Fiction Long Form 18 2 - 1

Fiction Evaluation Form
(Picture Books, Folklore, Modern Fantasy, Contemporary Realistic Fiction, Historical Fiction, Multicultural Books)
Your Name: Lizeth Reyes Book Title: The Three Little Pigs
Author: Barry Moser Illustrator: Barry Moser
Genre: Fable, Fairy tale, Folktale Publisher/Year: Little Brown Young Readers
2001
EVALUATE THE BOOK USING THE FOLLOWING ELEMENTS
STYLE and Language: Using examples from the book, explain the following: word choices, dialogue,
rhythm, rhyme and sentence length. Also, explain unexpected insights or interesting information the reader
learns from the story. Give examples.
The book was written for young readers so the words are not complex to read and to understand. The
dialogue is short and straight to the point. The wolf asked to get inside the pig's house, but the pig
said no. The wolf said that he will blow the house down. The rhythm of the story is fast. The sentence
length is a little longer, but the author includes commas to give the sentence breaks. "Then she kissed
them all around, and the three little pigs set out on their travels, each taking a different road."
Something interesting that the reader learns from the story is that some people will be nice to you
and let yo have things, while others will shut you out. For example, the first pig asked for straws from
the man, and the man gave him some to build a house. That same pig shut the wolf out, categorizing
him as danger.
CHARACTER – With examples from the book give the following: Who is the main character? Explain the
character’s personality traits.
How can the reader relate to the character, become involved in the story?
Who are the supporting characters?
The main characters are the three little pigs who are trying to make their lives and build their
house. Their personality trait of being afraid of the wolf comes from the mother. In the
beginning of the story, she tells them to watch out from the big bad wolf. The reader can
relate because every mother or a parent warns children about the dangers of the world. My
mother still tells me to be safe when I drive. The supporting characters are the ones that
helped the pigs collect the materials to build their houses.
1. PLOT: summarize the major events in the story-
The three pigs went out to the real world to start their journey. They each made their own houses.
One was made out of straws, the second was made out of sticks, and the third pig built his house
from bricks. The big bad wolf blew down the first and second house down because they didn't let him
in. The wolf wants to eat them, and him blowing their houses down would make it easy to reach
them. When the wolf arrived at the third house, he could not blow it down because the bricks were
too strong for his blows.
2. SETTING – Explain the place and time of the book.
THEME- What is the story’s theme/message?
Setting: The place is in the forest on the day of Valentine's Day.
Theme: The theme of the story is to take your time to do something so it can be worth it. Hard work
pays off. The third pig took his time to make a good safe house, and his house was the only
one that did not blow down.
ILLUSTRATION –Analyze the illustrations for the book you selected (see Chapter 4) with the categories
below:
Choose a 2-page spread in the book to answer the following:
What Style (realism, surrealism, expressionism, impressionism, naïve, cartoon art)?
The type of style of art is naive.
Media choices (paints, oils watercolors, pencil, pen, charcoal, crayons, acrylic, chalk ) :
Paint, pencil, and watercolors were possibly used to illustrate the drawings in the story.
Give examples and describe how the following visual elements are used in the illustrations :
Line: The lines are used thinly around the drawings. They are not dark, and are disguised with the color of the object.
Shapes: The shapes are not defined to display the pigs nor the forest. The pigs are shown with big bellies, and with floppy
ears. The images are not sharp.
Color: The colors are normal and bright during the day. The forest is shown as green and the pigs bright pink. The
illustrations are combined with warm and cool hue colors.
Texture: The texture is in the middle of soft and rough. There are some things that are shown as soft, for example the pigs,
but the houses are not as smooth and show hard texture.
Explain how illustration and text are combined to tell the story. What do illustrations show that text does not
explain?
The text briefly says what the pigs say and what they are doing, but the illustration shows the pigs building their house.
When the wolf comes, the wolf has dialogue with the pigs. The illustrations show and bring life to the characters while the
text can only state what is happening. The illustration is doing all the action. It shows when the houses are being blown off,
shows the wolf climb down the chimney and into the hot soup.
Page design: Summarize the following: placement of illustrations and text; the use of borders and white/dark space; are both
pages designed the same or differently?
With the two-page spread, the text is under the illustration. The illustration is on the top half of the
page. The borders are faded into the color of white. The left page is the same setting as the right page
to continue the scene. Both pages are designed the same.
CHILD DEVELOPMENT THEORIES – CHOOSE 2 of theories below and evaluate the book according to the
developmental theories. (How the book fits the developmental stage and age?)
PIAGET-COGNITIVE-INTELLECTUAL DEVELOPMENT
Name the stage: Preoperational and the age: 2 to 7 years
Explain the cognitive development from the stage:

Can understand the concept of good, bad, friends, strangers. Fantasy and imaginative play can help
children develop cognitive skills
Give examples from the book show how the book fits the cognitive stage:
The wolf was seen as bad and the students can tell that he was up to no good. The students can think
of better ways to make a house stronger than straws.
Emotional DEVELOPMENT
Identify the Age: 3 to 6 years
Explain the emotional development for the age:
Behavior and cognitive strategies help understand emotional self regulations. Increasing language can
help create a faster response to empathy.
Using examples from the book, explain how the book fits the emotional development of the age:
The illustrations and text show how the wolf plans to destroy the wolves and children will be able to
tell that the wolf is a bad wolf. The pigs that were eaten will be seen as innocent pigs that died and
the children will feel sadness and anger.
2. Overall Rating of the book (3 highest - 1 lowest) 3
Comments: (Support your overall rating)
This version of the story is a retell, but it kept the ending the same. The author included the part
where the wolf eats both of the brothers. He kept it traditional, and that is what a folktale is all about.
The third pig outsmarted the wolf and the illustrations added great details to the text.

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Fiction Evaluation Form

EVALUATE THE BOOK USING THE FOLLOWING ELEMENTS

Explain the cognitive development from the stage:

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