TeACher’S GuiDeBooks, 2001. • Scieza, Jon. The True Story of the Three Little Pigs. Puffin,...

B e n c h m a r k e d u c a t i o n c o m p a n y

Drama

The Three Little Pigs Wise Up and The Princess, The Prince, and the Vegetables

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

Level N/30

Skills & Strategies

Anchor Comprehension Strategies

• Analyze character

Comprehension • Identifycauseandeffect

• Usetextfeaturestolocateinformation

Word Study/Vocabulary •Useknowledgeofwordstructuresto

determinewordmeaning

TeACher’S GuiDe

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Analyzing Story Elements

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “The Fox” (Anonymous)

Comprehension Strategy Assessment handbook (Grade 3)• Ongoing Assessments #11 and #12

notable Trade Books for Read Aloud• Paltrow, Gwyneth and Myers, Mike.

Once Upon a Fairy Tale: Four Favorite Stories. Viking Children’s Books, 2001.

• Scieza, Jon. The True Story of the Three Little Pigs. Puffin, 1996.

• Stevens, Janet. And the Dish Ran Away With the Spoon. Harcourt Brace, 2001.

Web Site for Content Information• Myths, Folktales, and Fairy Tales

http://teacher.scholastic.com/ writewit/mff/fairytales_home.htm

At this Scholastic workshop, students explore fairy tales and some different ways of retelling familiar tales with guidance from award-winning authors.

OVERVIEW

reLated resources

This lesson teaches and/or reinforces the following skills and strategies:

•Analyze Story Elements (pp. 3–9)

Distinguish Real and Make-Believe (pp. 3–4)

• Use Knowledge of Word Structures to Determine Word Meaning (pp. 4–5)

• Use Text Features to Locate Information (p. 5)

• Identify Cause and Effect (p. 5)

• Analyze Character (p. 6)

This skill/strategy is the focus of the Ongoing Assessments for

this title.

theme connectionsPlays/Drama

Fairy Tales

Humor

Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Three Little Pigs Wise Up . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

The Princess, the Prince, and the Vegetables . . . . . . . . . . . . . 5

Putting On a Play. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9

Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10

Content-Area Extension Activities (BLMs). . . . . . . . . . . . . . . . 11

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

tabLe of contents


introduce the bookPreview the book before reading it. Begin by looking at the front cover and reading the title together. Then turn the book over and read the blurb and author information. Now have the class open the book and page through it. To encourage students to think about what they are going to read, ask the following questions as you preview the book:

• What can you guess about the book’s subject from the titles?

• What can you tell about the story from the picture on the cover?

• Where have you seen titles like these before?

• Do you think these fairy tales will be like others you’ve read? How will they be different? How do you know?

• Do you think the book is fiction or nonfiction? Why?

• As you flip through the book, do you notice any unusual text format? What kind of book is this? Describe it.

• Based on your preview, what do you think the book is about?

set a purpose for readinGThis text provides an excellent opportunity to focus on the strategies of analyzing story elements and distinguishing real and make-believe. Explain that in this book the author takes traditional fairy tales and turns them into plays with new settings, plots, and themes. Point out that what makes these plays funny is that the author puts make-believe situations into real-life scenarios. Read page 2 from the text. Say: Listen carefully to find out the characters and setting of this play. After reading, point out that the make-believe characters are ones we are familiar with from other fairy tales. On the other hand, the setting of an architecture office is not what we’d expect in this story because it is something from real life–not from the world of "make-believe" that we have read about in fairy tales.

introduce the Graphic orGanizerProvide each student with a copy of the Analyzing Story Elements graphic organizer. Explain that as they read, students will be looking for the story elements of setting, plot, and theme to fill in this chart. You might suggest that students place sticky notes in the margins of pages where they note story elements. Point out that analyzing story elements can help readers construct meaning from text.

BEFORE REAdInG

Readers are treated to an amusing twist on favorite fairy tales in these two hilarious plays by author Alan kramer. From the Three Little Pigs consulting with architects to remedy their “wolf problem” to a princess who is forced to sleep on a giant pea, kramer presents traditional tales with funny and unexpected settings and plots.

