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 (see attachment). 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.