested by providing them with many opportunities to put their knowledge to use. |
E: | Students will retell the story using a beginning, middle, and end resource. Students will build a stable structure for the pigs to live in. |
R: | Students will be given the opportunity to revisit their structure and add to it to make it stronger. |
E: | Students will evaluate whether or not their structure can withstand the force of the wolf's blow. |
T: | Students will be presented with many activities that they may freely choose to engage in. |
O: | Students will go from the carpet to the learning stations as they are dismissed from the carpet. |
Instructional Procedures
Day One
1. Teacher will explain to the students that they will be reading two versions of The Three Little Pigs. They will be instructed to listen carefully and take note of what is the same and what is different. Teacher will read "The Three Little Pigs (Reading Railroad)". The teacher will discuss the story with the students and ask them to recall what happened at the beginning, middle, and end of the story. Teacher will then read "The True Story of the Three Little Pigs". The teacher will then disucss the story and ask them to recall what happened at the beginning, middle, and end of the story.
2. The teacher will draw a Venn Diagram on the large pad of paper. On the top of one circle, the teacher will write "The Three Little Pigs". On the top of the other, the teacher will write "The True Story of the Three Little Pigs". The teacher and students will discuss what was the same and what was different in the two stories. The teacher will add student responses to the Venn Diagram.
3. The teacher will explain to the students that they will be put into groups of 4 students each and will design and build a house for the pigs to live in. Teacher will give the students the Elmer's Washable Glue, corrugated cardboard, tagboard, cardstock, wooden blocks, and popsicle sticks. They will be instructed to use the materials that they are given to come up with a plan for a house. They will be asked to draw a picture of what they will build. They will then use the glue and materials to build their house. Teacher will closely supervise and provide assistance (helping to glue or hold materials together) where needed.
For disinterested students, learning stations will be set up throughout the room. The stations that will be open are:
-drawing the beginning, middle, and end of the story with the foldable for retelling
-playing The Three Little Pigs Numbers to Five game
-building a house for the three little pigs in the Lego area
-re-enacting the story in the dramatic play area
-building a house for the three little pigs with the unit blocks
4. Students will come together as a whole group to watch the wolf (teacher) try to blow over the houses that the students built.
Day Two (voluntary)
1. The students will be challenged to add on to their houses or create something new with the left over materials.
2. The wolf (teacher) will try to blow over the new houses that the students have created.
Instructional Procedures
Assessment:
Students will mostly be assessed through teacher observation by answering the following questions.
Was the student able to sit through both versions of the story?
Was the student able to retell the stories in sequential order?
Did the student participate in the design on building of a house?
If the student did participate in the design and building of a house, were they able to work cooperatively with their peers?
Did their house withstand the wolf's blow?
If the student did not participate in the design and building of a house, what else did they choose?
Was the student able to complete an alternative learning activity?