Is the Big, Bad Wolf Really Big and Bad?

Learning Resource Type

Lesson Plan

Subject Area

English Language Arts

Grade(s)

2, 3

Overview

This lesson compares and contrasts the traditional Three Little Pigs, by Golden Books to The True Story of the Three Little Pigs, by Jon Scieszka and Lane Smith. Students will discover how an author’s point of view can influence how a reader feels.

English Language Arts (2021) Grade(s): 2

ELA21.2.26

Compare and contrast important details presented by two texts on the same topic or theme.

UP:ELA21.2.26

Vocabulary

  • Compare
  • Contrast
  • Topic
  • Theme

Knowledge

Students know:
  • Compare means tell how things are alike or similar.
  • Contrast means tell how things are different.

Skills

Students are able to:
  • Compare and contrast important details after reading two texts that have a common theme or topic.

Understanding

Students understand that:
  • Texts about the same topic or theme will have similarities and differences.
  • Comparing and contrasting texts with the same topic or theme will improve their overall comprehension of the texts.
English Language Arts (2021) Grade(s): 3

ELA21.3.22

Describe literary elements within a story, including setting, plot, characters, and themes.

UP:ELA21.3.22

Vocabulary

  • Describe
  • Literary elements
  • Story
  • Setting
  • Plot
  • Characters
  • Themes

Knowledge

Students know:
  • Literary elements within a story include the setting, plot, characters, and themes.
  • Setting is when and where a story takes place.
  • Plot is the main events of a story (often referred to as the beginning, middle, and end of a story).
  • Characters are any person, animal, or figure that affect the plot.
  • Theme is the main, recurring idea in a text.

Skills

Students are able to:
  • Identify and describe the literary elements, including setting, plot, characters, and theme, within the text.

Understanding

Students understand that:
  • Identifying and describing literary elements within a story will help in comprehending the text.
English Language Arts (2021) Grade(s): 3

ELA21.3.26

Use text comparisons (text to text, text to self, and text to world) to make meaning.

UP:ELA21.3.26

Vocabulary

  • Text comparison
  • Text to text
  • Text to self
  • Text to world
  • Meaning

Knowledge

Students know:
  • Comparison is identifying similarities between two things.
  • Text to text comparison means to identify similarities between two texts.
  • Text to self comparison means to identify similarities between a text and a personal experience.
  • Text to world comparison means to identify similarities between a text and a current event or background knowledge.

Skills

Students are able to:
  • Compare two texts to make meaning of the information presented in the text.
  • Compare a text to their personal experiences to make meaning of the information presented in the text.
  • Compare a text to a current event or their background knowledge to make meaning of the information presented in the text.

Understanding

Students understand that:
  • Their comprehension will be enhanced by making multiple connections between texts, themselves, and the real world.

Primary Learning Objectives

Students will be able to compare and contrast the characters and events in two stories. Students will be able to describe how a narrator's point of view influences how events are described.

Procedures/Activities

Before Activity

1. Teacher will divide students into four small groups. The teacher will tell students to talk to their group about the following question. “In the story The Three Little Pigs, why is the wolf referred to as the “big, bad wolf”? Give students a couple of minutes to discuss their answers.

2. Teacher will ask for a spokesperson from each group to stand up and discuss the answers their group shared. Discuss all answers.

3. Next, read aloud the traditional Three Little Pigs by Golden Books, discussing the book and events as you read aloud. Ask students how they feel about the wolf as you read.

5. After reading, show students the labeled chart paper hanging around the room.  Review each literary term written on the charts (characters, setting, conflict, resolution).

6. Tell students they are going to carousel around the room in their small groups and write something on each chart. For example, one small group would start at the character chart. Each person in the group would write down a character’s name from the story on that chart. *Model if necessary. Every group should be on a different chart. Allow a few minutes for students to write, and then tell students to rotate to the left to the next chart. Keep rotating until every group has been to every chart.

7. Discuss what students wrote on the charts during their carousel.

During Activity

8. Next, show students the cover of The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith. On a sticky note, have each student write down what he/she thinks will happen in this story.

9. Have students share their predictions with their small groups.

10. Read aloud The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith, discussing the book and events as you read aloud. Stop every couple of pages allowing students to make predictions and respond to the text.

11. After reading the book, discuss the students’ sticky note predictions and determine if they were correct.

12. Ask students how they felt about the wolf during this story. Ask them how it is different than how they felt about the wolf in the traditional story. Remind students that the author writes from a certain point of view so the reader feels a certain way. 

13. Next, draw a line on the charts around the room underneath the students’ answers about the traditional story. Have students carousel around the room again writing about The True Story of the Three Little Pigs this time.

14. Discuss the similarities and differences the students wrote about the two stories. Be sure to use the terms compare and contrast during the discussion.

After Activity

15. Give each student a compare and contrast handout. Tell students they are going to compare and contrast the two stories, and they may use the charts around the room as a resource.

16. Read the directions aloud to students. Give students an example for questions 1 through 4. Walk around and assist students while they independently complete the handout. Students will turn in the handout when they are finished.

17. Students should be able to successfully compare and contrast following this lesson. Students should also possess a working knowledge of characters, settings, conflict, and resolution after this lesson. Teacher observation during class discussion and carousel activity should determine understanding. The teacher will also grade the handout to ensure understanding. See the extension activity for a follow-up idea.

Assessment Strategies

Teacher observation during class discussions and carousel will indicate student understanding of the concepts. Teacher will also grade the compare/contrast handout.

Acceleration

The teacher can have students create their own version of The Three Little Pigs. Students can create a digital story of their version and then compare and contrast all three stories.

Intervention

The teacher can work in a small group with struggling students after the lesson to ensure understanding.

Total Duration

61 to 90 Minutes

Background/Preparation

Students will need to know that compare means to tell things that are alike, and contrast means to tell things that are different. Students will also need to be familiar with point of view and literary terms such as characters, setting, conflict, and resolution. Before the lesson, tape one piece of chart paper on each wall (4 total). Label each chart with one of the literary terms listed above.

Materials and Resources

  • The Three Little Pigs by Golden Books 

  • The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith

  • Chart paper

  • Markers for each student

  • Compare and contrast hand out for each student

  • Sticky notes for each student

Technology Resources Needed

  • Digital projector
  • Desktop computer with Internet access

Approved Date

2014-06-23
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