Book Summary


Plot Play Setting (Problem/Solution) Theme The Three Little Pigs Wise Up

The Princess, The Prince, and The Vegetables

Analyzing Story Elements

3© 2011 Benchmark Education Company, LLC The Three Little Pigs Wise Up and The Princess, The Prince, and the Vegetables

Use Root WordsHave students locate the word architect (page 2). Challenge them to define this word by identifying and defining its root word arch. Create a visual word map like the one below and have the class complete it.

Then tell students to apply this and other strategies to unfamiliar words from The Three Little Pigs Wise Up. These might include:landscape, p. 3

natural, p. 6

reinforced, p. 8

moat, p. 9

vegetarian, p. 10

TEACHING TIPSMeaningful Activities for Rapid Readers• Imagine you work for the architects

Designit and Buildit. What would you recommend the Three Little Pigs do? Should they build a new house, or just an extension on the brick one? If you think they should build a new house, what should it look like?

Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

ThE ThREE LITTLE PIGS WISE UP

read the text pages 2–12Use the following prompt to set a purpose for the reading: As you read, think about what you already know about the fairy tale “The Three Little Pigs.” How can using prior knowledge help you connect with the text and understand the play, especially the humor?

Ask students to read the play The Three Little Pigs Wise Up indepen-dently. As they read, invite them to use sticky notes to jot down how this story is similar and different from the one they are familiar with. When the group has finished, use the activities below to focus on spe-cific skills and strategies students can use to improve comprehension while reading a play.

focus on comprehensiondiscuss Using Prior knowledge Invite students to share what they know about the fairy tale The Three Little Pigs. Now have them describe how the play The Three Little Pigs Wise Up is similar to the original fairy tale and how it is different. How did having prior knowledge about this story help them understand the play? Would the play have been as funny if they did not know the story of the three little pigs? Why or why not?

Begin the Graphic Organizer: Analyzing Story Elements Ask students to reread or skim and scan the text to locate information for the graphic organizer. Explain that setting is where and when a story takes place. Plot is how the story unfolds, and is made up of problems and solutions. Theme is the message that the author wants readers to take away with them. Usually the theme is the reason why the author wrote the story, but is not directly stated by the author. To help stu-dents figure out the theme of this play, ask: Who is the story about? What events take place? What is the outcome? What message is the author giving me?

distinguish Real and Make-BelievePoint out that the play The Three Little Pigs Wise Up contains a combi-nation of fantasy and reality. Ask: What parts of the script are realistic? What parts are make-believe? Students should make the following identifications:

• Make-believe: talking pigs; pigs reading magazines; wolf blowing down houses; a house made of popsicle sticks; talking wolf

• Real: going to an architect to design a house; house made of bricks; architects coming up with solutions for housing problem; vegetarian eating only vegetables; selling encyclopedias

4

architect

synonym building designer

definitionsomeone who designs buildings and checks that they are built properly

sentenceThe architect designed a skyscraper with offices, restaurants, and stores.

root word arch – a curved

structure

The Three Little Pigs Wise Up and The Princess, The Prince, and the Vegetables © 2011 Benchmark Education Company, LLC

read the text pages 13–24Use the following prompt to set a purpose for the reading: As you read, think about how a script is written differently than a story. How do the text features, such as notes in parentheses, help you understand what’s happening in the play? How do these notes help the actors?

Ask students to read The Princess, the Prince, and the Vegetables inde-pendently. When the group has finished, use the activities below to focus on specific skills and strategies students can use to improve comprehension while reading a play.

focus on comprehensiondiscuss a Script’s FeaturesInvite students to describe how scripts differ from other ways they’ve seen a story written. Encourage them to explain how a script’s text features can help them keep track of what is happening. If students are having difficulty, use a think aloud to model how a good reader thinks through a script’s features.Reading the notes in parentheses gives me information about the play’s setting and plot that I wouldn’t have known from just reading the words the characters are saying. For example, on page 13 the note next to the King (“in his bedclothes, rubbing his eyes”) got me thinking that the play must be taking place in the middle of the night.

Continue the Graphic Organizer: Analyzing Story ElementsAsk students to reread or skim and scan the text to locate the information for the graphic organizer. Remind students that sometimes the setting is not found directly in the words the characters are saying, but rather in notes in parentheses. Point out that some plays have more than one setting. How many settings does this play have?

