Learning Activity

Character Expression Using the Three Little Pigs

Subject Area

English Language Arts
Arts Education

Grade(s)

K

Overview

Students will use the character lineup strategy in collaborative groups to retell the story of the Three Little Pigs. Each group will be assigned a different character or emotion and then compare the differences between each group. Students will use five elements to express their character or emotion.

This activity was created as a result of the Arts COS Resource Development Summit.

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

ELA21.K.27

Identify and describe the main story elements in a literary text.

Unpacked Content

UP:ELA21.K.27

Vocabulary

  • Identify
  • Describe
  • Characters
  • Settings
  • Important events
  • Literary text

Knowledge

Students know:
  • Main story elements in a literary text.

Skills

Students are able to:
  • Identify the main story elements (characters, settings, and important events) in a literary text.
  • Describe the main story elements (characters, settings, and important events) in a literary text.

Understanding

Students understand that:
  • Identifying the characters, setting, and important events in a text help them better understand the overall meaning of the text.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.6

Identify characters and setting in dramatic play or a guided drama experience.

Unpacked Content

UP:AE17.TH.K.6

Vocabulary

Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse

Essential Questions

EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?

Skills Examples

  • Brainstorm ideas for artistic works for presentations by examining the characters who students find most relatable.
  • Compare characters seen in a chosen artistic work to a certain animal. Ask what animal that character resembles. Students should be able to articulate this characterization to the best of their ability.
  • Identify the setting for a chosen artistic work (coloring sheets, games, matching, etc.).
  • Identify the characters for a chosen artistic work (coloring sheets, games, matching costume to character, etc.).
  • Discuss the importance of speaking loudly and clearly when performing.
  • Refine artistic techniques by experimenting with color choices, costume choices, and lighting choices in a chosen artistic work.
  • Explore and articulate information about characters for a chosen artistic work, focusing on the importance of voice and sound.
  • Collaborate to determine how characters should speak in the artistic work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Use learned vocal and sound techniques to perform a chosen work.
  • View a performance and articulate the differences between participating as an artist and participating as an audience member. (The teacher should ask questions such as: As an artist, how do you think the audience should act? As an audience member, what do you want from the artist?)
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
English Language Arts (2021) Grade(s): KG

ELA21.K.27a

With prompting and support, retell a text orally, including main character(s), setting, and important events in logical order.

Unpacked Content

UP:ELA21.K.27a

Vocabulary

  • Retell
  • Text
  • Orally
  • Main character(s)
  • Setting
  • Events
  • Logical order
  • Prompting
  • Support

Knowledge

  • Techniques for retelling a text orally using key details.
  • How to sequence events in logical order (first, next, last).

Skills

With prompting and support,
  • Recall key details and important events in a text.
  • Orally retell a text, including main character(s), setting, and important events in logical order.

Understanding

  • Recalling important events and details of a text helps to retell the story and understand the meaning of the text.

Phase

After/Explain/Elaborate
Learning Objectives

Learning Objectives

Students will be able to retell the story of The Three Little Pigs using facial expression, body alignment, movement, energy, and gestures.  

Activity Details

After reading The Three Little Pigs, use the character lineup strategy to retell the story with movement. Character Lineup is best done in small groups of three or four students. Students can dig into a character and express emotions. Students can express emotions such as anger, joy, sadness, disgust, and fear. Each group will have a different character or emotion and then compare the differences between each group. Students will use all five elements to express their character or emotion.
1. Facial expression
2. Body alignment
3. Movement style
4. Energy level
5. Signature gesture

Using the story of The Three Little Pigs, I would have four groups. One group is the wolf, one group is the pig who built a house of hay, one group is the pig who built a house of sticks, and the last group is the pig who built his house of bricks. 

Assessment Strategies

Assessment Strategies

Students will perform and teacher will observe and write anecdotal notes. 

Did the students work with the members in their group?

Did the students use facial expression?

Did the students use movement?

What was the energy of the group?

Did the students have a deep understanding of the story of The Three Little Pigs?

Variation Tips

Students could continue their study of The Three Little Pigs by participating in a STEAM lesson where they have to build one of the pigs homes and try to blow it down. 

Approximate Duration

Total Duration

16 to 30 Minutes

Background and Preparation

Background / Preparation

Read The Three Little Pigs or listen to a read-aloud video. 

The Classic Three Little Pigs by James Marshall read aloud video 

The True Story of the Three Little Pigs by Jon Scieszka read aloud video

Be familiar with the character lineup strategy. 

Materials and Resources

Materials and Resources

The Three Little Pigs book or read-aloud video (such asThe Classic Three Little Pigs by James Marshall read aloud video or The True Story of the Three Little Pigs by Jon Scieszka read aloud video)

 

Approved Date

Owner (Author)

ctayl0r
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