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Unit Lesson Plan for Three Little Pigs Teacher: Kim Butler Subject: Language Arts & Art
Grade: 3rd
Name of Lesson: The True Story of the 3 Little Pigs!:Wanted & Free A. Wolf Posters and Compare/Contrast
Rationale: This lesson is to teach students to be persuasive in what they believe in. They will also get to be creative and have fun making their poster to support their thought. Objective: Students will demonstrate their understanding by creating a poster using the persuasive concept. Standards: 3.3.2 Analysis of Grade-Level-Appropriate Literary Text: Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world. (Core Standard) 3.3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them. (Core Standard) Materials: *The True Story of the 3 Little Pigs! *12x18 Construction paper *Crayons and colored pencils Lesson Presentation: Anticipatory Set: During the unit the class will be reading and discussing all 3 versions of the 3 Little Pigs and doing many creative projects. In this lesson the students will be making posters for the wolf and the student can get very creative. Teaching Procedures: Monday 1. Read Aloud: The True Story of the 3 Little Pigs! 2. Discuss story 3. The students will decide whether they believe the wolf or are against the wolf and they will either make a Wanted or a Free A. Wolf poster based on their opinion of the story. *Venn diagram *Pencils *Chart paper *Story Map
4. Talk about what information should be on each type of poster and what the poster should look like: description, illustrations, title. Tuesday 5. The students will start sketching on their posters in pencil. Wednesday 6. Finish posters by adding color with crayons or colored pencils. Thursday 7. We will compare/contrast the Wanted posters with the Free A. Wolf posters using a Venn diagram. Friday 8. We will hang up the posters; there will be a section for the Wanted posters and a section for the Free A. Wolf posters. 9. Make a story map of The True Story of the 3 Little Pigs as a class on chart paper. We will keep the chart and make one for the other two versions of the story and then compare the charts at the end of the unit. Guided & Independent Practice: Before we start the posters I will explain the following to the students about each poster to guide them: The Wanted poster=The wolf in the story has escaped and I need them to put together a wanted poster to warn all the pigs in the community that he is out of jail and to help the police catch him. What should it look like? How big should it be? Should it have a picture of the wolf, so the pigs could recognize him? Your poster needs to catch peoples eye, so the words should be big and easy to read. Your description will have few words and be written in a list or bulleted form, and not paragraph form. Make sure you include: large title, name of the fugitive, crime he is wanted for, a detailed description of the fugitive, a reward for information, who and where to call with information. You may refer back to the book for your description and also for your illustrations to make the wolf look like he did in the story. The Free A. Wolf poster= to create a poster calling for the release of the wolf if you believed his story. You would need to create awareness about the wolfs dil emma for
the public to help you try to get him released. Make sure you include: eye-catching title in large letters, a picture of him, and a description of his situation. This description will be very different because you want to persuade pigs everywhere to believe he is innocent. Closure: We will reread the story and go over the compare/contrast that the class made for the story of the two types of posters. I will tell the class that next week we will be working on the original Three Little Pigs story. Assessment of Student Outcomes: I will assess the students based on how persuasive they were with the poster they made as to whether they understood between the two types of posters and the information that needed to be included on them. Technology: There will not be any technology used for this lesson. Adaptations: I will make modifications where I see fit as the students are working on this lesson for the ELL or LD students based on the need of help. I dont believe this lesson will be too difficult for those students. Evaluation:
