Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:

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1 Connections Language Arts Grade 3 Objectives Used: COMPETENCY GOAL 1: The learner will apply enabling strategies and skills to read and write Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension Increase sight vocabulary, reading vocabulary, and writing vocabulary through: wide reading, word study, listening, discussion, book talks, book clubs, seminars, viewing, role play, and studying author's craft. Competency Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed Read a variety of texts, including: fiction (short stories, novels, fantasies, fairy tales, fables). nonfiction (biographies, letters, articles, procedures and instructions, charts, maps). poetry (proverbs, riddles, limericks, simple poems). drama (skits, plays) Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: author's purpose. plot. conflict. sequence. resolution. lesson and/or message. main idea and supporting details. cause and effect. fact and opinion. point of view (author and character). author's use of figurative language (e.g., simile, metaphor, imagery) Listen actively by: facing the speaker. making eye contact. asking questions to clarify the message. asking questions to gain additional information and ideas. Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. 233

2 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: considering the differences among genres. relating plot, setting, and characters to own experiences and ideas. considering main character's point of view. participating in creative interpretations. making inferences and drawing conclusions about characters and events. reflecting on learning, gaining new insights, and identifying areas for further study Identify and discuss similarities and differences in events, characters, concepts and ideas within and across selections and support them by referencing the text. Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts Use oral and written language to: present information in a sequenced, logical manner. discuss. sustain conversation on a topic. share information and ideas. recount or narrate. answer open-ended questions. report information on a topic. explain own learning Share written and oral products in a variety of ways (e.g., author's chair, book making, publications, discussions, presentations) Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing) Compose a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, directions, instructions) Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions) Explore technology as a tool to create a written product. Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively Use correct capitalization (e.g., geographical place names, holidays, special events, titles) and punctuation (e.g., commas in greetings, dates, city and state; underlining book titles; periods after initials and abbreviated titles; apostrophes in contractions) Use correct subject/verb agreement Demonstrate understanding by using a variety of complete sentences (declarative, imperative, interrogative, and exclamatory) in writing and speaking Compose two or more paragraphs with: topic sentences. 234

3 supporting details. appropriate, logical sequence. sufficient elaboration Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings) Proofread own writing for spelling and correct most misspellings independently with reference to resources (e.g., dictionaries, glossaries, word walls) Edit (with assistance) to use conventions of written language and format Create readable documents with legible handwriting (manuscript and cursive). 235

4 Activity 1: Objective: 2.02, 3.01, 3.02, 4.04 The Three Little Pigs Venn Diagram Read, The True Story of the 3 Little Pigs and another version of the story. Have students get in small groups and discuss differences and similarities between the stories (i.e. the plot, characters, writing style). Get the students back together and make a Venn Diagram with the answers they came up with in their small groups. o Materials The True Story of the 3 Little Pigs by Jon Scieszka chart paper, markers o Resources The Three Little Pigs from Andrew Lang's The Green Fairy Book The Three Little Pigs from James Finn Garner s Politically Correct Bedtime Stories The Three Hares from Joanna Cole s Best-Loved Folktales of the World The Story of the Pigs from Joel Chandler Harris and Richard Chase s The Complete Tales of Uncle Remus The Three Little Pigs from Joseph Jacobs English Fairy Tales The Three Little Pigs from Roald Dahl s Revolting Rhymes The Three Goslings from Thomas Frederick Crane s Italian Popular Tales Alaska's Three Pigs by Arlene Laverde The Fourth Little Pig by Teresa Celsi The Three Cajun Little Pigs by Berthe Amoss The Three Little Javelinas by Susan Lowell The Three Little Pigs by Barry Moser The Three Little Pigs by Paul Galdone The Three Little Pigs by Steven Kellogg The Three Little Pigs by Patricia Seibert The Three Little Pigs: An Old Story by Margot Zemach The Three Little Pigs of Hog Holler Swamp by Allison Cox The Three Little Wolves and the Big Bad Pig by Eugene Trivizas The Three Pigs by David Wiesner Three Little Cajun Pigs by Mike Artell, Jim Harris Three Little Hawaiian Pigs and the Magic Shark by Donivee Laird Wait! No Paint! by Bruce Whatley Ziggy Piggy and the Three Little Pigs by Frank Asch Created by Kelly Teague

5 Activity 2: Objective: 1.04, 2.03, 2.08 Reader s Theater Divide students into two groups. Each group will receive a play, one about The True Story of the Three Little Pigs and one about The Three Little Pigs. Students will read and study the script, assign roles, create costumes and props, and perform the play for an audience. Each play has 9-12 parts, so depending on the size of the class, some students will need to be costume managers, prop managers, lighting specialists, etc. o Materials The True Story of the 3 Little Pigs by Jon Scieszka The Three Little Pigs by James Marshall (or any version of the story) Materials for making costumes: old clothing, extra fabric, etc. Materials for making props: cardboard, paint, crayons, chart paper, straw or hay, sticks, bricks if possible, other items requested by students o Resources - Three Little Pigs Script _Little_Pigs.pdf - True Story of the Three Little Pigs Script

