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

The ABCs 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 6–7 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

Technology resources

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

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 fairy tale collections and picture books to help them select a fairy tale. Tell students they will be choosing a fairy tale 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

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.

  • Common Core State Standards

    • English Language Arts (2010)

      • Language

        • Grade 6
          • 6.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 6.L.3.1 Vary sentence patterns for meaning, reader/listener interest, and style.* 6.L.3.2 Maintain consistency in style and tone.*
        • Grade 7
          • 7.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 7.L.1.1 Explain the function of phrases and clauses in general and their function in specific sentences. 7.L.1.2 Choose among simple, compound, complex,...
          • 7.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 7.L.3.1 Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*