Identify Cause and EffectPoint out that part of what makes this play funny is that the actions of some of the characters are not what we expect, and neither are the reactions to or effects of those actions. Ask students to identify unexpected actions or causes in the play, and their effects. Here are some possible responses:

• Cause: The Princess kisses the frog Effect : The Prince does not turn into a prince and is happy about it

• Cause: The frog kisses the Princess Effect : The Princess turns into a cocker spaniel

Then tell students to apply this and other strategies to unfamiliar words from The Princess, the Prince, and the Vegetables. These might include:staggers, p. 13

enormous, p. 13

mattresses, p. 14

artichoke, p. 16

throne, p. 17

charming, p. 17

wizard, p. 21

Use PrefixesLook at the word impatient (page 13 in parentheses). Discuss how paying attention to the prefix can help a reader decipher meaning. Use a word web like the one below as an example.

ThE PRInCESS, ThE PRInCE,

And ThE VEGETABLES

TEACHING TIPSMeaningful Activities for Rapid Readers• Brainstorm a list of reasons for

why the Prince would want to stay a frog.

• Imagine you are the Queen in this story. What kind of test would you have devised to prove that the Princess is real?

Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

5

impatient

antonym patient

definitionin a hurry and unable to wait

sentenceThe impatient child could not wait another second for his cookie.

prefix -im means not

© 2011 Benchmark Education Company, LLC The Three Little Pigs Wise Up and The Princess, The Prince, and the Vegetables

6

focus on comprehensiondiscuss Analyzing CharacterAsk students to share their impressions of the characters in each play. Have them summarize one character in each play in terms of its pur-pose. Ask: What qualities does the character represent? How is the character important to the theme of the play?

Complete the Graphic Organizer: Analyzing Story ElementsAsk students to reread or skim and scan the two plays to locate infor-mation to complete the graphic organizer. Remind students that char-acters are an important story element. Ask: Were any of the characters a surprise in terms of what they said and did?

PUTTInG On A PLAy

Use Context Clues Have students look at the word vegetarian (pages 10–11). The author gives readers a clue when he describes what the wolf eats: “I only eat salads. And broccoli. Lots of broccoli. And spinach. I love spinach!…No meat of any kind.” Have students find this material in the book and offer suggestions as to what the word means.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include:

landscape architect, p. 3

wizard, p. 21

use the text Invite students to select one of the two plays to perform. Whether you choose to do a simple Reader’s Theatre—an interpretive oral reading activity with no sets, props, or costumes—or a full-blown production, try these activities to help students use their voices, facial expressions, and hand gestures to interpret characters in the scripts.

• Pantomime – Working in small groups, have students make up a short story to act out without using their voices.

• Mirroring – Pair up students and have them face each other. Instruct the pairs to choose who will be the mirror. The student who is the mirror must follow the movements of the other student. Then have them switch roles. Finally, challenge students to do exactly what their partner does at the same time he or she does it. To do this a student must be able to sense his/her partner's next move.

• Facial Expressions – Challenge students to make some of the following expressions, using only their faces: happiness, sadness, surprise, anger, frustration, excitement, mischievousness, anxiety. Encourage students to guess the emotions classmates are expressing.

• Role-playing or charades – Have students share information about famous people or events by acting them out.


7

AFTER REAdInG

sYnthesize and assessRetell and Summarize As a class, generate a retelling of the two plays. Select the key points to create a summary for each play.

distinguish Real and Make-Believe Challenge students to use their completed graphic organizers to identify parts of each play that are realistic and parts that are imaginary. Have students connect the themes of the plays to their own lives. Have them explain why they think the themes are realistic.

Respond Ask students what they found most interesting about the plays. What they learned. What they did not like and why. What questions they still have. What additional information they might have included if they had been the author.

draw Conclusions Ask students to formulate conclusion statements based on their reading and the information they charted. Record these ideas.




Office of the architects Designit and Buildit

Inside the castle

Problem 1. Big Bad Wolf keeps blowing Three Little Pigs’ houses down.

Solution 1: Pigs ask architects to design a house big enough for all of them that the Wolf won’t blow down.

Problem 2: Big Bad Wolf comes into architect’s office. Pigs think he wants to eat them.

Solution 2: Big Bad Wolf doesn’t want to eat Pigs. He just wants to sell them an encyclopedia.

Problem 1. Princess can’t sleep because there is a large pea in her bed.

Solution 1: The pea was a test to see if the Princess is real.

