The True Story of the 3 Little Pigs!

Grade Level
Second
Time Needed
35 minutes
Materials Needed
Common area
Whiteboard
Projector
Pencil
Worksheet with
questions
Copy of The True
Story of the 3 Little
Pigs! for each student.

Introduction:
This lesson is the first part of two, focused on character
point of view. It will be using the book The True Story of
the 3 Little Pigs! This book was chosen because it is a
familiar story to the students and puts a twist on the
story that centers on point of view. It will hit the
appropriate standard effectively by using this
juxtaposition.

Background:

The students have read the three little pigs in the first
marking period. It was used as part of the unit on
retelling. Most of the students read a grade-level version
Vocabulary
all together; a small group was pulled to read a lowerpoint of view
level version with the same instructional goals. On the
Friday before this lesson the students were read a
version of the three little pigs with an emphasis on
character motivation. The story will therefore be fresh in their minds.

Standard(s):
CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue
aloud.
CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures.

Guiding Question:
How does point of view change a story?

I Can Statement(s):
I can describe how point of view changes a story.

Focus Lesson:
A brief focus lesson on point of view will be supported by a PowerPoint. This
should take no longer than five minutes.

Students will gather at circle area and primarily listen during said PowerPoint.
During this time there will be a definition on point of view (who is telling the
story). There will be two examples (one third person and one first person)
that I will model, followed by the students identifying who is telling a couple
example stories, and what evidence they have to prove it.
Introduce the book by engaging students in a discussion about gossip and
rumors. Talk about what happens when they overhear something in the
hallway and how the spreading of a rumor can often be misinterpreted. This
gives students something that they can identify and connect with in their
own daily lives.

Guided Practice:
Students will sit at their desks and wait for instruction, not opening their
books. We will all open to the first page (I will show the page to make sure
no one reads ahead). After reading the first page I will ask students who do
you think is telling the story? They will brainstorm briefly, then turn and talk
with partners (depending on time for this turn and talk). After this I will ask a
few students who they think is telling the story and how they know. (Im
looking for the wolf to be brought up, but not because of the images or
because they have read it before, but because it is the only characters point
of view that it hasnt been told from before.)
All together we will read the next page. I will ask the same two questions as
before (Who is telling the story? How do you know?). (This is aimed at
looking at the text as supporting evidence for a belief.)
All together we continue to read. Stop at this is the real story and ask
students have you ever thought you had the real story when someone else
told a different version of the story? Use turn and talk and then call on a few
students. Point out how point of view makes a big difference when it comes
to telling a story.
Continue to read until the wolf gets to the house of straw. Stop here time
permitting and ask the following question. If not enough time, move on. Ask
students In other versions of this story why does the pig make his house out
of straw? (If dont get because he was lazy and didnt want to put the time
in just supply the answer.) How does the wolfs point of view see this
differently? can be used as a follow-up question.
Read together until the wolf eats the first pig. Ask how is the wolfs point of
view changing how we see the story? Turn and talk and then call on a few
students.

Independent Practice:
It is important to leave at least 10 minutes for this portion of the lesson
(including modeling, release, and work time).
Students will leave their books on their desks and get out a pencil. They will
join me at circle area. I will introduce the following three questions.
How is the story of the three little pigs changing because of who is telling
it?
Whose point of view is correct, the pigs or the wolfs point of view?
I will brainstorm briefly with students before releasing them to work on said
questions on a separate worksheet. They will turn this into the finished
basket and read SSR when they are done.

Differentiation:
This is a whole-class activity. The differentiation will exist in calling on certain
students in order to make sure they are following along, using turn-and-talk
and listening in as a way of briefly gaining formative data, and supporting
those in need during independent practice.

Look For:
Look for guided release model.
Look for productive group work with turn-and-talk.
I am looking for advice on smoothing transitions and management in
general.

Next Lesson:
The next lesson will finish the story, continuing to focus on point of view. It
will finish with students having to extrapolate point of view beyond this one
instance to other stories such as How would changing the point of view for
other stories change the story? For instance how would Cinderellas
stepsisters tell her famous story? and continuing to push to connect point
of view with real life examples.

How is the story of the three little pigs

changing because of who is telling it?

Whose point of view is correct, the pigs or

the wolfs point of view?