6 The True Story of the 3 Little Pigs! by A. Wolf as told to Jon Scieszka Reader's Theater by Bridget Scofinsky Characters: Wolf, Officer 1, Officer 2, Officer 3, Narrator 1, Narrator 2, Narrator 3, Narrator 4, Second Pig, Third Pig, Reporter 1 and Reporter 2 Scene 1 Wolf: Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I'll let you in on a little secret. Nobody knows the real story, because nobody has ever heard my side of the story. Officer #1: Name? Wolf: I'm the wolf. Alexander T. Wolf. You can call me Al. I don't know how this whole Big Bad Wolf thing got started, but it's all wrong. Officer #2: I see. And what makes you so sure? Wolf: Maybe it's because of our diet. Hey, it's not my fault wolves eat cute little animals like bunnies, sheep and pigs. That's just the way we are. Officer #3: Can we stick to the story, please? Wolf: If cheeseburgers were cute, folks would probably think you were Big and Bad, too. But like I was saying, the whole Big Bad Wolf thing is wrong. The real story is about a sneeze and a cup of sugar. Scene 2 Narrator #1: Way back in Once Upon a Time time, A. Wolf was making a birthday cake for his dear old granny. Wolf: I had a terrible sneezing cold. Narrator # 2 : He ran out of sugar. Wolf: So I walked down the street to ask my neighbor for a cup of sugar. Narrator #3: Now this neighbor was a pig. Wolf: And he wasn't too bright either. Narrator #4: He had built his whole house out of straw. Wolf: Can you believe it? I mean who in his right mind would build a house of straw? Narrator #1: So of course the minute he knocked on the door, it fell right in. He claimed he didn't want to just walk into someone else's house. Wolf: So I called, "Little Pig, Little Pig, are you in? Narrator #2: No answer. Narrator #3: He was just about to go home without the cup of sugar for his dear old granny's birthday cake. Wolf: That's when my nose started to itch. I felt a sneeze coming on. Well I huffed. And I snuffed. And I sneezed a great sneeze. Narrator #4: The whole darn straw house fell down. And right in the middle of the pile of straw was the First Little Pig-dead as a doornail. Wolf: He had been home the whole time. Narrator #1: It seemed like a shame to leave a perfectly good ham dinner lying there in the straw. Wolf: So I ate it up. Think of it as a big cheeseburger just lying there. Narrator #2: He was feeling a little better. Wolf: But I still didn't have my cup of sugar. Narrator #3: So he went to the next neighbor's house.

7 Narrator #4: This neighbor was the First Little Pig's brother. Wolf: He was a little smarter, but not much. Narrator #1: He had built his house of sticks. Wolf: I rang the bell on the stick house. Narrator#2: Nobody answered. Wolf: Mr. Pig, Mr. Pig, are you in? Mr. Pig: Go away wolf. You can't come in. I'm shaving the hairs on my chinny chin chin." Narrator #3: He has just grabbed the doorknob when he felt another sneeze coming on. Wolf: I huffed. And I snuffed. And I tried to cover my mouth, but I sneezed a great sneeze. Narrator #4: You're not going to believe it, but this guy's house fell down just like his brother's. Wolf: When the dust cleared, there was the Second Little Pig-dead as a doornail. Wolf's honor. Narrator #1: Now you know food will spoil if you just leave it out in the open. Wolf: So I did the only thing there was to do. Narrator #2: He had dinner again. Wolf: Think of it as a second helping. Narrator #3: He was getting awfully full. Narrator #4: But his cold was feeling a little better. Wolf: But I still didn't have that cup of sugar for my dear old granny's birthday cake. Narrator #1: So he went to the next house. Narrator #2: This guy was the First and Second Little Pig's brother. Wolf: He must have been the brains in the family. Narrator #3: He had built his house of bricks. Wolf: I knocked on the brick house. Narrator #4: No answer. Wolf: I called, "Mr. Pig, Mr. Pig, are you in? And do you know what that rude little porker answered? Third Pig: "Get out of here, Wolf. Don't bother me again." Wolf: Talk about impolite! He probably had a whole sackful of sugar. Narrator #1: And he wouldn't give him even one little cup for dear sweet old granny's birthday cake. Wolf: What a pig! Narrator #2: He was just about to go home and maybe make a nice birthday card instead of a cake, when he felt his cold coming on. Wolf: I huffed. And I snuffed. And I sneezed once again. Narrator #3: Then the Third Little Pig yelled, Third Pig: And your old granny can sit on a pin! Wolf: Now I'm usually a pretty calm fellow. But when somebody talks about my granny lie that, I go a little crazy. Officer #1: When we drove up, of course he was trying to break down this Pig's door. Officer #2: And the whole time he was huffing and puffing and sneezing and making a real scene. Wolf: The rest, as they say, is history. Reporter #1: My partner and I found out about the two pigs he ate for dinner. Reporter #2: We figured a sick guy going to borrow a cup of sugar didn't sound very exciting. Wolf: So they jazzed up the story with all of that "Huff and puff and blow your house down." And they made me the Big Bad Wolf.