Problem 2. Queen needs a Princess to kiss her son the frog to turn him into a prince.

Solution 2: Princess agrees to kiss frog, but only if Queen promises to let him stay a frog if he doesn’t turn into a prince.

Problem 3: Prince wants to be a frog, not a prince.

Solution 3: Kiss doesn’t do anything—he remains a frog.

You can’t judge a book by its cover.

We should accept people the way they are and not try to change them.

The completed graphic organizer below can serve as a model for assessing students’ ability to analyze story elements.


8

mini-Lesson Writing Focus: Writing a ScriptRemind students that both plays include the story elements of setting, plot, and theme. Point out that if the scripts were missing any one of the elements, the plays would not have been interesting or funny, and the stories wouldn’t have made sense.

Ask students to review their Analyzing Story Elements graphic orga-nizer to refresh their memories about the plays’ settings, plots, and themes. Have them think about what would make a good final scene for one of the plays.

On chart paper or the board, create a story planner chart like the one below and fill it in with new story elements.

Use the reproducible Writing Model to demonstrate how information in the chart can be used to write a script. Remind students that it is important to include the notes about setting and, in parentheses, information about characters’ actions, expressions, and anything that is not said but done.

WRITInG WORkShOP

TEACHING TIPSProcess WrItINg Steps

1. Invite students to write one more scene for one of the plays they just read. To get started, they should complete a table outlining the story elements for their script.

2. After determining the story elements, have students independently write a first draft of their script.

3. After students complete their script, they should revise and edit it.

4. Conference with each student following the first revisions and editing.

5. Have students make any additional changes and create a final copy of their script.

6. Finally, invite students to perform their script for the rest of the class.

Write and edit a final

scene for The Three

Little Pigs Wise Up or

The Princess, the

Prince, and the

Vegetables.

WrITING ASSigNmeNt

ThEMEWhat will this scene be about?

SETTInGWhere does the scene take place?

PLOTWhat problem do the characters face?

PLOThow do the characters solve the problem?

First impressions mean a lot

The Big Bad Wolf’s house

The Three Little Pigs realize that the Wolf isn’t really a salesman — that he just wanted to lure them to his house so he could eat them all at once.

Designit and Buildit capture the Big Bad Wolf and lock him in an extra strong jail cell that they designed and built.


Place: Big Bad Wolf’s home

Characters: Three Little Pigs, Big Bad Wolf, Buildit, and Designit

(The Three Little Pigs are sitting on Big Bad Wolf’s couch.)

Pig #1: I wonder what he’s doing? I’m starting to get worried.

(The Wolf enters, looking very unfriendly.)

Big Bad Wolf: (lunging after the pigs) You are silly little pigs for

following me! Now, I’m going to cook you up and eat you!

Three Pigs: (together) Help!!!

(Designit and Buildit enter the house.)

designit: (to Buildit) Let’s grab him!

Buildit: (speaking to the Pigs) As soon as you disappeared, we

knew what had happened. We quickly designed and built a

reinforced jail cell with anti-wolf support. He’ll never escape.

Three Pigs: (together) Hooray! Thank you Buildit and Designit!

Writing Model: Writing a Script

WrITING TIP

Be sure to include the characters’ actions and

facial expressions in parentheses within the script.

setting

problem/ plot

problem/ solution




Name: __________________________________________ Date: _________________



Name: ________________________________________ Date: _________________

Story Elements Cube

Fill in each side of the box with information from The Three Little Pigs Wise Up or The Princess, the Prince, and the Vegetables. Then cut, fold, and paste to make a story elements cube.

MAIN CHARACTERS

THEM

E

SETT

ING

Play Title

________________

Author

________________

Name

________________

Plot

Tab

Tab


Name: __________________________________________ Date: _________________

The Princess and the PrinceCompare and contrast the characters of the Prince and the Princess from the play The Princess, The Prince, and the Vegetables. Write how they are different in the outer parts of the circles. Write how they are the same in the part that overlaps.

Princess Frog/Prince


Name: ________________________________________ Date: __________________

A house for the Three Little PigsImagine you work for the office of architects Designit and Buildit. You’ve been assigned the job of designing an extra strong house for the Three Little Pigs. Draw your plans below. Then label and describe the parts of the house.

