Lesson Plan for the Three Little Pigs- Unit Fairytales

Lesson Plan for the Three Little Pigs- Unit Fairytales Kindergarten

ELL Standards The student will express orally his or her own thinking and ideas. The student will acquire English language vocabulary and use it in relevant contexts. The student will listen actively to the ideas of others in order to acquire new knowledge. Performance Objectives Listening and Speaking I can participate in group discussions. (LS-R5)

Comprehension Strategies I can predict using the title, cover, illustrations, and text. – R01-S1C6-01

I can tell the order of events of a story. - R00-S2C1-03 Elements of Literature I can identify the characters, the setting and main events of a story. R00- S2C1-02 I can retell and act out a story using correct sequence. – R00-S2C1-03

Vocabulary I can describe familiar object using details. – R00-S1C4-03

Writing- Literary response

I can respond to a story by drawing. W00 2-1 PO2, WOO-S1C1 PO2

Discrete Skills Inventory Verbs –Simple Past tense (Huffed, puffed) Reading Strategy- I can use the strategy of visualizing.

Background Knowledge Unit on Homes- Prior Fairytales- Bring in bricks, straw, and sticks so children can touch and discuss the materials.

Materials Book-THE THREE LITTLE PIGS, Sequencing pictures, rope or string, clothes pins, story organizer sheet, character masks, chart paper, video- The Three Little Pigs, Unitedstreaming

Vocabulary Words/ Quotes Brick, sticks, straw, sticks, strong, weak, huffed, puffed, sow, first, next, last, “…not by the hair of my chimney-chin-chin. “

Procedures and Activities 1. Build Background Knowledge- Touching various materials and Buddy Buzz, Which material is stronger. Lighter, etc.? Which material would use to build a house? 2. Introduce the book- Discuss title, author, and illustrator. Does a Picture walk? 3. Read first scene where mother sends pigs off. Model Visualization Strategy. Close your eyes and listen carefully. Think Aloud Create a picture in their minds of the pigs walking away and saying good-bye. Continue to read story. 4. Review what it means to retell a story. Discuss the setting, characters and the sequence of the story. Using pictures, string and clothes pins create a story line to show order events. Use words to indicate time sequence (first, next, last). Write Key words for each event. 5. Act out the story using character mask. (Later, make masks available in a dramatic center.) 6. Using a Story Organizer Sheet with words first, next, and last. Students will draw a picture for each event. Students can label pictures using Key words or phrases. 7. Follow-up activities – Using story map organizer, draw characters, setting etc. Discuss various versions of story. Video from Unitedstreaming. 8. Assessment- Retell the story using sequence pictures