Teacher: Miss.

Hoisington Date: March 10, 2020

Class: 3B
Time: 90 min

The True Story of 3 Little Pigs & Motive

Description:
Student Information:
Previous Knowledge:
• Students have gone through previous classes in which we have read 2 versions of Little
Red Riding Hood, and the traditional version of The Three Little Pigs. We have worked
through these books and talked about the representation of the wolf’s character.

Summary Overview:
• During this class, we will have a mini lesson on motive to help frame the reading of Jon
Scieszka’s version of the Three Little Pigs. Students will engage in active reading while
listening to the story, by filling in the placemat which will ask students to consider the
wolf’s motive as well as the wolf’s excuse and ponder what surprised them about this
story. Students will also come up with a question or two while listening to the book.
• We will briefly discuss the points on the anchor chart to keep consistency between all
stories.
• Students will then share the ideas on their placemat with a small group- students will fill
in the 4 corners on a sheet of paper, and each will be expected to write and contribute at
least one idea from their placement. Once students do this, each group will be asked to
share if anything really stood out on their pages.
• Students will then move into an individual reflection on the reading. Students will be
asked to choose one of the questions on their reading placemat to expand upon, and they
will be asked to make a connection to the text while doing this reflection.

Objectives:
Curriculum Objectives:
General Outcomes: Students will listen, speak, read, write, view and represent to…
o GLO 1: explore thoughts, ideas, feelings and experiences.
o GLO 2: comprehend and respond personally and critically to oral, print and other
media texts.

Specific Outcomes:
o 1.2.2- Combine ideas: experiment with arranging and recording ideas and
information in a variety of ways.
o 2.2.5- Construct Meaning from Text: connect portrayals of character or
situations in oral, print and other media texts to personal and classroom
experiences.
o 2.3.4- Understand techniques and elements: describe the main character in
terms of who they are, their actions in the story and their relations with other
characters.

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Lesson Objectives: At the end of the lesson, a student will be able to…
1) Identify basics about the Big Bad Wolf’s character by contributing ideas to the character
anchor chart.
2) Organize ideas while actively listening to The True Story of the Three Little Pigs by using
a placemat organizer.
3) Respond to the text by reflecting and expanding upon one of the placemat questions by
making connections to the text and reflecting on the Big Bad Wolf’s character.

Inclusion:
Whole Class LEARNING STYLES
Groups Visual
Pairs Auditory
Individuals Kinesthetic

Adaptations:
• No specific adaptations for this lesson; designed with UDL. Most students should be able
to have success with these activities.
• For students who require a bit more support, be sure to circulate and help them develop
their ideas during independent writing time. Ask students prompting questions to help
them get their ideas out- this could help them to transfer what is in their mind, to what is
on the paper.
• For fast finishers, students can expand upon another answer for a placemat question or
read to self.

Materials/Resources:

• The True Story of the Three Little Pigs by Jon Scieszcka

• Chart paper and markers
• Paper and clipboard for placemat
• Language arts notebooks

Instructions/Procedures:

Introduction Time
• Hook: Have sticky notes out on students’ desks. Have a message on the
board… “Good Morning Class! Please answer the questions below on your
sticky note: What do you think motive means? And then place the sticky
note below. Please read to self when you have done this.”
10 min
• Once students have all responded, have students put away their books and
gather on the carpet area. Let students know we are going to read a
different version of the Three Little Pigs today. Students will practice
taking notes while listening to the story.
Body Time

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What is Motive? • Go over some of the responses to the question… take
a few moments to talk with students about what
motive is.
• Motive is: A reason for doing something, usually
something that is hidden or not obvious.
• Students should understand what motive is and be 10 min
able to talk about the motive of the Big Bad Wolf.
o Go back to the Red Riding Hood story- look
at anchor chart. What do we think the
Wolf’s motive was in that story? Think, Pair
and Share.
True Story of the • Give 4 students a job: 2 to hand out paper, 2 to
Three Little Pigs hand out clipboards- CHOOSE FROM NAME STICKS
• Tell other students they will need to go visit these
students to grab a piece of paper, a clipboard, and
then find a pencil. Then come back and sit down.
• Once students are all gathered back at the carpet,
instruct students to fold their paper in 4
quadrants- tell them to write down the numbers 1,
2, 3, and 4 in each box (draw on board and model
it- write questions in boxes)
o Box 1: What is the wolf’s motive?
o Box 2: What was the wolf’s excuse? Do you
believe him?
o Box 3: What surprised you? Or What did
30 min
you find interesting?
o Box 4: What questions do you have about
this story? OR Students can doodle, as long
as they think about the other questions as
well.
• Tell students that they will be expected to take
notes and fill in this placemat while listening to the
story. We will be sharing these after reading, so be
sure to get some ideas down.
• Read the story, pausing occasionally.
• Briefly go through the anchor chart and record
student’s ideas to keep consistency when we look
back at the stories.

