TITLE OF LESSON:
Three Little Pigs aka Pigs in Pantomime
Content Standard(s):
ELAGSEKRL2: With prompting and
support, retell familiar stories, including
key details
Lesson Procedure:
Hook: Show the students a piece of
straw, a piece of wood, and a few
rocks to represent bricks and ask
them what story do you think we
will read this week.
Instructional steps/mini-lesson:
Review vocabulary sow, fortune,
turnips, butter churn, frightened,
chimney.
Read The Three Little Pigs by Paul
Galdone with Story Whoosh.
Grade Level(s):
Kindergarten
Arts Standard(s):
TAESK.2 Developing scripts through
improvisation and other theatrical methods
a. Identifies dramatic elements including
character, setting, problem, plot, resolution,
beginning-middle-end
b. Retells stories
c. Sequences plots for dramatizations
TAESK.3 Acting by developing,
communicating, and sustaining roles within a
variety of situations and environments
b. Uses body to communicate ideas and
emotions
d. Collaborates and cooperates in theatre
experiences
f. Assumes roles in a variety of dramatic
forms, such as narrated story, pantomime,
puppetry and role play
Formative checks:
1. Check for understanding of the
vocabulary and story elements as
we are reading the book
2. The students storyboard the
Beginning, Middle, and End. They
draw a scene and write what
happened. This can be
accomplished whole group, small
group, or 1:1, as needed.
3. Monitor groups as they work
together.
Summative assessment:
1. Take video or pictures as much as
possible
Story Whoosh: students step into
the story as the character and act
like the character in that moment.
Another student is tapped to enter
and the first student leaves the
circle. This continues until the book
has been read or the teacher taps
the student in the center of the
circle.
2. Discuss the outcomes with the
students to see if they met the
standards of retelling the story in
sequence within the
requirements of pantomime
3. Storyboard elements if
completed individually.
Closing:
Debrief the students as to how they did.
Touch on favorite parts of the
performance

Differentiation Key Words/Vocabulary:

(support/scaffolding): Beginning, middle, end
Partner students as needed to
support those who may not have as Story Whoosh
much experience in application of
pantomime and/or Storyboard
sequencing/retelling main ideas
and details. Pantomime

Acceleration (extension):
Ask the students to continue the
Storyboarding with what could happen if
the Third Little Pig was the main character
of another book.

Resources: Ideas to present/display student

The Three Little Pigs by Paul Galdone learning:
Copies of storyboard sheet 1. Videos
2. Photographs