Readers Theater

Sandra Tinajero

TEKS: 3rd Grade Reading

110.14.

(2)Reading/Beginning

Reading/Strategies. Students comprehend a variety of

texts drawing on useful strategies as needed. Students are expected to:
(A)use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing
clues) to make and confirm predictions;
(B)ask relevant questions, seek clarification, and locate facts and details about stories and
other texts and support answers with evidence from text;

(8)Reading/Comprehension of Literary Text/Fiction. Students understand, make

inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected
to:
(A)sequence and summarize the plot's main events and explain their influence on future
events;
(B)describe the interaction of characters including their relationships and the changes they
undergo; and
(C)identify whether the narrator or speaker of a story is first or third person.

(13)Reading/Comprehension of Informational Text/Expository Text. Students

analyze, make inferences and draw conclusions about expository text and provide
evidence from text to support their understanding. Students are expected to:
(A)identify the details or facts that support the main idea;
(B)draw conclusions from the facts presented in text and support those assertions with
textual evidence;
(C)identify explicit cause and effect relationships among ideas in texts; and
(D)use text features (e.g., bold print, captions, key words, italics) to locate information and
make and verify predictions about contents of text.

TEKS: 3rd Grade Writing

110.14.
17)Writing/Writing

Process. Students use

elements of the writing process (planning,
drafting, revising, editing, and publishing) to
compose text. Students are expected to:
(A)plan a first draft by selecting a genre appropriate for
conveying the intended meaning to an audience and
generating ideas through a range of strategies (e.g.,
brainstorming, graphic organizers, logs, journals);
(B)develop drafts by categorizing ideas and organizing them
into paragraphs;
(C)revise drafts for coherence, organization, use of simple
and compound sentences, and audience;
(D)edit drafts for grammar, mechanics, and spelling using a
teacher-developed rubric;
(E)publish written work for a specific audience.

Objectives
The

student will be able to:

use the books cover, illustrations, and key words to

make predictions of a book.
recognize the elements of a story by summarizing the
plot, explain details or facts, identify the main idea of a
story, and arranging sequence of events from the story.
create: 1) their own ending of the story by writing a
descriptive paragraph or 2) write a letter to one of the
main characters for the final project. (* Note: The
students will be able to choose whichever prompt they
would like.)
use their social skills by presenting their finished work
to the rest of the classroom.
remember, understand, apply, analyze, evaluate, and
create -using Blooms Taxonomy.

Materials
Book:

The True Story of the Three

Little Pigs
Have multiple copies in case
students want to read along

Writing

& Construction Paper

Pencils/Crayons/Color
Pencils/Markers
Scissors
Glue/Glues Stick/Tape/Stapler

Anticipatory Set
Before

beginning with the activity, make sure that all of

the students know the original story of The Three Little
Pigs. If they dont, read them the story or show them the
story online so they can see and hear at the same time.
Now that everyone knows about the original story of The
Three Little Pigs, for the introduction to the activity, ask
the students:
What do you know about the story The Three Little Pigs?
What is the main idea of the story?
Who was the villain in the story?
What happened towards the end?
Afterwards, mention to the students that you will read the story
The True Story of the Three Little Pigs (written by Jon Scieszka,
illustrated by Lane Smith) and ask first:
Based on the book cover, what do you think the book will be
about?

Procedure:
Blooms Taxonomy

Remember
1)

Read The True Story of The Three Little Pigs

to the students. Use gestures and ask questions
during reading such as What do you think is
going to happen next?

2)

After have finished reading the book, now ask

the students questions to see what they
remember:

What was the main idea of this story?

Who was truly the villain in this version of the story?
What happened towards the end?
How is this story compared to the original story of
The Three Little Pigs?

Procedure:
Blooms Taxonomy

Understand
3)

Have the students

summarize the story in their
own words with a partner.

4)

Then as a class, discuss the

story and explain to the students
how we sometimes have to hear
other peoples side of the story or
point of view.

Procedure:
Blooms Taxonomy

Apply

5)

Ask the students:

Have you ever been in a situation

where friends were arguing with
each other and you dont know who
started the fight or why?
Did you had to hear both sides of the
story in order to figure it out what
happened?
Would it have been ok to only hear
one side of the story from only one
of your friends?

Procedure:
Blooms Taxonomy

Analyze

6)

Have the students compare and

contrast The Three Little Pigs with
The True Story of The Three Little
Pigs by using a Venn Diagram.

7)

Have the students write down the

sequence of events from beginning
to end to see if they are able to
identify this element of a story.

Procedure:
Blooms Taxonomy

Evaluate
8)

Ask the students:

Based on hearing these two versions

of the story, which of the main
characters would you rather have as
a friend? Why?
Is it ok to believe a story from
someone, even if you didnt hear the
other persons side of the story?
Why or why not?

Procedure:
Blooms Taxonomy

Create

9) For the final project, have 2 writing prompts available for

the students:
1) Create your OWN version of The Three Little Pigs.
2) Write a letter to one of the main characters from the
story, the wolf or the three little pigs. Ask them anything
you want, let them know that you believe or dont believe
them, and/or ask them what could they have done
differently so nobody would have gotten hurt. Use your
imagination.

11) Once the students write the prompt, they will paste their
work onto a construction paper and decorate it. They must also
draw the pictures as well.
12) When their papers are done, they will come up in front of
the class, one by one, and present and read their papers to the
class.

Assessment
Ask

the students for review:

What is the moral of the story?

What is the main idea of the story?
What is the plot of the story?
What happened are the sequence
of events: beginning to end?

Their final project will also be

used for assessment.

Closure
Remind

the students that how

sometimes its important to hear both
sides of the story or point of view.

Finish

the activity by making the

children wonder:
What other stories can have different
points of view just like The True Story of
The Three Little Pigs? (Goldilocks & The
Three Bears, Little Red Riding Hood, etc.)

Resources
Sousa, David A. How The Brain Learns. 4th Edition. 2011.
Corwin Press/Sage Publications. Text.
TEKS For English Language Arts & Reading. Texas. 2010.
Web. Retrieved from:
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html

The True Story of The 3 Little Pigs. Web. Retrieved from:

http://www.teachingheart.net/truepigs.html
The True Story of the 3 Little Pigs Extension Activities.
Scholastic. Web. Retrieved from: http://
www.scholastic.com/teachers/lesson-plan/true-story-3-littl
e-pigs-extension-activities