8 Narrator #4: That's it. Narrator #1: The real story. Narrator #2: He was framed. Wolf: But maybe you could loan me a cup of sugar. Reader's Theater by Bridget Scofinsky found at df

9 Hi. This is a play I wrote up from The Three Little Pigs by James Marshall (a traditional version) - I thought this would go well with the True Story of the Three Little Pigs that is on your website. Half of the class could do one and the other half could do this one. I just thought I would submit it in case others wanted to use it. My kids are loving it and they don't realize all the compare and contrast things they're doing! Thanks, Jennifer Wells The Three Little Pigs Retold and illustrated by James Marshall Characters: Reader 1, 2, 3, 4, 5, 6, Pig 1, Pig 2, Pig3, Wolf, Mama, First Man, Man 2, Man 3 Reader 1: Once upon a time, an old sow sent her three little pigs out into the world to seek their fortune. Mama: Now be sure to write. And remember that I love you Reader 2: The first little pig met a man with a load of straw. Pig 1: I know! I'll buy your straw and build a house. First Man: That's not a good idea Pig 1: Mind your own business, thank you. Reader 3: And he bought the straw and set about building a house. Reader 4: It took him no time at all. Reader 5: Very soon a lean and hungry wolf happened by. Reader 6: Pig was just about his favorite food in the world. So he knocked on the door. Wolf: Little pig, little pig let me come in Pig 1: No, no, no, not by the hair of my chinny, chin, chin. Reader 1: This annoyed the wolf to no end. Wolf: Then I'll huff and I'll puff and I'll blow your house in Pig 1: Go right ahead Reader 2: So the wolf huffed and he puffed and he blew the house in. Reader 3: And he gobbled up the little pig. Reader 4: The second little pig met a man with a load of sticks. Pig 2: I've got it! I'll buy those sticks and build a house. Man 2: I'd think twice about that! Pig 2: Oh Pooh! What would you know? Reader 5: And he bought the sticks and went to work building a house. Pig 2: Very pretty. Reader 6: No sooner had the little pig settled into his pretty house than the wolf happened by. Reader 1: The wolf was still hungry. Wolf: Little pig, little pig let me come in. Pig 2: No, no, no not by the hair of my chinny, chin, chin. Reader 2: The wolf didn't care for that at all. Wolf: I'll huff and I'll puff and I'll blow your house in. Pig 2: Ha, ha, ha Reader 3: So the wolf huffed and he puffed and he blew the house in. Reader 4: And he gobbled up the little pig. Reader 5: Now the third little pig met a man with a load of bricks. Man 3: These bricks will make a fine sturdy house. Pig 3: Capital idea, my good fellow! Reader 6: So he bought the bricks and set about building a house. Reader 1: It took him quite a bit of time, but it was well worth it.

10 Pig 3: Nice and solid, nice and solid. Reader 2: But no sooner had the little pig move in than he noticed the wolf loitering about. Reader 3: And the wolf was still hungry Wolf: Little pig, little pig, let me come in Pig 3: No, no, no. Not by the hair of my chinny, chin, chin. Reader 4: Well the wolf had heard that before! Wolf: Then I'll huff and I'll puff and I'll blow your house in. Reader 5: But the wolf huffed and he puffed and huffed and he puffed until he was quite blue in the face. Reader 6: The house stood quite firm. Wolf: (muttering) I'll try another approach Reader 1: He put on his most dazzling smile. Wolf: Little pig, I was only teasing. By the way, I hear tale that Farmer Jones has the most scrumptious turnips. Shall we go pick a few? Pig 3: Oh, I'm much too busy now. : What about tomorrow morning? Wolf; : Excellent! I'll come for you at six. Reader 2: The next morning the little pig got up at five, hurried off to Farmer Jones's turnip field, picked a basketful of scrumptious turnips and dashed back home. Reader 3: When the wolf arrived at six the turnips were already boiling in the pot. Pig 3: Sorry I couldn't wait. Reader 4: The wolf tried not to show his displeasure. Wolf: No harm done. By the way, there is a lovely apple tree down in Merry Meadow. Shall we go help ourselves to a few apples? Pig 3: I must cook my turnips. Let's meet there tomorrow morning. Wolf: Splendid. Shall we say at five. Reader 5: The next morning the little pig was up at four and went off for the apples. Reader 6: It took longer than he'd expected to reach Merry Meadows. And while he was gathering apples in the highest trees, he saw the wolf approaching. Pig 3: Do try one of these. Reader 1: The third little pig threw an apple as far as he could Reader 2: When the wolf chased after the apple, the little pig shimmied down the tree and made if safely home. Reader 3: The next day the wolf came again. Reader 4: Really he was quite put out. Wolf: There's a fair today on Hog Hill. Would you care to go? Pig 3: Why don't we meet there? Would three o'clock suit you? Wolf: Colossal Pig 3: Three it is. Reader 5: Just to make sure he would be there at two. Reader 6: At one in the afternoon the little pig went to the fair and had a fine time-so fine that he lost track of the hour. Reader 1: Suddenly, out of the corner of his eye he saw the wolf coming up the hill. Without a minute to spare, the little Pig jumped inside an empty butter churn and rolled down the hill toward the wolf. Reader 2: Well, the wolf was so scared, he ran all the way home.

