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# Andrea Claire

Diff 510
Unit: Lesson Plan 2
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The Three Little Pigs: Sequencing/Retelling
Kindergarten
Unit essential questions:
Why does the story have multiple characters? What if the story only
had one little pig, how would the story be different?
How can we look at this picture (illustration from the story) and figure
out what was happening? What should we look for?
What happened in the story The Three Little Pigs? How would you
change the ending of the story? How would you continue the story?
Lesson question:
What are the similarities and differences between the Three Little Pigs and the True Story
of The Three Little Pigs? Which story is your favorite and why? How are the characters
in the story the same, and how are they different?
NYS or other appropriate standard(s) addressed:
CCSS.ELA-Literacy.RL.K.1
CCSS.ELA-Literacy.RL.K.2
With prompting and support, retell familiar stories, including key details.
CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
CCSS.ELA-Literacy.RL.K.7
With prompting and support, describe the relationship between illustrations and the story
in which they appear (e.g., what moment in a story an illustration depicts).
CCSS.ELA-Literacy.RL.K.10
Actively engage in group reading activities with purpose and understanding.
Lesson objective:
Students will retell the story The Three Little Pigs and the True Story of The Three Little
Pigs.
Students will compare and contrast the two stories, identifying at least 2 similarities and 2
differences.
Assessment:
Teacher observation throughout the lesson
o For verbal, interpersonal, and intrapersonal learners
Rubric for Character Bag and Wanted Poster
o For verbal, intrapersonal, visual, kinesthetic, and mathematical learners
Rubric for Group Story
o For verbal, interpersonal, kinesthetic, mathematical, and visual learners

Andrea Claire
Diff 510
Unit: Lesson Plan 2
Page 2 of 9
Opening (approximately 2-5 minutes):
Students will gather at the carpet for an interactive read-aloud. The teacher will begin by
asking the students if they remember the story The Three Little Pigs. (allow for
discussion, teacher taking note of who recalls the story)
Set purpose of lesson: Okay boys and girls today by the end of this activity you should
be able to tell me 2 similarities and 2 differences between the two versions of the Three
Little Pigs we will have read.
Procedure:
The teacher will then read-aloud the True Story of the Three Little Pigs, pausing
frequently to engage students in discussions about the similarities and differences from
the story the Three Little Pigs. (Read with feeling and dramatization to keep students
engaged, keep end goal in mind that students should be able to compare and contrast the
two stories)
Once the read-aloud is over have the students do a think-pair share activity
o Think pair share activity: two students engage in a quiet discussion regarding a
prompt given by the teacher (partners are pre-assigned already)
o Prompt: Boys and girls I need you and your partner to think about the story we
just read (allow 1 minute think time), then discuss with your partner how the story
we just read is similar to the first version of the story we read. Remember it is
okay for you and your partner to have different thoughts. When we come back
together to discuss your thoughts you should be able to tell me what the
beginning, middle, and end of the story is. Does anyone have any questions about
what they are supposed to be doing? (allow questions, observe students
expression for confusion) When I say teach you say okay, ready teach
(student respond okay).
o Allow no more than 5 minutes for students to discuss with their partners and then
return to whole group by saying class (students respond okay and sit crisscross waiting for directions)
o Allow no more than 5 minutes for whole group discussion, be sure to keep goal in
mind (students should be able to correctly sequence the story)
After the read aloud students will participate in centers. (Two groups of students meet
with specialist teachers during this time and will only get to participate in one of the
centers for the lesson objectives.)
The centers are described in great detail under the Tiered section of the lesson plan as
each center is a different tier.
Students will have about 15 minutes at each center and every center has either a teacher
or teachers aide that comes in during this time)

Andrea Claire
Diff 510
Unit: Lesson Plan 2
Page 3 of 9

Tiered by _Product__:
3 different tiers
Tier 1/Center 1(visual/kinesthetic): Character Bags
o Students will be given a white paper lunch bag with a blank front, two sides (with
questions: What did the character do in the story the Three Little Pigs?/What did
the character do in the True Story of the Three Little Pigs?) and a blank back with
the prompt: If I was the _________, I would
o Students will then be instructed to choose a character from the story; the character
must appear in both versions of the story.
o Then students will be given time to draw a picture of their character on the front
of the bag.
o As the students are drawing their character the teacher will go around, one-onone, and help the students answer the questions/prompts. Students are not
expected to write in full sentences for this activity. They should be verbally
answering the questions/prompt, and if time the teacher may help them write their
o Ideally, the bags would be finished and put on display.
Tier 2/Center 2(kinesthetic/intrapersonal/visual): Wanted Poster
o Students will be given construction paper/crayons/paper/pencils/markers/and
other materials to create a wanted poster for one of the characters from the story.
o Students should make sure to show which version of the story they are choosing
and which character.
o Students should be encouraged to do all of the writing on their own.
o The wanted posters need to show the characters traits and realistic setting
characteristics. The teacher will model the wanted poster by choosing the wolf
from the Three Little Pigs version of the story. Make sure to mention what
character traits are and what the setting would be. Make sure to give enough
examples for students to understand how to choose these things on their own.
Tier 3/Center 3(verbal/visual/interpersonal): Create Another Version of the Story (this
will be done over a multiple day period if needed)
o First, the teacher should make sure all students in the group are fluent in both
versions of the Three Little Pigs read.
o The teacher should refresh students memory on the format of a book and go over
the outline for the book they will be writing.
o The small group will be writing the book together and the teacher will be scribing.
The students will then each get a page of the book to illustrate.
o The books will then be read in a whole group setting so every group gets to share
their book.
Closure:

