The Wolf in Children's Books: Part 1 of 2
Students will explore the ways wolves are represented in children's stories. They will decide if the wolf is a protagonist or an antagonist in the story. They will also attempt to determine if these representations are scientifically accurate. The first in a two-part lesson.
A lesson plan for grade 3 English Language Arts and Information Skills
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Learning outcomes
Students will determine whether wolves in selected picture books are presented as antagonists or protagonists. They will form an opinion about the scientific accuracy of their impressions of wolves in these books.
Teacher planning
Time required for lesson
45 Minutes
Materials/resources
Chart paper & markers.
Copies of books in which a wolf is a main character. Books may include but are not limited to the following titles:
- The Three Little Pigs by Paul Galdone
- Little Red Riding Hood by Trina Schart Hyman
- Peter and the Wolf retold by Michele Lemieux
- The True Story of the Three Little Pigs by Jon Scieszka
- Wolf! by Becky Bloom
- The Three Little Wolves and the Big Bad Pig by Eugene Trivizas
- Suddenly! by Colin McNaughton
Pre-activities
Students should understand the terms “protagonist” and “antagonist.”
A protagonist is the main character of a story. An antagonist opposes or seeks to harm the protagonist.
Activities
- Divide students into groups of 3 or 4 and give each group a book in which a wolf is a main character. Some groups should have books in which the wolf is the protagonist, and others should have books in which the wolf is the antagonist.
- Groups read their book aloud and determine whether the wolf is a protagonist or antagonist.
- Groups list words or passages from the story that support their opinion of the wolf’s role in the story.
- Groups share their impressions of a wolf, based on the story, and teacher records their impressions on a classroom chart.
- Teacher polls students to see how many believe each impression is scientifically accurate.
- Closing remarks should spark excitement about returning to the Media Center to discover which impressions are accurate.
See Part 2 of this lesson.
Assessment
The finished product for this lesson will be the classroom chart detailing the students’ impressions of wolves and their opinions regarding the scientific accuracy of their impressions.
North Carolina Curriculum Alignment
Information Skills (2000)
Grade 3
- Goal 3: The learner will RELATE ideas and information to life experiences.
- Objective 3.03: Identify bias and stereotypes.
- Objective 3.05: Describe how information and ideas are influenced by prior knowledge, personal experience, and social, cultural, political, economic, and historical events.
English Language Arts (2004)
Grade 3
- Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
- Objective 2.02: Interact with the text before, during, and after reading, listening, or viewing by:
- setting a purpose.
- previewing the text.
- making predictions.
- asking questions.
- locating information for specific purposes.
- making connections.
- using story structure and text organization to comprehend.
- Objective 2.05: Draw conclusions, make generalizations, and gather support by referencing the text.
- Objective 2.02: Interact with the text before, during, and after reading, listening, or viewing by:
- Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
- Objective 4.02: Use oral and written language to:
- present information in a sequenced, logical manner.
- discuss.
- sustain conversation on a topic.
- share information and ideas.
- recount or narrate.
- answer open-ended questions.
- report information on a topic.
- explain own learning.
- Objective 4.02: Use oral and written language to:
