READING3:ASAMPLESEQUENCEOFPLANNING.WHATISMISSING?

TheThreeLittlePigsbyPaulGaldone
Day1
PriorKnowledge:
Presentstudentswithsomerealstraw,afewsticks,andarealbrick.Letstudentstoucheach
materialanddiscussitstexture,weight,sturdiness,etc.Askstudentstothinkofastorythat
theyhaveprobablyheardthatincludesallthreetypesofmaterials.Encouragestudentstotell
youwhattheyalreadyknowaboutthestory.Somestudentsmaysaydifferentthingsregarding
whathappenstothewolfattheend,etc.
FocusStory:
Introducetitle,authorandillustrator;showthecoverandtalkaboutwhatthepigsareholding
andwheretheyappeartobe;readaloudforenjoymentandtoseeifthisversionofTheThree
LittlePigsisliketheonethestudentsremember.

Day2
FocusStory:
Reviewthestory,havingstudentsworktogethertosequencepicturesfromthestorytoshow
whathappenedfirst,second,third,next,etc.;introducearetellingchartshowingtherepetitive
wordsthatthepigsandthewolfusedinthestory.
RereadthestorySharedReading(lettingstudentsjoininontherepetitivewording,pointing
totheretellingchart);generateadiscussionregardingthecharacters,theproblem,andthe
solutioninthisstorybyaskingquestions,suchasthefollowing...
Whydidthethreepigsleavetheirmother?
Whywasthewolfabletoblowdownthefirsttwopigs'homes?
Howdoyouthinkthefirsttwolittlepigsfeltwhenthewolfcameknockingontheirdoors?
Howwouldyouhavefelt?
Howdoyouthinkthethirdlittlepigfeltwhenthewolfcametohishouse?
Whycouldn'tthewolfblowdownthethirdlittlepig'shouse?
Thewolfcouldn'tblowdownthebrickhouse,butthethirdlittlepigstillhadaproblem.
Whocantelluswhatthatwas?
Whydoyouthinkthethirdpigwasabletotrickthewolfsomanytimes?
Howwouldthestorybedifferentifthewolfwasnota'hungry'wolf?
Howwouldthestorybedifferentifallthelittlepigshadtakenthetimetobuildabrick
house?
CompanionStory:
Tellstudentsthatyouhaveanotherstoryaboutpigstosharewiththem;Introducetitle(Pigs),
author,andillustrator;PictureWalkdiscussingeachpicturesostudentsunderstandthatthis
bookisaboutthedailyanticsoflittlepiglets.Thisisahighlypredictablebookandthepictures
closelymatchthetext.Gettingstudentstousetheexactwordswhendescribingshouldbe
easy(numberofpigs,preposition,object).Readthestorytogether.
Day3
FocusStory:RereadSharedReading(lettingstudentsjoininontherepetitivewording,
pointingtotheretellingchart.)

CompanionStory:
RereadPigs(echoreading);Rereadthestory,askingstudentstogoonarhymehuntby
listeningforrhymingwords;seeifstudentscanorallygenerateadditionalwordsthatrhyme
witheachrhymingpairfromthestory.
FocusStory/Companion:
DiscussaspectsofbothTheThreeLittlePigsandPigsthatcouldberealandthosethatare
fictional.
PigsFictional:
pigswearinghatsandmasks,pigsstanding/balancingontopofeachother
Real:
pigsbeingfedbyafarmer,pigssleepinginapen
TheThreeLittlePigs
Fictional:
animalswalkingontwolegs
pigsbuildinghouses
pigsandwolftalkinginEnglish
pigscooking
pigseatingawolf
Real:
littlepigshavingamotherpig
pigsbeinghuntedbywolves
pigsbeingsmart
Introducesomefactsaboutpigs(bodyparts,piglets,characteristics,sounds,eatinghabits,
wheretheylive,howtheyareusedtohelppeople)byreadingselectedportionsfroma
booksuchasPigsbyGailGibbons.

Day4
Havestudentsstate/reviewsomeofthefactsthattheylearnedaboutrealpigs.
CompanionRhyme:
Introducethecompanionnurseryrhyme'ToMarket,ToMarket'(discussingtheterm
'market');Readaloud;Reread(echoread).
FocusStory:
EncouragestudentstoorallyretellthestoryofTheThreeLittlePigs,stressingtheconceptof
first,second,etc.;Havestudentsactoutthestory.Youwillneedthreepigs,onemotherpig,
onewolf,threepeddlers,andonepersontopointtotheretellingchartsentencescontainingthe
repetitivewords.
CompanionStory:
RereadSharedReading(withhalfoftheclassreadingtheevenpages/firsthalfofthe
sentenceandtheotherhalfoftheclassreadingtheoddpages/lasthalfofthesentenceandthus
completingtherhyme);Choosestudentstofindandmaskcertainletters('p','t','f','d','s','g',
and'n')ortofindsmallsightwords(in,a,at,the,on).
Day5
CompanionStory:RereadPigs(choralreading).
CompanionRhyme:
Forenjoyment,readthebookversionofthecompanionrhymeToMarket,ToMarketbyAnne
Miranda;Rereadcompanionnurseryrhyme'ToMarket,ToMarket'(pausingfortherhyming

words'jig'and'jog');Explaintostudentsthatyouhavepicturesthatrhymewitheither'pigand
jig'or'hogandjog'.Havestudentssortthewordfamily'ig'and'og'picturecards;Present
studentswiththeTakeHomepoembookletReadaloudtogetherwithstudentstrackingthe
print.(Thistakehomebookletisfoundin25MotherGoosePeekABooBooksbyHelen
Moore,Scholastic:1993.)
FocusStory:Haveasecondsetofstudentsactoutthestory(similartoyesterday).
RelatedReadAloudStories/Poems
FocusStory:TheThreeLittlePigsbyPaulGaldone
CompanionStory:PigsbyRozanneLanczakWilliams
CompanionPoem:ToMarket,ToMarket/ToMarket,ToMarketbyAnneMiranda
PossibleCrossCurricularConnections
Art:
1)CreatetheTLCToMarket,ToMarketartwork(fromMoreNurseryRhymes)
2)Makepinkpaperpigs
3)Createplaydoughpigs
4)Experimentwithstrawpaintblowing
Math:
1)Focusonordinalpositions(first,second,third,etc.)
Literacy:
1)Listentothestoryatthelisteningcenteranduseflannelcharacterstoretell
2)CreateaVenndiagramcomparingtwoversionsofthisfolktale
3)Makestickorstanduppuppetsforretellingathome
4)MakeaThreeLittlePigsMuralwithinteractivewriting
Science:
1)Performblowing/airexperiments
2)Learnaboutrealpigs(characteristics,wherelive,whateat,etc.)
Music/Movement:Sing/actoutTenPinkPigletsormanipulatethepigsonthepoem
chart(below)
SocialStudies:
1)Learnaboutvarioustypesofhomes/shelters
2)Makeacollageofwantsversusneeds

Taken from: http://www.hubbardscupboard.org/three-little-pigs/