ALEX Learning Activity

  

#The Real Story of the Three Little Pigs (What Really Happened)

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  This learning activity provided by:  
Author: LaVonda Senn
System:Dothan City
School:Girard Middle School
  General Activity Information  
Activity ID: 2935
Title:
#The Real Story of the Three Little Pigs (What Really Happened)
Digital Tool/Resource:
The Three Little Pigs Read Aloud - YouTube
Web Address – URL:
Overview:

Students will watch two videos with retellings of the classic story, "The Three Little Pigs." The purpose of the first video is to provide a first telling of the original story of "The Three Little Pigs." The second video, "The Three Little Javelinas," will offer a retelling of the classic story. These videos will provide background information and a basis for the discussion around the comparison and contrast of story elements.

This resource was created in partnership with Dothan City Schools.
  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 2
26. Compare and contrast important details presented by two texts on the same topic or theme.

a. Compare and contrast different versions of the same story by different authors, from different cultures, or from different points of view.

Examples: The Three Little Pigs and The True Story of the Three Little Pigs; Cinderella and The Rough-Face Girl

b. Compare and contrast story elements of literary texts.

Examples: characters, settings, sequence of events, plots
Unpacked Content
Teacher Vocabulary:
26.
  • Compare
  • Contrast
  • Topic
  • Theme
26a.
  • Compare
  • Contrast
  • Authors
  • Cultures
  • Points of view
26b.
  • Compare
  • Contrast
  • Story elements
  • Literary texts
Knowledge:
26. Students know:
  • Compare means tell how things are alike or similar.
  • Contrast means tell how things are different.
26a.
  • Compare means tell how things are alike or similar.
  • Contrast means tell how things are different.
  • The same story can be told by different authors, can exist in different cultures, or can be told by different narrators.
26b.
  • Compare means tell how things are alike or similar.
  • Contrast means tell how things are different.
  • Literary texts include common story elements.
Skills:
26. Students are able to:
  • Compare and contrast important details after reading two texts that have a common theme or topic.
26a.
  • Compare and contrast two or more versions of the same story by different authors, from different cultures, or from different points of view.
  • For example, The Three Little Pigs and The True Story of the Three Little Pigs or Cinderella and The Rough-Face Girl.
26b.
  • Compare and contrast story elements in literary texts, such as characters, settings, sequence of events, and plots.
Understanding:
26. 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.
26a.
  • Similarities and differences between the same stories can teach the reader about different cultures and explain different points of view.
26b.
  • Comparing and contrasting story elements of literary texts can improve their comprehension, or understanding, of the texts.
Learning Objectives:

Students will compare and contrast two versions of the same story.
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

The student will compare and contrast different versions of the same story by different authors, from different cultures, or from different points of view using two videos and graphic organizers. 

First, students will watch the video The Three Little Pigs and complete the Story Elements Graphic Organizer. 

Next, students will watch the video The Three Little Javelinas and complete a second Story Elements Graphic Organizer. 

Finally, the students will hold a comparison analysis discussion either in a whole group or in a small group.  

Focus discussion questions on characters and setting, such as:

  • What were some of the similarities you saw between the three pigs and the three Javelinas?

  • What were the similarities between the houses in each story?
Assessment Strategies:

Formative assessment: observing the completion of the graphic organizer, responses to questions during the video, and overall understanding of comparing and contrasting based on teacher observation. 
Advanced Preparation:

1. Cue the videos to ensure they are working and solve any technical issues ahead of time.

2. Make two copies of the graphic organizer for each student.

2. Look for cognates for EL students to help with difficult phrases or language terms.
Variation Tips (optional):

Tier 2 Intervention

Focus on vocabulary including cognates and word origins using a graphic organizer. Pre-teach tier 1 and 2 academic vocabulary words. (i.e., compare/contract/ characters, setting, plot).

Extension

Advanced students can compare and contrast a third version of the classic "The Three Little Pigs," "The Three Wolves and the Big Bad Pig." Create a Three Column comparison chart using the first two versions of the story at the onset. Add the additional information from the third version of the story.  
Notes or Recommendations (optional):

Information for books that can be used during the activity:

The Three Little Pigs written and retold by Clare Lloyd, Illustrated by Giuseppe Di Lernia 

The Three Little Javelinas by Susan Lowell, Illustrated by Jim Harris

The Three Little Pigs and the Somewhat Bad Wolf by Mark Teague

The Three Wolves and the Big Bad Pig by Eugene Trivizas

Links to related activities:

#The Real Story of the Three Little Pigs (What Really Happened) During

#The Real Story of the Three Little Pigs (What Really Happened) After
  Keywords and Search Tags  
Keywords and Search Tags: Compare, Contrast, cross culture, diversity, ELL, Story Elements, Three Little Pigs, Venn Diagram