11 Reader 3: That evening the wolf went to the little pig's house and told him how frightened he'd been by a great round thing that came down a hill. Pig 3: Frightened you did I? That great round thing was butter churn, and I was inside! Reader 4: This was simply too much for the wolf to stand. Wolf: I've been nice long enough? I'm going to eat you up right now! Reader 5: So the wolf climbed up onto the roof. When the little pig saw this, he put a big iron pot in the fireplace and quickly stoked the fire. Wolf: Here I come! Dinnertime! Pig 3: You can say that again! Reader 6: And he cooked the mean old wolf and gobbled him up Reader s Theater by Jennifer Wells found at

12 Activity 3: Objective: 1.02, 2.02 Compound and Root Word Race Each student will look through The True Story of the Three Little Pigs in search of words with prefixes or suffixes or compound words. Once a student finds a word, they must stand up, spin around, jump up and down twice, and then touch their nose (or whatever fun activity you want them to take part in). The first student to do this will get called on to share the word they found. They must tell the root word, the prefix or suffix, and what it means or what two words make up the compound word. o Materials The True Story of the 3 Little Pigs by Jon Scieszka o Resources Compound Words: cheeseburgers without doornail doorknob birthday somebody everybody nobody someone Root Words: impolite Created by Kelly Teague

13 Activity 4: Objective: 2.03, 2.04, 4.04 Non-fiction vs. Fiction Chart Students will determine what elements of The True Story of the 3 Little Pigs are fiction and non-fiction. Using a chart set up as shown: Fiction Non-Fiction Pigs pigs shaving their chins pigs can be pink in color Pigs pigs building houses out of bricks pigs die Pigs pigs talking pigs do not live with wolves Wolves wolves going to jail wolves can be gray in color Wolves wolves baking cakes wolves do sometimes eat pigs Wolves wolves trying to blow down a house wolves do sneeze Have student identify facts about pigs and wolves that are true and facts that are false. This chart could be used with other lessons about comparing and contrasting pigs and wolves. Continue adding to the chart as you learn more about this subject. o Materials The True Story of the 3 Little Pigs by Jon Scieszka chart paper, markers o Resources The Complete PIG by Sara Rath If You Give a Pig a Pancake by Laura Numerof The Great Pig Escape by Eileen Christelow Charlotte's Web by E.B. White Pigs by Gail Gibbons Pigs Might Fly by Dick King-Smith Ace: The Very Important Pig by Dick King-Smith, Lynette Hemmant To Market, To Market by Anne Miranda All Pigs are Beautiful by Dick King Smith The Great Pig Search by Eileen Christelow Pig, Pigger, Piggest by Rick Walton Pigsty by Mark Teague The Wonderful Pigs of Jillian Jiggs by Phoebe Gilman The Old Woman and Her Pig by Eric Kimmel Wild, Wild Wolves by Joyce Milton Big Bad Wolves at School by Stephen Krensky, Brad Sneed Wolf by Becky Bloom, Pascal Biet The Wolf's Story: What Really Happened to Little Red Riding Hood by Toby Forward Where's the Big Bad Wolf? by Eileen Christelow The Wolf s Chicken Stew (Goodnight) by Keiko Kasz Three Pigs, One Wolf, Seven Magic Shapes by Grace Maccarone and David Neuhaus Mind Your Manners, B.B. Wolf by Judy Sierra and J. Otto Seibold The Boy Who Cried Wolf by B. G. Hennessy and Boris Kuliko

14 Wolves by Emily Gravett Beware Of The Storybook Wolves by Lauren Child Created by Kelly Teague

15 Activity 5: Objective: 4.02, 4.03, 4.04, Competency Goal 5 Your Turn as Author After reading multiple versions of the story of the three little pigs, students will rewrite the story with their own creative ideas. To help students remember the different parts of a story, as a class make a chart outlining the parts of The True Story of the 3 Little Pigs. Use the Five Elements of a Story Chart to point out the introduction (characters, setting), the plot (with rising action, climax and falling action), and the conclusion. Post the chart in the classroom so that students can see the elements of a story while they write their own version of the story. Once they have written their stories, have them proofread a partner s work. Once their story has been proofread, allow them to illustrate the story. Laminate the books, share them with the class and add them to class library. o Materials The True Story of the 3 Little Pigs by Jon Scieszka chart paper, markers, writing paper o Resources Five Elements of a Story Chart - This links you directly to the Five Elements of a Story Chart, which is saved on the curriculum CD. It can also be found at Created by Kelly Teague

16 Activity 6: Objective: 4.09, 5.01, 5.02, 5.06, 5.07, 5.08, Dr. Mr. Scieszka... Students will write letters to Mr. Scieszka. These letters should include their opinion of the story, their alternate ending to the story, questions they have, or anything else a student might think of. Students can write the letters from the perspective of one of the characters or from their own perspective. The letters need to include all parts of a friendly letter. The letters need to have proper capitalization, spelling, grammar and other conventions. Students should edit and revise their letters. Students can choose to mail their letters to Mr. Scieszka, in which case they must properly label an envelope with legible handwriting, or they can wait until his visit to deliver them to him. Students can also send thank you letters after Mr. Scieszka s visit. o Materials The True Story of the 3 Little Pigs by Jon Scieszka Lined paper, envelopes o Resources stinkcurse@aol.com Jon Scieszka s address. I could not find a mailing address, so it might be best to hold onto your letter and deliver them in person when he arrives. - Letter writing format worksheets, friendly parts of a letter remind, how to address an envelope sheet Created by Kelly Teague

