The Wolf Gets A Say-Lesson Plan

Regis University
Lesson Plan Template

Name: Samantha Low
Title:
The Big Bad Wolf Gets a Say
Content Area: Reading
Grade: 3rd
Duration: 60 minutes
Standards and
CCSS.ELA-LITERACY.RL.3.1
Benchmarks:
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RL.3.6
Distinguish their own point of view from that of the narrator or those of the
characters.
Objectives:
The students will be able to learn how to identify the point of view
of the narrator.
The students will be able to learn how to distinguish their own point
of view from that of the narrator.
The student will be able to learn how to use the text to find their
answers.
Pre-Assessment /
The teacher will ask the students for a raise of hand for who can remember
Activating
what the narrator of the story does. She will call on one student to share
Background
with the class.
Knowledge
The teacher will then ask the students if they have ever heard the story of
The Three Little Pigs. She will put the story of The Three Little Pigs from
YouTube on the Promethean Board. The story is 3 minutes long and has
words and is read aloud so the students will be expected to follow along.
Assessment:
Resources and
The students will independently complete a graphic organizer to go with the

story: The True Story of the Three Little Pigs. The students will need to use
text-dependent information to answer the questions on the organizer. This
organizer will then be reviewed as a class. The teacher will collect pencils
so that the students may not erase their own answers, however she will pass
out red pens so that the students may make changes. The teacher will then
collect these graphic organizers at the end of class.
The students will complete an exit ticket that will include the following
questions:
What did you think about the wolf after reading the original tale of
The Three Little Pigs?
What did you think about the wolf after hearing the fractured fairy
tale The True Story of the Three Little Pigs?
Why do you think it is important to hear more than one point of
view?
The teacher will collect these at the end of class to check for understanding
of the lesson.
Three Little Pig Read Aloud:
Materials/
(Technology
integration is
REQUIRED)
Differentiation/UDL
Considerations
REQUIRED (Use
Modifications
Worksheet)
https://www.youtube.com/watch?v=2gnhSAu15G8
Book: The True Story of the Three Little Pigs
Promethean Board
Clip Boards and Pencils
Red Pens
Chart on Chart Board Paper
Exit Slips: Point of View Reflection
I will use my voice amplifier as required for the students who need
it as stated in their IEPs.
RTI Tier 2: A group of two ELL students who struggle with
comprehension will have paraprofessional support in my classroom
for this lesson. During the independent practice part of the lesson
they will sit at the back table with a paraprofessional who will offer
them more guidance and translations as needed.
Preparing Students
for the Lesson:
Transitions
Expected
Behaviors
The students will transition from music class back into the classroom. When
they come into the classroom the teacher will ring her bell, which means the
students are to meet her on the circle time carpet. The students are expected
to take a seat on the carpet and sit quietly throughout the lesson.
Teaching the Lesson

(Lesson Sequence/
Activities):
The teacher will ask the students for their thoughts on wintertime. She will
have the students respond to the following statements/questions:
If you like wintertime give me a thumbs up.
Who can share with me one thing they like about the winter? (Calls
on student A)
Who agrees with student A?
Who disagrees with "student A?
Student B, you raised your hand to show that you disagree with
Student A. Why do you disagree?
The teacher will then talk to the students about how we all have different
opinions, and different points of view on whether we do or do not like the
wintertime. She will then talk about how there are many things in life that
we have opinions about and that many others might have different opinions
or points of view when it comes to these topics.
Motivation/
Anticipatory Set
The teacher will read the standards and objectives that we are focusing on in
the lesson today.
The teacher will then read the story: The True Story of the Three Little Pigs
After the teacher is finished reading they will have a classroom discussion
on these different items:
Do we think after reading this story, that the wolf has a different
point of view than the pigs had in the original story of The Three
Little Pigs?
So the pigs have a point of view, and the wolf has a point of view, as
readers of the stories, can we have a different point of view?
Teacher Input,
Modeling, &
Checking for
Understanding
The teacher will use observation while the students work independently.
She will also use observation of the group discussions while filling out
organizers. She will collect the graphic organizers and will use the
completion of the exit slip to check for understanding of point of view.
Guided Practice
Independent
Practice
Review/Re-do
Closure
The teacher will then introduce the Point of View Graphic Organizer. She
will have a copy of the graphic organizer on large chart paper. They will fill
in the graphic organizer as a class on the story: The Three Little Pigs (the
original) After this is complete and the students have had guidance on
filling out the organizer they will move to independent practice.
The students will separate on the carpet, with clipboards and pencils, to
complete the Point of View Graphic Organizer for The True Story of the
Three Little Pigs. The students will have ten minutes to complete the
organizer quietly and independently. The teacher will walk around the
carpet area and observe different ideas the students are coming up with.
The teacher will pull the students back together and she will ask the
students to share their ideas as she fills them in on a second chart sized
Point of View Graphic Organizer. She will collect the students pencils, so
they may not erase or change their work, but she will hand out red pens so
that if the students would like to make additions or corrections they may do
so.
The teacher will use her observations and the collection of the graphic
organizers and exit slips to check for understanding and decide if a re-do
lesson is needed. If not, the teacher will review the next day and move on to
the next lesson in the unit. If so, the teacher will create a lesson to build off
this lesson to continue practice on identifying points of view.
The teacher will review the standards and objectives we worked towards in
our lesson today.
The teacher will ask the students to turn to their shoulder partner and share
one important thing that they learned in the lesson today.
Reflections
Students will fill out exit slips and turn them in.
Was my learning objective achieved?
How did the students do with finding examples from the text on the graphic
organizer?
Did the students enjoy the book?
How could I improve the lesson?
Was the lesson achievable for all learners?
What was the best part of the lesson?
Did the assessment accurately measure the students knowledge?

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Regis University

Lesson Plan Template

The students will independently complete a graphic organizer to go with the

Teaching the Lesson

How could I improve the lesson?

Was the lesson achievable for all learners?

What was the best part of the lesson?

Did the assessment accurately measure the students knowledge?

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