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K–12 teaching and learning · from the UNC School of Education

The Three Little Wolves and the Big Bad Pig

This lesson plan focuses on a English Language Arts objectives: similarity and difference. Students compare the story The Three Little Pigs and The Three Little Wolves and the Big Bad Pig by Eugene Trivizas. Students will work collaboratively in small heterogeneous groups to apply strategies for comprehension and vocabulary.

A lesson plan for grade 1 English Language Arts and English Language Development

By Betty Coleman-Canty and Michelle Swain

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Learning outcomes

Students will:

  • explore specific vocabulary words needed to relate to the story.
  • answer questions orally that are relative to the story retell concept: who, what, where, when, and how.
  • use imagination to determine what might have happened before the story began.
  • properly sequence story from left to right, using flannel boards.
  • understanding the use of descriptive words to retell the story.
  • show understanding of the concept of similar and different by completing the Venn worksheet.

Teacher planning

Time required for lesson

2 days

Materials/resources

  • Copy of The Three Little Wolves and the Big Bad Pig by Eugene Triviza.
  • Copy of The Three Little Pigs by Paul Galdone or other version of the traditional story.
  • Flannel board.

Technology resources

  • Computer with internet access
  • LCD computer projector

Pre-activities

  • The teacher will read and discuss the story, The Three Little Pigs found here.
  • The student will retell the story with the use of a flannel board.
  • Students will complete a journal entry showing the sequence of events about the story, The Three Little Pigs by Paul Galdone.
  • Students will complete a coloring sheet of the Wolf chasing the Pigs (http://www.first-school.ws/t/cp_fstories/3pigs_2.htm).

Activities

  1. The student will retell the story of the Three Little Pigs, as focus and review, with the use of a flannel board.
  2. The teacher will read and discuss The Story of the Three Little Wolves and The Big Bad Pig by Eugene Trivizas.
  3. Teacher will model the similarities and differences between the story of The Three Little Pigs and The Three Little Wolves and the Big Bad Pig by using a “hoola-hoop” Venn Diagram.
  4. The student will work in small heterogeneous cooperative groups to complete a worksheet on similarities and differences.
  5. Each student will work independently to write and/or draw the sequence of events of The Story of The Three Little Wolves and the Big Bad Pig with assistance as needed.

Assessment

Supplemental information

Can show a video of The Three Little Pigs.

Related websites

The Teach-nology website contains a blank Venn Diagram.

Christopher Odenbach’s personal website contains Three Little Pig illustrations and story.

Modifications

Intermediate Low Level Limited English Proficient students should use bilingual dictionary to aid in comprehension.

Intermediate Low Level students should be heterogeneously grouped with native-English speaking students.

Teacher Instruction for Limited English Proficient student at the Intermediate Low level should be clear and specific. (Example: “Listen to the story as I read.”)

ELL students can complete the modified worksheet on similarities and differences.

Critical vocabulary

wolf, pig, kangaroo, rhinoceros, flamingo, three, yellow, red, gray, black, white, drill, house, sledgehammer, brick house, wheelbarrows, shovel, pail, buckets, ladder, shovels, chains, flowers, big, bad, same, different

Comments

This lesson plan was developed during the English Language Development Standard Course of Study lesson planning institutes hosted by the North Carolina Department of Public Instruction and LEARN NC, June and July, 2004. It includes specific strategies and instructional modifications which make this lesson accessible to limited English proficient students. Please note that this lesson has been aligned with the goals and objectives of the N.C. English Language Development standards.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 1

  • Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.05: Predict and explain what will happen next in stories.
    • Objective 2.07: Respond and elaborate in answering what, when, where, and how questions.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.06: Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings).
  • Goal 5: The learner will apply grammar and language conventions to communicate effectively.

English Language Development (2005)

Grade 1

  • Goal 1. Listening: The learner will apply grammar and language conventions to communicate effectively.
    • Objective IL 1.04: Listen to familiar stories told or read and identify elements of a story following direct instruction.
  • Goal 3. Reading: The learner will apply grammar and language conventions to communicate effectively.
    • Objective IL 3.06: Read familiar patterned text and respond orally by answering factual comprehension questions using one or two word responses (e.g., who, what, when, where, how).
    • Objective IL 3.08: Write labels or phrases for drawings related to a story with instructional support and some assistance.
  • Goal 2. Speaking: The learner will apply grammar and language conventions to communicate effectively.
    • Objective IL 2.02: Use limited vocabulary to carry on discourse with some momentary silence.
  • Goal 4. Writing: The learner will apply grammar and language conventions to communicate effectively.
    • Objective IL 4.07: Write one or two sentences about a familiar topic or experience with instructional support.