SESSIONS

 

   Session 1: Characters

LESSON OBJECTIVES:

Students will learn about antagonist, protagonist, needs, wants and motivation in a character. Students will learn the term point of view. They will watch the same scene then retell the story from their own point of view. Students will compare each other's answers to create a clear picture of the story being told. Students will listen to the story of The Three Little Pigs and participate in a class discussion about the story elements. Whose point of view was the story told by? How do they think the story would have changed if the wolf would have told it? Students will be introduced to the writing process. We will discuss the five stories they will write for this class and how they will be published by our publishing house, Crimson Sparrow.

 

   Session 2: A Pig's Point of View

LESSON OBJECTIVES:

What would have happened if one of the pigs loved to party and eat? How would the story have changed? Students will listen to the "The Three Little Pigs and the Somewhat Bad Wolf by Mark Teague. Using a Venn Chart, students will compare and contrast the the traditional version of The Three Little Pigs with The Three Little Pigs and the Somewhat Bad Wolf. 

Students will learn the difference between fact and opinion. They practice creating their own opinion based on the story of "The Three Little Pigs and Somewhat Bad Wolf" by Mark Teague. They will then choose which side they support and support their reasoning with evidence via the Opinion and POV base worksheet. They will present their worksheet to the class. 

Students will understand that each pig has their own feelings, motives and personality. They will choose a pig to write as their main character for their pig's point of view.

HOMEWORK:

Write the story of The Three Little Pigs from a pig's point of view.

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Session 3: The Wolf's Point of View

LESSON OBJECTIVES:

What if the Three Little Pigs were just really bad neighbors? Students will listen to "The True Story of the Big Bad Wolf" by Jon Scieszka then discuss elements of the story. How did the wolf's point of view change the story? Do you believe the wolf's story? Why or why not? Using a Venn Diagram, the students will compare this version of the story with the traditional one. Students will discuss their findings. Maybe the wolf never did blow the pigs' houses down.

Students will write a letter to the wolf in jail asking the wolf three questions they would like him to answer. 

Perhaps the pigs and the houses could fly? Students will listen to "No Lie, Pigs Can Fly" by Jessica Gunderson and then discuss the elements of the story.

Using a Venn Diagram, students will compare and contrast "No Lie, Pigs Can Fly" with the "The True Story of the Big Bad Wolf" then discuss their findings. 

HOMEWORK:

Write the story of The Three Little Pigs from the wolf's point of view.

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Session 4: Setting

LESSON OBJECTIVES:

Students will learn how setting can change a character's point of view.

Students will learn where Japan is on a map and Japanese culture. They will experience what life is like for a kid in Japan via Life Where I'm From videos. We will listen to "The Three Ninja Pigs" by Corey Rosen Schwartz and answer comprehension questions. We will discuss the elements in class. The class will fill out the Three Ninja Pigs Activity Guide.

Students will listen to "The Three Little Cajun Pigs" by Mike Artell. Students will learn Cajun history and culture via the Cajun History video on QRlicious channel.

Students will compare and contrast "The Three Ninja Pigs,""The Three Little Cajun Pigs," and "The Three Little Pigs." We will discuss elements and how the setting changed how the characters view their circumstances.

Students will choose a new setting for the Three Little Pigs story. We will discuss how the new setting affects the telling of the story. 

HOMEWORK:

Write a new version of "The Three Little Pigs" with a new setting. 

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Session 5: Characters

LESSON OBJECTIVES:

What happens to the story if you change the characters?

The class will review the three different types of characters: protagonist, antagonist and supporting characters.

Students will practice developing a character by filling out the AllAboutMeSpaceTheme.pdf about themselves and sharing it with the class.

Students will listen to "The Three Little Aliens and the Big Bad Robot" by Margaret McNamara and Mark Fearing.

Students will pretend to be on of the Three Little Aliens and write a postcard to their momma alien via the pigpostcards.pdf and pigstamps.pdf. They will share their postcards with the class.

The class will listen to "The Three Little Javalinas" by Susan Lowell.

Students will learn where Arizona is, it's history and culture.

Students will discuss elements and how the setting changed how the characters view their circumstances.  

Students will compare and contrast "The Three Little Aliens and the Big Bad Robot," "The Three Little Javelinas" and the traditional Three Little Pigs.

HOMEWORK:

Write the story of the Three Little Pigs substituting the pigs and wolf with different animals. 

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Session 6: Role Reversal

LESSON OBJECTIVES:

What if the story was about the three little wolves and not the pigs?

Students will listen to "The Three Little Wolves and the Big Bad Pig" by Eugene Trivizas and Helen Oxenbury. The class will discuss how the change of characters affected the story. Students will compare and contract the story with the traditional telling of "The Three Little Pigs"

Students will discuss elements and how the setting changed how the characters view their circumstances.

HOMEWORK:

Write the story of the Three Little Pigs using three little wolves and a big bad pig.