Architect Office of Buildit and Designit5 Fairy Tale Lane

Storyville, NY 10000

N

E

S

W


Name: __________________________________________ Date: _________________

Is It Real or Make-Believe?Which parts of the plays could happen in real life? Which parts of the plays are make-believe? Read each of the situations, settings, characters, and actions below and decide if it’s real or make-believe by checking the columns to the right.

Play Part Real Make-Believe

an architect’s office

silver bells growing in a garden

a landscape architect designing a garden

talking pigs

a wolf that blows down houses

a house made of popsicle sticks

a house made of bricks

building an addition to a house

a wolf that eats only vegetables

an encyclopedia salesperson

a wolf selling encyclopedias

an unhappy house guest

a prince who’s been turned into a frog

a jumping frog

a princess who turns into a cocker spaniel


A n S W E R k E y

Story Elements Cube The Princess and the Prince

A house for the Three Little Pigs Is It Real or Make-Believe?

MAIN CHARACTERS

THEM

E

SETT

ING

Play Title

_____________________

Author

_____________________

Name

_____________________

Plot

Tab

Tab

Princess, King, Queen, Prince Charming

The Queen wants the princess to kiss her son to change him from a frog back into a prince.

Don’t try to change someone who doesn’t want to be changed.

Castle

The Princess, the Prince, and the Vegetables

Alan Kramer

Princess Frog/Prince

Had to sleep on the floor

Confused

Liked being a cocker spaniel

Liked to jump

Green

Liked being a frog

Knew the names of all the vegetables

Impatient with the Queen

Changed into another creature by a wizard’s spell

Architect Office of Buildit and Designit5 Fairy Tale Lane

Storyville, NY 10000

Steel framework

Steel doorBrick walls

Locking shutters inside windows

The roof

Wolf alarm

N

E

S

W

Play Part Real Make-Believe

an architect’s office

silver bells growing in a garden

a landscape architect designing a garden

talking pigs

a wolf that blows down houses

a house made of popsicle sticks

a house made of bricks

building an addition to a house

a wolf that eats only vegetables

an encyclopedia salesperson

a wolf selling encyclopedias

an unhappy house guest

a prince who’s been turned into a frog

a jumping frog

a princess who turns into a cocker spaniel

X X X X X X X X X X X X X X X


Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the TextFocus on Comprehension:√ Begin the Graphic Organizer√ Distinguish Real and

Make-Believe

Read the TextFocus on Comprehension:√ Continue the Graphic

Organizer

Use the TextFocus on Comprehension:√ Complete the

Graphic Organizer

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Introduce the Book

Read the Text Select or create mini-lessons by using the comprehension pre-assessments to deter-mine student needs.*

Read the Text

Select or create mini-lessons.*

Use the Text Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE REAdInG (p. 3) Introduce the Book Set a Purpose for Reading Introduce the Graphic Organizer: Analyzing Story Elements*

dURInG REAdInG (pp. 4–6)Read the Text: The Three Little Pigs Wise Up Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge√ Begin the Graphic Organizer*√ Distinguish Real and Make-Believe* Use Root Words*

Read the Text: The Princess, The Prince, and the Vegetables

Focus on Comprehension Mini-Lessons: Discuss a Script’s Features*√ Continue the Graphic Organizer* Identify Cause and Effect* Use Prefixes*

Use the Text: Putting On a PlayFocus on Comprehension Mini-Lessons: Discuss Analyzing Character*√ Complete the Graphic Organizer* Use Context Clues*

AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize*√ Distinguish Real and Make-Believe* Respond Draw Conclusions*

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: Writing a Script

COnTEnT-AREA ExTEnSIOn ACTIVITIES on Blackline Masters (pp. 11–14) Story Elements Cube The Princess and the Prince A house for the Three Little Pigs Is It Real or Make-Believe?

Lesson-at-a-GLance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook.

* Preassessments are available in the Comprehension Strategy Assessment Handbook.

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2

3

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sampLe Lesson pLanninG Guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book

Read the Text

Read the Text

Use the Text Synthesize and Assess

day


Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-59000-501-9

TeACher’S GuiDeBooks, 2001. • Scieza, Jon. The True Story of the Three Little Pigs. Puffin,...

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Transcript of TeACher’S GuiDeBooks, 2001. • Scieza, Jon. The True Story of the Three Little Pigs. Puffin,...