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houston Instructional Planning Grid

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houston Intern’s Name: Shandria Russell___________________________Date:_09/29/2008____
Subject: Language Arts______________________________________ Grade Level: _5th – 6th _________

1. TEKS : The student listens critically to 2. Big Understanding: How Point of View can
to analyze and evaluate a speaker's change the meaning and understanding of a
message(s). Listening/speaking/critical listening. Story.
Objective:
Students will discuss differing viewpoints, discover
the importance of viewpoint in a text and
compose alternative viewpoints of selected text.

3. Assessment Evidence: Students giving and validating their verdict on whether Mr. A. Wolf is truly
guilty or not in the case of the Three Little Pigs and the creation of their own “Fractured Fairy Tale”.

4. Opening Hook:
Ask the class if they have ever changed their mind once they have heard another part of a story.
(Think about what you do in preparation for asking your mom and dad for the new Madden NFL 2009 or to
go to the movies with your friends this weekend. When they ask what you did in school that week or about the
completion of your chores, you’re going to give them the best report ever. BUT WAIT!! What will your teacher say
if they how you performed in school or what will your sister or brother say about you helping out with chores? They
may have a very different Point of View of the situation than your version of it)

5. Instructional Strategies/Student Activities: After listening to both versions of “The Three Little Pigs” story
students will deliberate on the new “testimony” of A. Wolf that they have heard and decide whether or not to
overturn the Wolf’s previous verdict

Modeling and Direct Teaching: The teacher will lead the class in a discussion about the differences
between points of view. Have 2 students tell the story of “The Three Little Pigs” (2-3 Minutes). Discuss how the
story might have been different if the Wolf told the story. Did the pigs exaggerate their story to sue the
contractor for faulty construction work?
Guided Practice: The teacher will have students list as many details as they can remember about the
original story of “The Three Little Pigs” (1 minute) and prepare to get into groups of 4 for the Cooperative
Learning exercise.
Cooperative Learning: Teacher will read aloud the Wolf’s testimony as told in “The True Story of the Little
Pigs by A. Wolf” and students will compare/contrast the two versions of the story by using the provided
Graphic Organizer. The group will then discuss the similarities and differences between the two lists/stories
and be prepared to give a guilty/not guilty verdict for the Wolf based on their conclusions from the various
“testimonies”. (3 Jury Groups split up by Jury Number Group on Handout received)
Independent Practice: Students are to select one fairy tale and rewrite the tale from the viewpoint of a
different character or object within the tale (i.e., a "twisted tale"). Students can use the books selected from the
library/Web resources to help make their selection. Although you may encourage students to use a favorite fairy
tale from their childhood, they may also choose a new tale that they have never read before.

6. Materials/Resources: “The Three Little Pigs”, “The True Story of the Little Pigs by A. Wolf”,
Graphic Organizer Assessment Sheets for Jurors

7. Grouping Patterns: Small Groups serving as the Jury during the reading of “The True Story of the Little
Pigs by A. Wolf”.

8. Ending, Summary/Reflection: Have students compare/contrast on their previous knowledge the “The
Three Little Pigs” to the “Testimony” of the Big Bad Wolf. Have groups read their “verdicts” and ask them to
reflect on how the 2 different versions caused them to change/not change their decision and further
explain point of view. Write their own “Fractured Fairy Tale” to be “published” as a class set.