Andrea Claire
Diff 510
Unit: Lesson Plan 2
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After centers are completed students will be called over to the carpet. The teacher will
then summarize what we did today. Boys and girls today we compared two versions of
the same story. Who can tell me what the first version of the story was about? (allow
are some similarities between the stories? (allow answer). What are some differences
Transition into the next part of the day by having students do some movement exercises.
(stand up, touch toes, stretch arms, etc)

Materials:
Storybook The Three Little Pigs
Storybook the True Story of the Three Little Pigs
Student book outline
Wanted poster model
Markers/crayons/etc
Construction paper
White paper lunch bags
Rubric for Character Bags and Wanted Poster
Rubric for Group Story
Resources:
o http://donnayoung.org/fi14a/penmanship-f/handwrtg/hw-rule-1-2-bt.pdf

Andrea Claire
Diff 510
Unit: Lesson Plan 2
Page 5 of 9

Participation

Provides
Character Detail

Knowledge of
Story The Three
Little Pigs

Knowledge of
Story The True
Story of the
Three Little Pigs

## Rubric for Character Bag and Wanted Poster

4-Excellent
3-Acceptable
2-Needs Work
Fully Engaged in Engaged in
Not fully
Activity
activity with
engaged in entire
little excitement
activity. May be
engaged in only
a part of the
activity.
Provides at least Provides at least Provides at least
4 accurate details 3 accurate details 2 accurate details
of the chosen
of the chosen
with no more
characters.
character.
than 2 inaccurate
details of the
chosen character.
Able to retell the Able to retell the Able to retell the
story with
story with
story with
accurate details
accurate details
accurate details.
and sequencing
and sequencing
At least 3 events,
with at least 5
with at least 4
possible out of
events
events.
order.
Able to retell the
story with
accurate details
and sequencing
with at least 5
events.

story with
accurate details
and sequencing
with at least 4
events.

## Able to retell the

story with
accurate details.
At least 3 events,
possible out of
order.

1-Unacceptable
Not engaged at
all.

Provides at one
or no accurate
details on the
chosen character.
Not able to retell
the story with
accurate details
or correct
sequencing.
Provides 1-2
events from the
story.
Not able to retell
the story with
accurate details
or correct
sequencing.
Provides 1-2
events from the
story.

Andrea Claire
Diff 510
Unit: Lesson Plan 2
Page 6 of 9

Participation

Knowledge of
Story The Three
Little Pigs

## Rubric for Group Story

4-Excellent
3-Acceptable
2-Needs Work
Fully Engaged in Engaged in
Not fully
Activity, able to
activity with
engaged in entire
work well with
little excitement, activity. May be
group members. able to work well engaged in only
with group
a part of the
members.
activity. Able to
work well with
group members
with some issues.
Able to retell the Able to retell the Able to retell the
story with
story with
story with
accurate details
accurate details
accurate details.
and sequencing
and sequencing
At least 3 events,
with at least 5
with at least 4
possible out of
events
events.
order.

Knowledge of
Story The True
Story of the
Three Little Pigs

story with
accurate details
and sequencing
with at least 5
events.

story with
accurate details
and sequencing
with at least 4
events.

## Able to retell the

story with
accurate details.
At least 3 events,
possible out of
order.

Appropriate
Illustrations

Student provides
accurate
illustration for
the page given.
Elaborate detail
given to explain
text.

Student provides
illustration for
the page given
with enough
detail to explain
text.

Student provides
an illustration for
the page that
gives few details
and the text is
needed in order
for the
illustration to
make sense.

1-Unacceptable
Not engaged at
all. Unable to
work in a group.

## Not able to retell

the story with
accurate details
or correct
sequencing.
Provides 1-2
events from the
story.
Not able to retell
the story with
accurate details
or correct
sequencing.
Provides 1-2
events from the
story.
Student provides
an illustration
that does not
match the given
text.

Andrea Claire
Diff 510
Unit: Lesson Plan 2
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Cover Page

Andrea Claire
Diff 510
Unit: Lesson Plan 2
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## Student Book Outline/Inside Pages

Andrea Claire
Diff 510
Unit: Lesson Plan 2
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