Amy Matthews

EDUC 270
Dr. Walker
4/18/2018

Lesson Plan Demonstration Project

Title:​​ The Three Little Wolves and the Big Bad Pig Reader’s Theater
Subject: ​Language Arts - Reader’s Theater
Grade Level: ​3rd Grade
Duration:​​ 3 Classes-45 Minute Sessions

Standard and Learning Goals

Standard Area: ​CC.1.1: Foundational Skills: Students gain a working knowledge of concepts of
print, alphabetic principle, and other basic conventions.
Standard:​​ CC.1.1.3.E: Read with accuracy and fluency to support comprehension. Read
on-level text with purpose and understanding. Read on-level text orally with accuracy,
appropriate rate, and expression on successive readings. Use context to confirm or self-correct
word recognition and understanding, rereading as necessary.

Objectives

Condition: ​To complete this activity, the students will be given scripts based off Eugene
Trivizas’ book ​The Three Little Wolves and the Big Bad Pig​ and will use the space in the
classroom to their disposal.
Behavior: ​Using this script and the class time provided they will read the script, then perform a
short reader’s theater.
Degree of Mastery: ​The students will be graded based off of their understanding of the text, the
accuracy at which they read, their fluency, and expression they use while reading.

Curriculum Alignment/Curriculum Framework

Big Idea: ​Effective readers use appropriate strategies to construct meaning.

Essential Question:​​ ​How do strategic readers create meaning from informational and literary
text?

Rationale

Prior to this lesson the students have been analyzing adaptations of popular stories. In the past
week, the class has been studying adaptations to the fable ​The Three Little Pigs.​ Students have
performed short reader’s theater scenes with small groups based off the fable and some
adaptations.
Activity

The class as a whole will be using a script adapted from Eugene Trivizas’ book ​The Three Little
Wolves and the Big Bad Pig ​to perform a readers theater activity. They will be assigned parts at
random and will use the two days in class to practice their scripts, practicing their fluency,
accuracy, and expression. After the two days of practice, the third day will be dedicated to
performing the readers theater.

List of Materials/Equipment

● Highlighters
● Pencils
● Copies of ​The Three Little Wolves and the Big Bad Pig​ scripts

Preparation Needed for Lesson

Prior to the lesson a script will be found for each student and copies will be made for all students.
In order to assign parts to the students write each student’s name on a popsicle to pick at random.

Health/Safety Concerns

There are no health/safety concerns associated with this lesson

Vocabulary

● Script
● Dialogue
● Adaptation

Procedures

1. Attention Grabber:​​ Start the lesson off by introducing and explain ​“adaptations”​​ of the
The Three Little Pigs​, have the students write their own short variation of the fable, then
share their short stories with their class.
2. At the circle time carpet the students will listen to Eugene Trivizas’ book ​The Three Little
Wolves and The Big Bad Pig.
3. After reading the students will be informed of the lesson/activity and will be given the
script.
4. Students will be assigned parts at random using popsicles sticks picked from a cup.
5. Inform the children of what they will be graded on: their understanding of the text, their
fluency while reading, and their expression. ​Students will not have to have lines
memorized and will not be using costumes.
6. Once all students have a part the students will begin working on rehearsing their reading.
They will use the next two classes to practice and the third class will be dedicated to the
performance.
 7. Performance Day:​​ The classroom will be set up with the desks pushed back to make
enough room for a “stage”. The students will use their chairs to create a circle on the
stage.
8. The students will sit in their chairs and begin reading their scripts. When a character
speaks, they will stand then sit when their line is finished.
9. Once the reading is finished, the students will stay in the circle and reflect on their
performance as a whole.
10. Closure: ​The students will use the remaining class time to reflect in their daily journal.
They will reflect on how they did in their reading and what they liked and disliked.

Assessment

As students read their scripts take notes on each student, grading their expression while reading,
fluency, and accuracy of what they read. After students reflect in their daily journals the teacher
will read their thoughts on the activity.

Related Materials and Resources

● Book:​​ ​The True Story of the Three Little Pigs ​by Jon Scieszka
● Website:​​ ​PBS Kids - Between the Lions
○ http://pbskids.org/lions/
● App:​​ ABC Mouse
○ Available on the Google Play Story and the iTunes Store.

Adaptations

Students will work together as an entire class to complete and practice this activity. Students that
may be struggling will work along with the teacher to read through the script. Students will be
highlight their parts which will help students differentiate between the lines. ELL students will
be walked through step-by-step, the story will be broken down for them to get the background
information needed to do the readers theater.

Extensions

The students will take the weekend to visit the library and find an adaptation of a common fable
or fairy tale. Using the internet and other sources they will complete a book report then share
with the class the following week.
Student Reflection

In my opinion, this is what of the best, most flushed out lesson plans I have written. I was
sure to follow the HACC Lesson Plan rubric as closely as possible. The issue I had in this lesson
plan along with others I have done in the past is differentiating between the objective, the
rationale, and the activity. In the process of doing this lesson plan, I felt I had an easier time
writing out these three parts. However, with each lesson plan, I approve on writing each of these
parts and I can better differentiate between the two.

As I wrote this lesson plan I based it off of Maria Montessori’s theory on math education.
In the article, ​Mathematics Learning, Montessori Approach to Teaching/Learning in Early
Childhood Education: A Case Study of Ifo Local Government Area of Ogun State Nigeria​, the
author writes “Montessori emphasizes that every child goes through a unique development
process, and as a unique individual can learn in line with his/her capacity. Montessori frees
knowledge from being memorized and made it concrete to an extent that children at any age can
understand and develop a method and series of materials which can transfer it in an integrated
way. Montessori approach is based on the tenet that children learn most effectively when
information is developmentally appropriate” (Adefunke et al. 47).

Planning for cultural diversity and special needs children was difficult while planning for
this lesson. I did not want to give ELL students an entire script in a completely different
language, I felt that if they are in the third grade they may have an easier time understanding the
script. Students can work together and of course work with the teacher. ELL students will need
the background information to understand the lesson. With special needs students, it was a bit
easier. They would enjoy this lesson and working together with their fellow students will be
beneficial.

I will continue to work with my professors and fellow classmates to perfect my lesson
plans in the future. As I work through each lesson I will use the format provided by my teacher
and follow it closely in order to create the best lesson plan possible.