Group Placemat • Have students go back to their desks, give each

group a sheet of anchor chart paper. Have the
paper folded into 4- this will model the placemat
10 min
they filled out individually.
• Students will use their individual placemat ideas to
create a large collaborative sheet with ideas from 3

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 other students. This will allow students to develop
their own ideas and answers to these questions.
• Each student should be writing on this sheet of
paper- ensure all students have a different
coloured marker in the group.
• For box 4- this will be a space for any question’s
students may have about the story.

• Allow groups to choose something off their sheet

that really stood out to them when filling this out
to share with the class- this will help others to see
if they did/ did not think of something.
o This is just an opportunity for students to
share something that they felt was really
important or interesting that their group
came up with.
Reflect on • Begin by modelling this for the students, be brief but
Reading thorough. Don’t give away the answers.
o Write using the overhead so all students can
see.
o Show students how you can connect the story
to yourself or other books.
o “The wolf’s excuse was that he was making a
cake for his granny, so he went looking for
sugar. Al said that he did not blow the houses
down, because he was sneezing. I do not
believe him, because I do not think a sneeze
could be that powerful. Even if he did sneeze,
he still ate two of the pigs. This reminds me of
a time when my brother said that he accidently
ate my piece of cake from the fridge. He told
me he was looking for a snack, but he could 25 min
not find anything else. Even though the fridge
was full, he still ate my cake. The wolf still ate
2 pigs, so I don’t think he is innocent, just like
my brother is not innocent.
• I chose to do my connection to self… can anyone
remind me what the other connections to text are?

• Students will then move into an individual reflection

on the reading at this time.
• Ask 3 students to help pass out the LA books.
• Students will be asked to choose one of the questions
on their reading placemat to expand upon, and they
will be asked to make a connection to the text while
doing this reflection.

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 • Write these steps on the board so students can
reference them
o Choose one of the sections on your placemat
to expand on. You will write the question in
your notebook and then expand on it- give
more detail and examples from the text.
o Try to make a connection to the text- have you
ever experienced or read anything that this
reminds you of this answer? Remember you
can connect the text to yourself or something
else you have read or watched.
• Remind students to watch for capitals and complete
sentences.

Conclusion Time
• Have students return their journals to the bin. Ask students if anyone
came across something particularly interesting that they would like to
share. 5 min
• Tell students that we will be looking more at the Wolf’s motive next
class and creating a wanted poster for the wolf.

Assessment:

I can combine ideas: experiment with arranging and recording ideas and information in a
variety of ways.
I can construct meaning from text: connect characters or situations in a text to personal and
classroom experiences.
I can understand techniques and elements: describe the Big Bad Wolf in terms of who he is,
actions in the story and his relationship with other characters.

• This lesson will be formative assessment, based mostly around observation with
supplementary pieces from student work. I will be looking for students’ developing
ability to describe the wolf, as well as their abilities to use a new form of organizer to
guide their listening to the story. I will also look for students ability to make connections
to the text.
• This lesson will work students towards developing skills needed for the wanted poster
later in the week: we will talk about motive and characteristics of the wolf. This lesson
will help to develop student’s ability to think beyond factual recall of the text.
• I will look over student’s placemat notes after we read and check over their journal
writing as well to ensure they all expanded on something in a meaningful way. If students
struggle with this, particularly some of the lower students, I will try to prompt them with
some guiding questions to talk through it. I will make note about these ideas and a note
about whether or not the student understands- I want to assess their reflection on the text,
and even if they can’t write all of their ideas, they still have them.

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Teacher Notes:
• Have anchor chart paper ready to go- easy access.
• Ensure sticky notes are put on student desks before class begins.

Reflection: How did the lesson go? Is there anything you would do differently next time? What
worked well/ not so well? Who was on/off task? Why? Who struggled? Why?