Teacher: Miss.

Hoisington Date: March 3, 2020

Class: 3B ELA
Time: 1 Hour

Who is the Big Bad Wolf?

Description:
Student Information:
Previous Knowledge:
• Students are familiar with the classroom rules and expectations.
• Students may have encountered the Big Bad Wolf before, so they may come with some
background knowledge about the character, but we can’t assume this.
• Students have encountered different perspectives and opinions in their lives in and out of
school, so they are familiar with the concept, but may not be fully aware of what it is.
Summary Overview:
• During this lesson, students will be introduced to the Big Bad Wolf through a variety of
media. We will spend some time discussing what we know about the wolf and talking
about “assumptions” that we make based on character.
• Students will think about whether the wolf is presumably good or bad, and why we might
think so. This will be done through watching some clips of real wolves and then looking at
images of cartoon wolves. We will discuss why people might have the assumption that
wolves are bad; this will open students to “opinion” making before they even realize it!
• Students will also begin to think about point of view and perspective, this will carry
through the unit.
Objectives:
Curriculum Objectives:
General Outcomes: Students will listen, speak, read, write, view and represent to…
• GLO 1: Explore thoughts, ideas, feelings and experience.
• GLO 2: comprehend and respond personally and critically to oral, print and other media
texts.
Specific Outcomes:
• 1.1.1- Express ideas and Understanding: connect prior knowledge and personal
experiences with new ideas and information in oral, print and other media texts.
• 1.2.1- Consider the ideas of others: ask for the ideas and observations of others to
explore and clarify personal understanding.
• 2.3.4- Understand techniques and Elements: Describe the main characters in terms of
who they are, their actions in the story and their relationships with other characters.
Lesson Objectives: At the end of lesson, students will be able to…
1) Identify various presentations of the Big Bad Wolf in stories and the real world by
participating in various class discussions.
2) Demonstrate a basic understanding of perspective and opinion by analyzing the portrayal
of the wolf by different people/characters.
3) Identify their own assumptions about the Big Bad Wolf by writing about who he is, from
their own point of view.

Inclusion:

Whole Class LEARNING STYLES

Groups Visual
Pairs Auditory
Individuals Kinesthetic
Adaptations:
• This lesson is designed with the UDL principle, so there are no specific adaptations to be
made. However, if students struggle with writing they have the opportunity to write less
and illustrate their quick write.

Materials/Resources:
• Writing materials for the quick write
• Good Morning America, Big Bad Wolf Clip https://www.youtube.com/watch?v=-
a10SzwGlb8
• Sesame Street Clip https://www.youtube.com/watch?v=kYz32l2lXBo
• Wolf Meets red https://www.youtube.com/watch?v=KtkyJm3tdSk
• Red meets wolf https://www.youtube.com/watch?v=xOBSd4Iw2l0
• Books that we will be reading throughout the unit; so students can look at the
representations.

Instructions/Procedures:

Introduction Time
• Once students are settled, begin by introducing the lesson. Let students know
that we are starting a new unit today, and through the next few weeks we
will be learning about the Big Bad Wolf in his many fairy tales and books
and learn about opinion and point of view.
• Ask students: does anyone know what an opinion is? What is point of view?
8 min
Have a brief discussion about these so students are familiar.
• Let students know that over the next couple of weeks we are going to read
many versions of Big Bad Wolf stories, and we are going to decide on our
own opinions about the character!
 • In this lesson we are going to familiarize ourselves with who the Big Bad
Wolf is; we will watch some videos and look at some pictures about the
Wolf, have a chat, do something fun and then do a bit of writing at the end of
class!
Body Time
Who is the Big • Show students some book covers, and pictures of the Big
Bad Wolf? Bad Wolf. Have open discussion about what we notice
about the visual representation of the wolf:
o Prompt students to think about colour, shapes, etc.
o What assumptions do we make about B.B. Wolf
from the pictures?
o What do we notice? Have students turn to their
elbow partner and share their ideas. Then share as a
class.
• Next, show students some movie/TV clips of wolves; 20 min
during this we will look at real life wolves as well. We will
have a similar discussion about what we notice, the
assumptions we can make, etc.
• KWL Chart- what do we know about B.B. Wolf? What do
we want to learn?
o Work on this together as a class, this will help
students to visualize and bring together the
different assumptions and perspectives that people
hold about wolves.
Hoodwinked- • After completing the KWL chart, move on to talking more
Point of View about point of view.
• Prompt students with some questions about perspective:
how does the perspective of the pictures or videos affect
the way you see the wolf yourself?
• Watch 2 clips from Hoodwinked: when the wolf meets
Red, and when Red meets Wolf.
o After each clip, pause and allow students to reflect
about what they noticed in the clip.
o What did we notice about the wolf? What colours 20 min
are used? Whose perspective are we watching? Etc.
o After watching both clips, ask students to think
about what is similar and what is different about the
two perspectives.
When Red meets the wolf, the wolf seems
bad. When the wolf meets Red, Red seems
more negative.
• Use these two clips to show students how the way you
watch a situation, and whose story you listen to, affects the
way you understand a situation.
 Quick Write • Once students have had a chance to interact with the Big
Bad Wolf, we will take a few minutes for students to do a
quick write about students’ own assumptions about B.B.
Wolf.
• Make sure to emphasize that the point of this is for
students to reflect; make sure to let students know that
quality is not as important as the actual ideas from their 10 min
mind.
• Give students some time to reflect on the question: What is
my own point of view on the Big Bad Wolf?

• After students have finished writing, have them return their

writing books to the appropriate spots.
Conclusion Time
• Thank students for all their hard work today, remind students that we will be
coming back to B.B. Wolf over the next few weeks. Remind students that we
will be learning more about opinion and point of view.
2 min
• Let students know that tomorrow we will be looking at different versions of
Little Red Riding Hood tomorrow.

Assessment:
• This is the first lesson of the unit, so it will be based mainly upon formative assessment.
This lesson will help me to gain a better understanding of the previous knowledge that
students bring into the class.
• I will use observation and their quick write to identify how each student is doing.
Teacher Notes:
• Make sure the video clips are loaded and prepared at the right times, make sure the books
and pictures are readily available for students to see.
• Have the KWL chart prepared and ready to fill in.

Reflection: How did the lesson go? Is there anything you would do differently next time? What
worked well/ not so well?