K-12 Teaching and Learning From the UNC School of Education

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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

Teacher planning

Time required for lesson

2 days

Materials/resources

Technology resources

  • Computer with internet access
  • LCD computer projector

Pre-activities

  • The teacher will read and discuss the traditional version of the The Three Little Pigs
  • 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 story from Kids Pages.

Activities

  1. The students 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 similarities and differences worksheet.
  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

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.

  • Common Core State Standards
    • English Language Arts (2010)
      • Reading: Literature

        • Grade 1
          • 1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
          • 1.RL.3 Describe characters, settings, and major events in a story, using key details.
          • 1.RL.9 Compare and contrast the adventures and experiences of characters in stories.

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 2.07: 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).

English Language Development (2005)

Grade 1

  • Goal 0:
    • Objective 0.02: Use limited vocabulary to carry on discourse with some momentary silence.
    • Objective 0.04: Listen to familiar stories told or read and identify elements of a story following direct instruction.
    • Objective 0.06: 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 0.07: Write one or two sentences about a familiar topic or experience with instructional support.
    • Objective 0.08: Write labels or phrases for drawings related to a story with instructional support and some assistance.