Objectives:

• Students will participate in shared reading using predictable language texts.

• Students will respond to literature through a variety of activities including choral, art, music.

• Students will identify relevant supporting details and arrange events in chronological order.

• Students will produce sounds and letters by writing letters and matching letters and sounds.

• Students will use initial sounds to represent word structure.

Time Required:

• 3 - One hour sessions

Vocabulary:

• chimney

• bricks

• straw

• sticks

• chin

• huff and puff

• build

• first

• second

• third

• wolf

Materials:

• The Three Little Pigs

• Story Frame

• Internet

• Word Processor

• Letter P and picture cards of /p/ sound

• Different art supplies such construction paper, glue, popsicle sticks, scissors, etc.

Procedures:

• Show the cover and read the title of story.  Make predictions and discuss what the story might be about. Take a picture walk making some predictions.  Read story allowing children to chime in and help read the verse "I'll huff and I'll puff, and I'll blow your house down..." with you each time it is in the story.  As you are reading discuss the materials each pig used to build their house.

• Discuss and respond to story.   Discuss what happened in the beginning, in the middle and in the end of the story.

• After reading the story, students will create their own version of this classic fairy tale.  Use the Story Frame for students to complete using words and numbers and collage pictures with different kinds of art supplies such as popsicle sticks, construction paper, glue, scisors, etc. to illustrate their pages.

• The pigs in the story are just the perfect method for coming up with other words that begin with the /p/ sound.   Talk about the sound they hear at the beginning of the word pig.   Explain that the beginning sound is made by the letter P and have the children point out the uppercase and lowercase P's.  Display several pictures of things beginning with the /p/ sound and other sounds.  Caution children that the sneaky wolf has mixed a couple of cards that do not have the /p/ sound.  Use riddles to have children locate a word that begins with the /p/ sound.  For example, if you have a picture of a pumpkin you can say "I am orange.  You see me during Halloween.  What am I?" or if you have a picture of a pillow you can say "I put my head on this at night.   What am I?"  When children solve each riddle, write the word on the board/chart and point out and stretch the initial consonant letter and sound.  After all riddles have been solved, have them say then names of all the picture cards listening for the/p/ sound at the beginning of each word.

Evaluation:

• Students will be evaluated on the correct use of words and numbers in the story frame along with their illustrations.  You can visit rubistar.4teachers.org for an example of a rubric or to create your own.

Extension Activities:

• Discuss how people live in homes made of different kinds of materials.  Show pictures of different kinds of homes made by different materials such as an igloo, hut, brick house, log cabins, adobe homes, gingerbread homes, etc. and discuss what kind of construction material they like best for a home.  Have students think of what kind of material they would like to use to build a home for themselves.  Use the following rhyme for them to fill in the blank and illustrate their home.  If I were a pig, Building a home, I would make it of ________.  Never more would I roam.                                 

Home Learning:

• For home learning, students will help the big bad wolf divert his energies into something more creative than bothering the three little pigs.  Remind students that the wolf was really good at blowing things.  Ask students to think of times when it is helpful to have blowing air.  Brainstorm some examples such as machines that blow the leaves and blow dries someone's hair, wind that blows a sailboat across a lake, etc.  Students will think of a new job for the wolf so that he can be busy with something else other than bothering the pigs.  Students can draw a picture of how the wolf can help and either write a sentence or dictate a sentence to a parent.  For example, "The big bad wolf could help keep a kite flying high in the air," with a picture of the wolf flying a kite and blowing it.   Students can either write or type it using a word processor.