Objectives:



Project Theme or Area: Reading Comprehension/Story Elements using The Three Little Pigs and The Three Javelinas

Learner Description / Analysis:

Intended Audience: 1st and 2nd Grade

Objectives:

• Students will compare and contrast the stories The Three Little Pigs and The Three Little Javelinas.

• Students will describe the story characters.

• Students will retell the story.

• Students will identify the setting.

• Students will use Paint to create the setting and characters .

Procedure:

Day 1- Read The Three Little Pigs in a whole group setting.

Engage students with the following questions:

• How are the first and second pig alike?

• Why is the wolf mad throughout the story?

• How could a pig out run a wolf?

Teacher will define setting , discuss where and when the story takes place. Have students complete the setting story map #1. Have students write in their pig journals. Writing prompt: What advice would you give the wolf?

Day 2-Reread The Three Little Pigs in a whole group setting.

Engage students with the following questions:

• Why do the pigs want their own houses?

• How would you build your house?

• How would the story be different if the wolf went to the brick house first?

• Do you think a wolf could really blow a house down?

Review setting and introduce story element character. Have students complete a character story map #2. Have students write in their pig journals. Writing prompt: I built a house of_____________. It looked like this.

Day 3- Engage students with the following questions:

• What advice would you give the pigs?

• What could the wolf have done differently to catch a pig?

Have students retell story of The Three Little Pigs by creating a class big book. In a whole group students will discuss the events that happened in the story. They will identify First, Next, Then and Finally. Students will then break into groups of 4 and illustrate each event on chart paper. Each group will present their illustration to the class in the correct sequential order. These illustrations will then be put together as a big book.

Day 4-Assessment- Sequence story cards. Have students write in their journals. Writing prompt: What would you do if a wolf were outside your house? Students will use Paint to create the setting/characters of the story in the computer lab. Teacher will have already taught Paint to the class.

Day 5-Pig Party!

Possible Activities:

• Have students write in their pig journals. Writing prompt: What advice would you give the three little pigs?

• Pig masks – Have students create a pig mask out of a paper plate. Students will paint their plates pink. Let dry! While the paint is drying students need to trace and cut out the snout and ears. Students will then glue mask together. Teacher will then use the digital camera to take a picture of each student wearing their mask. Students will then complete the sentence frame I like pigs because__________. Pictures will be used for a class book entitled I like Pigs!

• Pig Acrostic Poem/pig descriptions- As a whole group brainstorm for words that begin with the following letters: P I G. Record their responses on chart paper. Students will then use the chart to complete the Pig Acrostic independently.

• Little Pig Karaoke

• Visit a virtual pig farm .

Before going to the computer lab, have students write a question about something new they would like to learn from the pig tour. Any unanswered questions will be sent to Ask Jeeves during the week as time fillers.

After they visit the pig farm they will complete the Pig Fact Sheet.

Students will need to write at least 2-3 new facts after visiting the

farm.

• Coloring pigs- Students will color pigs online.

• Pig treats (pig in the blanket cooking activity with teacher)

Day 6-Read the story of the Three Little Javelinas .

(Journal Writing and questions to be developed)

Introduce the Venn Diagram. Compare the settings between the two stories as a whole group on the Venn Diagram chart. Students will then complete the setting sheet.

Day 7-Reread The Three Little Javelinas. Students will compare the characters between the two stories using a Venn Diagram in a whole group setting. Students will then create their favorite character using a popsicle stick and construction paper. Students will share their puppets with the class.

Day 8- Assessment-Sequence the story of The Three Javelinas using activity cards.

Day 9- Assessment-Compare both stories on a Venn Diagram. Vote for favorite story. They will make a flip book of the favorite story using the terms: First, Next, Then , Finally.

Day 10-Students will change the class favorite by changing characters and setting.

Day 11-Each student will create a new ending for the class favorite. These endings will be shown in the PowerPoint presentation.

Day 12-Watch PowerPoint on Pig Unit.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download