17 Activity 7: Objective: 4.02, 4.09, 4.10, Competency Goal 5 Newspaper Editorial Students will write a news article defending or accusing the big bad wolf. After reading, The Three Little Pigs by Patricia Seibert and The True Story of the 3 Little Pigs by Jon Scieszka, students will decide whether they believe the wolf is innocent or guilty. Once they have made their decision, students should study the parts of a newspaper and the different types of articles (news article, feature article and editorial). Students will be writing an editorial to express their opinion about whether the wolf is innocent (The True Story of the Three Little Pigs) or guilty (The Three Little Pigs). Students should look at local and national newspapers and articles online (if possible). Once they understand what an editorial article is, each child should argue their opinion about the story. o Materials The True Story of the 3 Little Pigs by Jon Scieszka The Three Little Pigs by Patricia Seibert Newspapers (local and national), computer with internet access o Resources - This is a lesson plan about parts of a newspaper. Here are some helpful pieces of this lesson plan: News article - In a newspaper, a story about an event that has just taken place. Feature article - In a newspaper, a detailed report on a person, an issue, or an event. Editorial - An article in which the people who run a newspaper give their opinion on an important issue. Lesson Plan by Marilyn D. King; Donna G. Strunk, found at Created by Kelly Teague

18 Activity 8: Objective: 4.02, 4.09, 4.10, Competency Goal 5 Little Pigs Newspaper Break students into seven groups headline news article group, two feature news article groups, two editorial groups, comic strip group and sports group. Students in the headline news group will be writing a news article answering the 5 W s (who, what, where, when, why and how) about the events in the story. Students in the feature news article groups will write a detailed article, somewhat like a report, on a subject relating to the stories. Each of the two groups should work on a different subject (e.g. life cycle of pigs, endangered species of wolves). The two editorial groups should work on two opposing viewpoints about the story characters. The comic group needs to work on comic strips based on characters in the story. The sports group can create sports teams with story characters and make scores and game reviews. Once the group has created their section of the newspaper, have them proofread and edit it. Once the final products are grammatically correct, students will combine the sections to make the classroom newspaper. If there is computer access, students can create their newspaper in Microsoft Publisher. o Materials The True Story of the 3 Little Pigs by Jon Scieszka The Three Little Pigs by Patricia Seibert Newspapers (local and national), computer with internet access A computer with Microsoft Publisher o Resources - lesson plan about parts of a newspaper Created by Kelly Teague

19 Activity 9: Objective: 2.03, 4.07, 5.08 Acrostic Poems Write an acrostic poem about books on the board. Explain to students what an acrostic poem is and show your example. You can even write one as a class to help with understanding. Each student will then write an acrostic poem using a word from the story. Ideas include: pig, wolf, framed, hay, brick, sugar, etc. Once students have written their poem, they can choose a piece of construction paper and decorate it according to their poem topic (e.g. a pink piece of paper shaped as a pig, for a poem about pigs). o Materials The True Story of the 3 Little Pigs by Jon Scieszka Construction paper, markers, glue, scissors, crayons o Resources This is an example for a pig acrostic poem format. On the next page is a blank scroll that students could use to write acrostic poems about any subject. Created by Kelly Teague

20 By: Pig shaped poem format by abcteach found at Wording added by Kelly Teague.

21 By: Wolf outline by Peace and Justice Support Network of Mennonite Church USA found at Wording added by Kelly Teague.

22 Scroll acrostic poem format by EnchantedLearning.com and found at

23 Activity 10: Objective: 1.04, 2.03, 2.08 Reader s Theater Divide students into two groups. Each group will receive a play, one about a different version of the original story of the three little pigs. Once group will receive The Three Little Javelinas and one will receive The Three Little Wolves and the Big Bad Pig. Students will read and study the script, assign roles, create costumes and props, and perform the play for an audience. Each play has 9-12 parts, so depending on the size of the class, some students will need to be costume managers, prop managers, lighting specialists, etc. o Materials The Three Little Javelinas by Susan Lowell The Three Little Wolves and the Big Bad Pig by Eugene Trivizas Materials for making costumes: old clothing, extra fabric, etc. Materials for making props: cardboard, paint, crayons, chart paper, straw or hay, sticks, bricks if possible, other items requested by students o Resources cid=7 website where you can download both Reader s Theater scripts

