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

The ABC's of the Three Little Pigs

This lesson uses a familiar fairy tale to teach writing. It is designed to emphasize using varied sentence patterns in writing.

A lesson plan for grades 6–8 English Language Arts

By Penny Canipe

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Learning outcomes

Students will demonstrate an understanding of varied sentence patterns by retelling the fairy tale “The Three Little Pigs” in twenty-six sentences.

Teacher planning

Time required for lesson

5 Hours

Materials/resources

  • one or more versions of the fairy tale to share with students
  • dictionary and/or thesaurus
  • copy of Monotonous Cinderella and ABC Cinderella to share with students as an example (see attachment)

Technology resources

Word processing program if students are going to type their completed story

Pre-activities

None

Activities

  1. Tell students that good writers use a variety of simple and compound sentences to make their writing sound interesting. They also use a variety of introductory phrases and clauses and transition words to make their writing style smoother and less monotonous.
  2. On an overhead transparency, show students the “Monotonous” version of Cinderella. Read the first few sentences. Ask students to count the number of words in each sentence. Point out that the sentences are short and choppy. Make a list of the first word of each sentence. Tally the number of time the same first word is repeated (Cinderella, she, they, her, etc.). Point out that most of the first words are nouns and the sentence structure for all of the sentences if the same: Subject/predicate.
  3. Read aloud the ABC Cinderella story. Ask students to write down the first word of each sentence. Point out that every sentence starts with a different letter of the alphabet. Ask students what parts of speech are used to start each sentence. Point out that starting sentences with different parts of speech helps vary the sentence structure from the subject/predicate sentence structure of the monotonous story.
  4. Tell students that one way to make their story sound less monotonous is to use a variety of sentences of different lengths and starting with different words. They are going practice writing a variety of sentences by rewriting a fairytale so that every sentence starts with a different letter of the alphabet.
  5. Share one or more versions of the fairy tale “The Three Little Pigs”. Provide students with fairytale collections and picturebooks to help them select a fairytale. Tell students they will be choosing a fairtale to rewrite. Students may work independently or in cooperative groups (groups work well for inclusion classrooms with resource students).

Students should rewrite the story in 26 sentences. Each sentence must begin with the next letter of the alphabet. Compound sentences count as one sentence. The second sentence in the compound cannot be used for the next letter. Students also need to use a variety of parts of speech for their first words, not just nouns. The dictionary/thesaurus may be useful when students reach a “block” in their writing.

Assessment

The completed, 26-sentence story can be used to evaluate students’ ability to create a story using varied sentence patterns. It is virtually impossible to retell the story using 26 standard order sentences.

Supplemental information

ABC Cinderella

A young lady named Cinderella moved in with her wicked step-mother after her mother died.

Before her father died, everything was going well, but after his death her wicked step-mother took over.

Cinderella knew and was many times reminded how much more her step-mother liked her step-sisters.

“Dog gone, that woman is really getting to me,” Cinderella said to herself when asked to clean the chimney.

Every day she had to clean the chimney, even though it hadn’t been used.

Faithfully she was sent to bed, every single night, with no supper.

Good, obedient Cindrella always obeyed, even thoght she knew the chores were unfair and ridiculous.

Hopeless and despondent, Cinderella answered the door one day when the bell rang, and there stood a messenger from the palace.

In a rush, Cinderella took the message and ran upstiars gleefully to show her step-mother.

Joyfully Cinderella did her chores and made her dress.

Kindly her step-mother said, “As long as you get your chores done,” laughing to herself as she looked at Cinderella’s impossible work list.

Lovingly Cinderella did her chores and made her dress.

Merrily she dressed for the ball, but her dress was torn off by her sisters in a fit of jealousy.

“Now I won’t be able to go to the ball!” she cried.

“O why does this always happen to me!?” she lamented.

Presently her Fairy Godmother appeared, and Cinderella stopped crying.

Questionably Cinderella stood up and asked the visitor who she was.

Raising her magic wand, the Fairy Godmother explained and created a lovely coach and evening gown, complete with glass slippers.

So the Fairy Godmother sent her on her way, until twelve, for when the clock struck twelve the spell would be over.

Then, as she arrived, the Prince saw her and immediately fell in love with her, forgetting everything else.

Unbelieving, Cinderella looked at the clock; it was one minute to twelve!

Vigorously she ran from the ball, dropping her glass slipper which, fortunately, was picked up by the prince and used as a means of locating the mysterious, beautiful girl.

When the prince, on his journey from home to home, arrived at Cinderella’s house, her step-mother locked Cinderella in her room.

Xavier, one of the prince’s many servants, demanded that the door be unlocked and Cinderella be permitted to try on the shoe.

Yes, the shoe fit, and Cinderella and the prince were married!

Zama was the town they moved to and lived happily ever after.

Related websites

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Comments

If students don’t use a word processing program to publish their stories, consider a page-sized pig shape inside which they may write their final copies. This is a fun learning experience to use in preparation for the state writing test.

The version of ABC Cinderella used here was adapted from one written by a group of my students.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 6

  • Goal 6: The learner will apply conventions of grammar and language usage.
    • Objective 6.01: Demonstrate an understanding of conventional written and spoken expression by:
      • using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons.
      • using appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
      • demonstrating the different roles of the different parts of speech in sentence construction.
      • using pronouns correctly, including clear antecedents and correct case.
      • using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses).
      • determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffices) of words.
      • extending vocabulary knowledge by learning and using new words.
      • exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts.
      • developing an awareness of language conventions and usage during oral presentations.

Grade 7

  • Goal 6: The learner will apply conventions of application of grammar and language usage.
    • Objective 6.01: Model an understanding of conventional written and spoken expression by:
      • using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons.
      • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
      • applying the parts of speech to clarify language usage.
      • using pronouns correctly, including clear antecedents and correct case.
      • using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses).
      • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
      • extending vocabulary knowledge by learning and using new words.
      • determining when and where dialects and standard/nonstandard English usage are appropriate.
      • applying language conventions and usage during oral presentations.
      • choosing language that is precise, engaging, and well suited to the topic and audience.
      • experimenting with figurative language and speech patterns.

Grade 8

  • Goal 6: The learner will apply conventions of grammar and language usage.
    • Objective 6.01: Model an understanding of conventional written and spoken expression by:
      • using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons.
      • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
      • applying the parts of speech to clarify language usage.
      • using pronouns correctly, including clear antecedents and case.
      • using phrases and clauses correctly, including proper punctuation (e.g. prepositional phrases, appositives, dependent and independent clauses.)
      • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
      • extending vocabulary knowledge by learning and using new words.
      • evaluating the use and power of dialects in standard/nonstandard English usage.
      • applying correct language conventions and usage during formal oral presentations.