Beruflich Dokumente
Kultur Dokumente
Esposito
After a read aloud of The True Story of the Three Little Pigs and a discussion on character
traits, students will complete a graphic organizer on Popplet requiring students to describe the
character traits, thoughts, actions, and appearance of the wolf in the story with three descriptive
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
Indicator: This will be evident when students complete the Popplet, describing the wolf
in the story using key details in both the text and illustrations.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
Indicator: This will be evident when students work in pairs on computers to describe the
wolf based on the description of him in the story, his appearance, his thoughts, and his
actions.
CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally
teacher poses about the text and ask questions they might have about it.
INSTRUCTIONAL RESOURCES
Chart paper
Markers
The teacher will show the students the Weebly website created for this unit. The teacher will
show the students the introduction page containing the word clouds and the Thinglink to pique
the students interest in incorporating technology into this unit and to demonstrate to students
DEVELOPMENTAL PROCEDURES
The teacher will begin by bringing the students over to the carpet to have a group
discussion about character traits. (What is a character trait? How can we find them in
stories?)
The teacher will collaborate with the students and create a chart of adjectives that can be
used to describe characters. The students will also discuss words to describe a characters
appearance, thoughts, and actions. (What are some adjectives we could use to describe
real people? Can we also use these to describe a fictional character? How do we
questions throughout it. (Why do you think the wolf is illustrated with clothes? Do you
think we can trust the wolfs version of the story? How does the wolfs story compare to
The students will return to their seats and log in to their classroom set of computers.
The teacher will demonstrate how to get to the website Popplet as the students follow
along.
The teacher will model how to create a Popplet. (How do you create the graphic
Students will work in pairs to create a Popplet that describes the wolfs appearance,
thoughts, actions, and character traits. (What did the wolf look like? Why is this
significant? What did the wolf do in the story? How did he feel about the events that
activity)
Indicator: This will be evident when students work in pairs and collaborate to
Indicator: This will be evident when the teacher provides the definition of
adjectives with the teacher before the read aloud. This will also be evident
throughout the read aloud as the students discuss various aspects of the story with
the teacher.
ADAPTATIONS (Exceptionality*)
The student who struggles visually will be seated near the front of the room for the read
The student who struggles with fine motor skills will be partnered with a student who is
The student who struggles with appropriate behavior and remaining on task will be
redirected through eye contact and by the teacher walking towards their desk when they
need to be refocused
The student who gets easily frustrated will be notified before being called on to answer a
DIFFERENTIATION OF INSTRUCTION
For the student with auditory strengths, the read aloud will capitalize on this.
For the students with interpersonal strengths, working with a partner and discussing the
character traits, actions, thoughts, and appearances of the wolf will capitalize on this.
For the student with linguistic strengths, creating the graphic organizer will capitalize on
this.
For the student with technological strengths, using a computer to create a Popplet will
After a read aloud and subsequent activities, students will complete a graphic organizer on
Popplet requiring students to describe the traits, thoughts, actions, and appearance of the wolf in
The True Story of the Three Little Pigs with three descriptive words or phrases for each
category.
INDEPENDENT PRACTICE
After the read aloud and activity, students will create a Word Cloud for homework where they
select a character from their favorite book and describe their character traits.
ENRICHMENT
Direct Teacher Intervention: The student, under direct intervention with the teacher, will
Academic Enrichment: The student will choose to create a Popplet or Word Cloud to create a
visual representation of their own character traits and strengths to present to the class.
TEACHER REFERENCES
Scieszka, J., Smith, L., & Viking Press,. (1989). The true story of the 3 little pigs.