24 THE THREE LITTLE JAVELINAS By Susan Lowell Characters: Narrator 1 Narrator 2 Narrator 3 Narrator 4 Narrator 5 Narrator 6 1st Javelina 2nd Javelina 3rd Javelina Coyote Narrator 2: Once upon a time, way out in the desert, there were three little javelinas. Javelinas (ha-ve-lee-nas) are wild, hairy, southwestern cousins of pigs. Narrator 3: Their heads were hairy, their backs were hairy, and their bony legs all the way down to their hard little hooves were very hairy. But their snouts were soft and pink. Narrator 4: One day, the three little javelinas trotted away to seek their fortunes. In this hot, dry land, the sky was almost always blue. Steep purple mountains looked down on the desert, where the cactus forest grew. Narrator 5: Soon the little javelinas came to a spot where the path divided, and each one went a different way. Narrator 6: The first little javelina wandered lazily along. He didn t see a dust storm whirling across the desert until it caught him. Narrator 1: The whirlwind blew away and left the first little javelina sitting in a heap of tumbleweeds. Brushing himself off, he said, 1st Javelina: I ll build a house with them! Narrator 2: And in no time at all, he did. Narrator 3: Then along came a coyote. He ran through the desert so quickly and so quietly that he was almost invisible. In fact, this was only one of Coyote s many magical tricks. Narrator 4: He laughed when he saw the tumbleweed house and smelled the javelina inside. Coyote: Mmm! A tender juicy piggy! Narrator 5: he thought. Coyote was tired of eating mice and rabbits. He called out sweetly, Coyote: Little pig, little pig, let me come in. 1st Javelina: Not by the hair of my chinny-chin-chin! Narrator 6: shouted the first javelina (who had a lot of hair on his chinny-chin-chin!) Coyote: Then I ll huff, and I ll puff, and I ll blow your house in! Narrator 1: said Coyote. And he huffed, and he puffed, and he blew the little tumbleweed house away.

25 Narrator 2: But in all the hullabaloo, the first little javelina escaped and went looking for his brother and sister. Coyote, who was very sneaky, tiptoed along behind. Narrator 3: The second little javelina walked for miles among giant cactus plants called saguaros (sa-wa-ros). They held their ripe red fruit high in the sky. But they made almost no shade, and the little javelina grew hot. Narrator 4: Then he came upon a Native American woman who was gathering sticks from inside a dried up cactus. She planned to use these long sticks, called saguaro ribs, to knock down the sweet cactus fruit. Narrator 5: The second little javelina said, 2nd Javelina: Please, may I have some sticks to build a house? Narrator 6: Ha u (Ha-ou) Narrator 5: she said, which means yes in the language of the Desert People. Narrator 6: When he was finished building his house, he lay down in the shade. Then his brother arrived, panting from the heat, and the second little javelina moved over and made a place for him. Narrator 1: Pretty soon, Coyote found the saguaro rib house. He used his magic to make his voice sound just like another javelina s. Coyote: Little pig, little pig, let me come in! Narrator 2: he called. But the little javelinas were suspicious. The second one cried, 2nd Javelina: No! Not by the hair of my chinny-chin-chin! Coyote: Bah! I am going to eat your hair. Narrator 3: thought Coyote. Then Coyote smiled, showing all his sharp teeth: Coyote: I ll huff, and I ll puff, and I ll blow your house in! Narrator 4: So he huffed, and he puffed, and all the saguaro ribs came tumbling down. But the two little javelinas escaped into the desert. Narrator 5: Still not discouraged, Coyote followed. Sometimes his magic did fail, but then he usually came up with another trick.

26 Narrator 6: The third little javelina trotted through beautiful palo verde trees, with green trunks and yellow flowers. Narrator 1: She saw a snake sliding by, smooth as oil. A hawk floated round and round above her. Then she came to a place where a man was making adobe (a-doe-be) bricks from mud and straw. Narrator 2: The bricks lay on the ground, baking in the hot sun. The third little javelina thought for a moment, and said, 3rd Javelina: May I please have a few adobes to build a house? Narrator 3: Si, Narrator 4: answered the man, which means yes in Spanish, the brick-maker s language. So the third javelina built herself a solid little adobe house, cool in summer and warm in winter. Narrator 3: When her brothers found her, she welcomed them in and locked the door behind them. Coyote followed their trail. Coyote: Little pig, little pig, let me come in! Narrator 5: he called. The three little javelinas looked out the window. This time Coyote pretended to be very old and weak, with no teeth and a sore paw. But they were not fooled. 3rd Javelina: No! Not by the hair of my chinny-chin-chin, Narrator 6: called back the third little javelina. Coyote: Then I ll huff, and I ll puff, and I ll blow your house in! Narrator 6: said Coyote. He grinned, thinking of the wild pig dinner to come. 3rd Javelina: Just try it! Narrator 1: shouted the third little javelina. So Coyote huffed and puffed, but the adobe bricks did not budge. Again, Coyote tried. Coyote: I LL HUFF..AND I LL PUFF..AND I LL BLOW YOUR HOUSE IN! Narrator 2: The three little javelinas covered their hairy ears. But nothing happened. The javelinas peeked out the window. Narrator 3: The tip of Coyote s raggedy tail whisked right past their noses. He was climbing upon the tin roof. Next, Coyote used his magic to make himself very skinny. 3rd Javelina: The stove pipe!

