Three Little Pigs #1

Teacher Candidate: Erin Crawford Date: October 7, 2019

Cooperating Teacher: Lisa Gross Coop. Initials:
Group Size: 16 students Allotted Time: 20 minutes Grade Level: Kindergarten
Subject or Topic: Shared Reading – Character, Setting, Plot Section: 391

STANDARD: (PA Common Core):

 CC.1.3.K.C - With prompting and support, identify characters, settings, and major events in a
story.
 CC.1.3.K.H - Compare and contrast the adventures and experiences of characters in familiar
stories.

I. Performance Objectives (Learning Outcomes)

● Students will be able to identify book characters, setting and plot.

A. Introduction/Hook –
 Ask the students if they know what a character is, this could be in movies or in books.
o Turn and talk, then share.
 Tell the students that this week we are going to explore different characters in our books and look
at how they are feeling in our books.
 Explain that this week we are going to read many different Three Little Pigs books to see how
some parts are the same and how some authors might write parts differently than other.
 Explain that today’s focus is going to be the characters of our story!

B. Development –
 Define what a character is.
 Discuss what feelings are and name some.
 Talk about how in our stories the illustrators will show us how the characters are feeling through
the pictures and the author might tell us in words how the characters are feeling.
 Echo read the title and look at the cover page.
 Ask the students to predict who the characters will be in our story.
o Turn and talk, then share.
 Tell the students that we are going to read our story and while we read I want them to think about
how the different characters are feeling, tell them you will ask them to make observations and we
will talk about them throughout.
 Read The Three Little Pigs
o Use a different voice for every pig
 Page 6
o Ask who the characters are on this page.
o Talk about first pig and wolf feelings
 Page 8
o Ask who the character is on this page
o Talk about first pigs feelings
 Page 9
 o Talk about wolf and both pigs feelings
 Page 11
o Ask, how do you think the 3rd pig feels?
 He looks confident
 Ask if they know what confident is
 Page 12
o Who are the characters on this page?
o What does the 3rd pigs fist mean? Why is he holding it up?
 He is brave
 Page 13
o How is wolf feeling?
 Page 15
o How are the pigs feeling?
 Page 17
o What are the pigs doing? Make a prediction!
 Page 20
o How is the pig feeling?
 Page 21
o How is wolf feeling?
 Page 24
o How are the pigs feeling?
 Thank the students for helping you explore the characters feelings in our story.

C. Closure –
 Ask the students what a character is.
 Ask the students what we can look for in our characters? What did we search for?
o Their feelings.
 Where can we find those feelings.
o In the pictures and words of a story.

II. Assessment/Evaluation plan

1. Formative
 Observe to see if students are able to identify characters, the setting and the plot of a story.

III. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives

Student Objective –
B. Personal Reflection
1. How clear was I in my modeling? Was it engaging?
2. Was I able to pace my lesson to fit the allotted time?
3. How could this lesson be improved?
4. Did I give the students long enough to implement the lesson in their writing.
VI. Resources
Parkes, B., Smith, J. (2012). The three little pigs. New Rochelle, NY: Benchmark Education Company.