Lesson Plan

Class: Year 5 (Stage 3)

Date:

Time: Start:

Finish:

Key Learning Area: English/literacy

Lesson Topic: The Three Little Pigs (Fractured Fairy tale - Perspectives and Persuasive Writing)

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students (Ss) have been observed performing the following skills:

Comprehension of read text, as well as text read aloud and listened to on audio
Describing and interpreting written events and empathising with characters
Constructing structured writing pieces i.e. Paragraphs, intro, body, conclusion
Structural, language and grammatical features of narratives
Proof reading and editing of own work i.e. Correction of spelling, grammatical errors etc.

This lesson will further develop the above skills, whilst in addition, encouraging students to develop their ability to think critically by understanding and
assessing point of view writing, and to write creatively by re-writing a fairy tale from an alternative point of view.
Syllabus Outcome(s):

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

-EN3-2A composes edits and presents

well-structured and coherent texts.

By the end of this lesson, the students will:

EN3-5B discusses how language is

used to achieve a widening range of
purposes for a widening range of
audiences and contexts.
EN3-8D identifies and considers how
different viewpoints of their world are
represented in texts.
EN3-7C thinks imaginatively, creatively,
interpretively and critically about
information and ideas and identifies
Melissa Settineri (S00156888)

- Plan, draft and publish an imaginative and persuasive text,

choosing and experimenting with language features appropriate to
purpose and audience. (ACELY1704, ACELY1714).
- Identify and explain characteristic text structures and language
features used in imaginative, informative, persuasive texts to meet
the purpose of the text (ACELY1701).
-Analyse strategies authors use to influence readers.
(ACELY1801).
-Understand the uses of objective and subjective language and
bias (ACELA1517).

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

-Ss demonstrate through their responses,

comprehension of the text and ability to
identify and critically analyse persuasive
language in the text. (ACELY1701,
ACELY1801, ACELA1517, ACELA1518,
ACELT1610)
-Observe Ss demonstration of engagement in
the class discussion and responses to posed
reflective questions. Observation of task
completion, participation and collaboration.

connections between texts when

responding to and composing texts.
EN3-6B - Uses knowledge of sentence
structure, grammar, punctuation and
vocabulary to respond to and compose
cohesive texts.
(Board of Studies, 2012)

Any safety issues to be considered:

Ensure all Ss follow classroom /

school policy with regards to safety &
behavior management whilst the
lesson is taking place.
Ensure room set-up is conducive to
lesson requirements i.e. adequate
floor space for Ss to be seated etc.

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-Understand how authors often innovate on text structures and

play with language features to achieve humorous and persuasive
purposes and effects (ACELA1518)
-Experiment with others imaginative texts by changing aspects
such as point of view / narrator.

-Ss compose a sound and creative text from

an alternative point of view demonstrating
persuasive writing techniques. (ACELY1704,
ACELY1714).
(Board of Studies, 2012)

-Recognise that ideas in literary text can be conveyed from

different viewpoints, which can lead to different kinds of
interpretations and responses (ACELT1610) (Board of Studies,
2012)
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.

English K-6 V1 NSW Syllabus for the Australian Curriculum (2012), Board of Studies NSW
Raising Standards The National Literacy Strategy (NLS Year 5 Booster Units 2001)
50 Shared Texts (2003), Scholastic Ltd
Read, Write, Think International Reading Association - http://www.readwritethink.org/
Complied worksheets (Attached).

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
The main aim of this lesson is to allow
students to explore points of view in writing
(specifically fractured fairy tales) and how
points of view can influence the reader.
Students must also utilise persuasive
language in point of view writing.

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

5 mins

A certain number of Ss will be selected

to assist in reading the article aloud to
the class.
All Ss will be asked to listen,
comprehend and think critically about the
articles purpose, author, key messages,
language features etc.

T asks Ss to sit as a class on the floor.

T explains that we are going to read through an article,
which is placed up onto IWB, and outlines that Ss must
listen carefully to the article.
T asks Ss to listen to the words and language used in the
article, to think about who is writing the article, what is the
article telling us, what might be the articles intended
purpose etc.
T places Daily Pig article up on the IWB, and selects
various students to read sections of the article aloud to the
class.