27 Narrator 4: gasped the third little javelina. Quickly she lighted a fire inside her wood stove. Coyote: What a feast it will be! Narrator 5: Coyote said to himself. He squeezed into the stove pipe. Coyote: I think I ll eat them with red hot chile sauce! Narrator 6: Whoosh. S-s-sizzle! Then the three little javelinas heard an amazing noise. It was not a bark. It was not a cackle. It was not a howl. It was not a scream. Narrator 1: It was all of those sounds together. Coyote: Yip..yap yeep.yee-oww-ooooooooooooo! Narrator 2: Away ran a puff of smoke shaped like a coyote. Narrator 3: The three little javelinas lived happily ever after in the adobe house. Narrator 4: And if you ever hear Coyote s voice, Narrator 5: way out in the desert at night.. Narrator 6: well, you know what he s remembering! Scripted by Jill Jauquet, SRT Green Bay Public Schools

28 THE THREE LITTLE WOLVES AND THE BIG BAD PIG by Eugene Trivizas Characters: Narrator 1, Narrator 2, Narrator 3, Narrator 4, Narrator 5, Narrator 6, Mother, Wolf1, Wolf 2, Wolf3, Kangaroo, Pig, Beaver, Rhinoceros, Flamingo Narrator 2: Once upon a time, there were three cuddly little wolves with soft fur and fluffy tails who lived with their mother. The first was black, the second was gray, and the third was white. Narrator 3: One day the mother called the three little wolves around her and said, Mother: My children, it is time for you to go out into the world. Go and build a house for yourselves. But beware of the big bad pig. Wolf 1, 2, and 3: Don t worry, Mother, we will watch out for him, Narrator 4: said the three little wolves, and they set off. Narrator 5: Soon they met a kangaroo who was pushing a wheelbarrow full of red and yellow bricks. Wolf 1, 2, and 3: Please, will you give us some of your bricks? asked the three little wolves. Kangaroo: Certainly, Narrator 6: said the kangaroo, and she gave them lots of red and yellow bricks. Narrator 1: So the three little wolves built themselves a house of bricks. Narrator 2: The very next day the big bad pig came prowling down the road and saw the house of bricks that the little wolves had built. The three little wolves were playing croquet in the garden. When they saw the big bad pig coming, they ran inside the house and locked the door. Narrator 3: The pig knocked on the door and grunted, Pig: Little wolves, little wolves, let me come in! Wolf 1, 2, and 3: No, no, no. By the hair on our chinny-chin-chins, we will not let you in, not for all the tea leaves in our china teapot! Narrator 4: said the 3 little wolves. Pig: Then I ll huff and I ll puff and I ll blow your house down! Narrator 5: said the pig. So he huffed and he puffed and he puffed and he huffed, but the house didn t fall down.

29 Narrator 6: But the pig wasn t called big and bad for nothing. He went and fetched his sledgehammer, and he knocked the house down. Narrator 1: The three little wolves only just managed to escape before the bricks crumbled, and they were very frightened indeed. Wolf 1, 2, and 3: We shall have to build a stronger house, Narrator 2: they said. Just then they saw a beaver who was mixing concrete in a concrete mixer. Wolf 1, 2, and 3: Please, will you give us some of your concrete? Narrator 3: asked the three little wolves. Beaver: Certainly, Narrator 4: said the beaver, and he gave them buckets and buckets full of messy, slurry concrete. So the three little wolves built themselves a house of concrete. Narrator 5: No sooner had they finished than the big bad pig come prowling down the road and saw the house of concrete that the little wolves had built. Narrator 6: They were playing battledore and shuttlecock in the garden, and when they saw the big bad pig coming, they ran inside their house and shut the door. Narrator 1: The pig rang the bell and said, Pig: Little frightened wolves, let me come in! Wolf 1, 2, and 3: No, no, no, Narrator 2: said the three little wolves. Wolf 1, 2, and 3: By the hair on our chinny-chin-chins, we will not let you in, not for all the tea leaves in our china teapot. Pig: Then I ll huff and I ll puff and I ll blow your house down! Narrator 3: said the pig. Narrator 4: So he huffed and he puffed and he puffed and he huffed, but the house didn t fall down. Narrator 5: But the pig wasn t called big and bad for nothing. He went and fetched his pneumatic drill and smashed the house down.

30 Narrator 6: The three little wolves managed to escape, but their chinny-chin-chins were trembling and trembling and trembling. Wolf 1, 2, and 3: We shall build an even stronger house, Narrator 1: they said, because they were very determined. Just then they saw a truck coming along the road carrying barbed wire, iron bars, armor plates, and heavy metal padlocks. Wolf 1, 2, and 3: Please, will you give us some of your barbed wire, a few iron bars and armor plates, and some heavy metal padlocks? Narrator 2: they said to the rhinoceros who was driving the truck. Rhinoceros: Sure, Narrator 3: said the rhinoceros, and he gave them plenty of barbed wire, iron bars, armor plates, and heavy metal padlocks. He also gave them some Plexiglas and some reinforced steel chains, because he was a generous kindhearted rhinoceros. Narrator 4: So the three little wolves built themselves an extremely strong house. It was the strongest, securest house one could possibly imagine. They felt absolutely safe. Narrator 5: The next day the big bad pig came prowling along the road as usual. The three little wolves were playing hopscotch in the garden. When they saw the big bad pig coming, they ran inside their house, bolted the door, and locked all thirty-seven padlocks. Narrator 6: The pig dialed the video entrance phone and said, Pig: Little frightened wolves with the trembling chins, let me come in! Wolf 1, 2, and 3: No, no, no! Narrator 1: said the little wolves. Wolf 1, 2, and 3: By the hair on our chinny-chin-chins, we will not let you in, not for all the tea leaves in our china teapot. Pig: Then I ll huff and I ll puff and I ll blow your house down! Narrator 2: said the pig. Narrator 3: So he huffed and he puffed and he puffed and he huffed, but the house didn t fall down. But the pig wasn t called big and bad for nothing. He brought some dynamite, laid it against the house, lit the fuse, and..the house blew up. Narrator 4: The three little wolves just managed to escape with their fluffy tails scorched.

