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Is the Big, Bad Wolf Really Big and Bad?

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This lesson provided by:

Author:	Amy Parker
System:	College/University
School:	University of North Alabama

General Lesson Information

Lesson Plan ID:	33401
Title:	Is the Big, Bad Wolf Really Big and Bad?
Overview/Annotation:	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.

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.
English Language Arts ELA2021 (2021) Grade: 3	22. Describe literary elements within a story, including setting, plot, characters, and themes. a. Describe in detail the characters' behavior, emotions, and traits and explain how their actions influence events in the story. b. Explain how the characters' actions and dialogue contribute to the meaning of the story. c. Identify the central message, theme, or moral in a story, including myths, fables, and folktales, and explain the meaning conveyed in the passage. d. Compare and contrast the themes, settings, and plots from two texts. Unpacked Content Teacher Vocabulary: 22. Describe Literary elements Story Setting Plot Characters Themes 22a. Describe Character Behaviors Emotions Traits Actions Influence Events 22b. Explain Characters Actions Dialogue Contribute Meaning 22c. Central message Theme Moral Myths Fables Folktales Conveyed 22d. Compare Contrast Theme Setting Plot Stories Knowledge: 22. 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. 22a. A story author provides descriptions of the characters' behavior, emotions, and traits. The actions of characters in a story affect the events, or plot, of the story. 22b. The actions of characters in a story affect the events, or plot, of the story. The dialogue, or spoken words, of characters in a story affect the plot of the story. 22c. Qualities of myths, fables, and folktales. Many stories have a central message, theme, or moral. A central message or moral is the lesson that is learned through the story or the one big idea of the story. The central message, theme, or moral is conveyed through key details. 22d. Compare means tell how things are alike or similar. Contrast means tell how things are different. Literary elements from different texts, like themes, settings, and plots, can be compared and contrasted. 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). Theme is the main, recurring idea in a text. Skills: 22. Students are able to: Identify and describe the literary elements, including setting, plot, characters, and theme, within the text. 22a. Provide a detailed description of story characters' behavior, emotions, and traits. Explain how story characters' actions affect the events of the story. 22b. Explain how the actions of characters' contribute to the meaning of the story. Explain how the dialogue between two or more characters contributes to the meaning of the story. 22c. Identify the central message, theme, or moral of a story, including myths, fables, and folktales. Explain the meaning of the central message, theme, or moral conveyed in the passage. 22d. Compare and contrast literary elements, such as themes, settings, and plots, of two texts. Understanding: 22. Students understand that: Identifying and describing literary elements within a story will help in comprehending the text. 22a. Understanding each character's behavior, emotions, and traits will help them better understand a story's plot. Characters in a story drive the plot by engaging in different actions. 22b. Characters' actions and dialogue contribute to the meaning of a story. Understanding the actions and dialogue of story characters improves overall comprehension of the text. 22c. Understanding the meaning of the central message, theme, or moral of a story will improve overall comprehension of the passage. Myths, fables, and folktales are types of narrative stories that often include a moral. 22d. Comparing and contrasting literary elements can improve their comprehension, or understanding, of both texts.
English Language Arts ELA2021 (2021) Grade: 3	26. Use text comparisons (text to text, text to self, and text to world) to make meaning. a. Use prior knowledge to determine similarities between texts they are reading and texts they have previously read. b. Compare different versions of the same story. Unpacked Content Teacher Vocabulary: 26. Text comparison Text to text Text to self Text to world Meaning 26a. Prior knowledge Determine Similarities 26b. Compare Versions Knowledge: 26. 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. 26a. Prior knowledge is what they already know. Information gathered from texts they have previously read becomes part of their prior knowledge. 26b. Comparison is identifying similarities between two things. Skills: 26. 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. 26a. Use prior knowledge to make comparisons between texts. Determine similarities between a text they are currently reading and a text that have read in the past. 26b. Identify similarities between different versions of the same story. Understanding: 26. Students understand that: Their comprehension will be enhanced by making multiple connections between texts, themselves, and the real world. 26a. Their prior knowledge can help make connections between texts. Each text they read increases their background knowledge, and they can make connections to new texts to improve their comprehension. 26b. Different authors can produce different versions of the same story. They can improve their comprehension by making connections between two similar texts.

Local/National Standards:

Primary Learning Objective(s):

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.

Additional Learning Objective(s):

Preparation Information

Total Duration:	61 to 90 Minutes
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
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 the 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 below.

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 (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.

Assessment

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.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.

ALEX Lesson Plan

Is the Big, Bad Wolf Really Big and Bad?