31 Wolf 1, 2, and 3: Something must be wrong with our building materials, We have to try something different. But what? Narrator 5: they said. At that moment they saw a flamingo coming along pushing a wheelbarrow full of flowers. Wolf 1, 2, and 3: Please, will you give us some flowers? Narrator 6: asked the little wolves. Flamingo: With pleasure, Narrator 1: said the flamingo, and he gave them lots of flowers. So the three little wolves built themselves a house of flowers. Narrator 2: One wall was of marigolds, one of daffodils, one of pink roses, and one of cherry blossoms. The ceiling was made of sunflowers, and the floor was a carpet of daisies. They had water lilies in their bathtub, and buttercups in their refrigerator. It was a rather fragile house and it swayed in the wind, but it was very beautiful. Narrator 3: Next day the big bad pig came prowling down the road and saw the house of flowers that the three little wolves had built. Narrator 4: He rang the bluebell at the door and said, Pig: Little frightened wolves with the trembling chins and the scorched tails, let me come in! Wolf 1, 2, and 3: No, no, no, Narrator 5: said the three little wolves. Wolf 1, 2, and 3: By the hair on our chinny-chin-chins, we will not let you in, not for all the tea leaves in our china teapot! Pig: Then I ll huff and I ll puff and I ll blow your house down! Narrator 6: said the pig. Narrator 1: But as he took a deep breath, ready to huff and puff, he smelled the soft scent of the flowers. It was fantastic. And because the scent was so lovely, the pig took another breath and then another. Instead of huffing and puffing, he began to sniff. Narrator 2: He sniffed deeper and deeper until he was quite filled with the fragrant scent. His heart grew tender, and he realized how horrible he had been. Right then he decided to become a big good pig. He started to sing and to dance the tarantella.

32 Narrator 3: At first the three little wolves were a bit worried. It might be a trick. But soon they realized that the pig had truly changed, so they came running out of the house. They started playing games with him. Narrator 4: First they played pig-pog and then piggy-in-the-middle, and when they were all tired, they invited him into the house. Narrator 5: They offered him tea and strawberries and wolfberries, and asked him to stay with them as long as he wanted. Narrator 6: The pig accepted, and they all lived happily together ever after. Scripted by Jill Jauquet, SRT Green Bay Public Schools Courtesy of

33 Activity 11: Objective: 3.01, 4.09, 4.10 Song Reactions Play song, Who s Afraid of the Big Bad Wolf by singing group B5, to class. Have students discuss their reactions to the song aloud. Separate students into groups and have them create their own song based on one of the stories of the three little pigs. Students can create instruments, a band name, a cd album cover, etc. Allow time for students to perform the song if they choose to do so. o Materials The True Story of the 3 Little Pigs by Jon Scieszka Paper and pencils to write lyrics; materials to make instruments (empty bottles, beans, seeds, show boxes, etc.) o Resources Who s Afraid of the Big Bad Wolf song - Lyrics to Who s Afraid of the Big Bad Wolf by B5 Created by Kelly Teague

34 Lyrics Who s Afraid of the Big Bad Wolf by B5 found at B5/D6DB553268F D Yeah B5, the big bad wolf, the big bad wolf, yeah, come on, the big bad wolf, B5 yo, yo, yo, yo Verse 1: Long ago there were three lil pigs. Little handsome piggy wigs. For the big bad wolf the very bad big bad wolf, they didn't give three figs. Number one man he like to play, so he built his house of hay. With a hay toot, toot and he blew on his flute and he played around all day now let's ride. Chorus: Who's afraid of the big bad wolf, the big bad wolf, the big bad wolf. Who's afraid of the big bad wolf. We ain't afraid y'all, we ain't afraid uh. Who's afraid of the big bad wolf, the big bad wolf, the big bad wolf. Who's afraid of the big bad wolf. We ain't afraid y'all, we ain't afraid (of you) Verse 2: Number two he was fond of jigs, and so he built his house with twigs. Hey diddle diddle, he played on his fiddle and he danced with lady pigs. huh Number three said nix on tricks, I'm a build my house with bricks. He had no chance, to sing and dance cause work and play don't mix now let's go, come on (Chorus) Verse 3: Came the day when fate did frown, and the wolf flew into town, with a gruff puff-puff he puffed just enough, and the hay house fell right down,(going down) One and two were scared to death, of the big bad wolfie's breath, By the hair of your chin-ny-chin, I'll blow you in, and the twig house answered yes Bridge: We ain't afraid of nothing,(we ain't afraid) we ain't afraid,(ohhh) we ain't afraid of nothing, we ain't afraid.(oh oh,we are not afraid) we ain't afraid of nothing,(ohhh) we ain't afraid, we ain't afraid of nothing, we ain't afraid. (ohhh, of you) (Chorus) Verse 4: No one left but number Three, he saved the pig's family, when they knock he fast unlocked, and said Come in with me. (come in with me) Now they all were safe inside, and the bricks hurt wolfie's pride, So, he slid down the chimney, and, oh, by Jimney, in the fire he was fried yeah. (Chorus) x3