Resources and Organisation:

Daily Pig article viewed via

IWB.
Class to be seated on floor for
lesson introduction.
Various students are selected to
read aloud to foster and assess
fluency.

DEVELOPMENT

Throughout the class discussion, Ss

will identify the point of view from
which a story is told, explore how a
point of view can influence the
reader, investigate writing which
persuades and uses bias.

25 mins

Ss will be asked to analyse the

language features of the article and
discuss how storytellers create a
story for a specific purpose and
audience.

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Once the article has been read aloud to the class, teacher
facilitates a whole class discussion, by posing the following
inferential questions:

-Where do you think an article like this might appear?

-What do you think the purpose of the article is? Do you think
the purpose of the article is to inform or persuade readers?
- What does persuade mean? T to take responses and then
provides a definition (Persuade is to convince someone to
believe, agree or do through argument, presenting a case,
giving the reasons why, what are the advantages / benefits to
them, using emotion in the argument).
T- So for example, if I was to say - look I really would love
you to eat this apple because its tastes so juicy and beautiful,

Ss to participate in whole class

discussion. T will select various
students to respond and share
answers.
Ss to work with learning
partners for part of the
discussion as directed by the T.

Ss will be asked to creatively write a

version of events from an
alternative characters point of view,
utilising persuasive language
techniques. Ss will need to
construct an argument to persuade
others of an alternative point of
view.

when you bite into it, it will remind you of being out in the open
country side on a beautiful summers day. Also if you dont eat
it, it may be wasted and there are so many starving children in
the world that would love to eat it would that argument
persuade you?
-So it is my opinion that the apple is juicy and reminds you of a
summers day in the country or is that fact?
-What does opinion mean? Discuss as a class, then T
provides a definition (Beliefs, ideas and judgments not
necessarily based on fact, knowledge or truth).
-What does fact mean? Discuss as a class, then T provides a
definition (A thing is truthful and right, there is information and
evidence to support it/ back it up).
T asks Ss to think, pair, share with their learning partner
about the following questions:
-Whose opinion is put forward in this article? How do we know?
-What evidence is there (what words or sentences) that indicate
how Piggy Trotter (author) feels about the verdict?
-What do you think he feels about the pigs and the wolf (do you
think he likes the wolf?)? Why/ Why Not

Following partner discussions, T then takes responses from

the class

T continues to facilitate class discussion:

-Who do you think the authors intended audience is?
-Do you think Piggy Trotter writes an unbiased account of the
events of Mr. A. Wolfs trial?
- What does biased mean? When youre being biased are you
being fair? T takes responses from class, and then shares
definition with the class. (Bias - showing favour to one side,
influencing unfairly / unfavourably, based on opinion and
prejudice) (Unbiased- Being fair, showing no prejudice to one
side).
-T- If I was to say all the girls can go to lunch outside, and all
the boys have to stay in the classroom for lunch just because
theyre boys I am being biased? Who am I being biased
against?

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Ss require their literacy books to

complete the Wolfs version of
the story.

The Story of the Three Little

Pigs to be handed out to the
class to assist them in writing
the wolfs version of events.

Note: To focus on building vocabulary, all relevant words

and definitions (as outlined above) are placed on word wall
to assist Ss in the writing task.
T asks students to come up to the IWB and highlight some
of the bias statements in the article. Ss must outline why they
feel each statement is biased.
T focusses on building comprehension by further inferential
questioning:
-In this story what is the wolfs version of events?
-Do you think Piggy Trotter believes the wolf? How do you
know?
-What are the adjectives that are used to describe Mr. A. Wolf?
-In the article is there any sympathy for the wolf? If not, how do
you know?
What does sympathy mean? (feelings or sorrow or pity for
someone elses misfortune)
-In the article what are the ways the wolf tries to make us believe
his point of view?
-With the way the wolfs perspective is written in the article,
would we believe the wolf? Why / Why not?
-What version do you believe the pigs or the wolfs? Why?
-When we have heard the story of the three little pigs who is the
villain? Who do we see are the hero/s?
-So hearing the wolfs version of events, does that influence how
we view the original story of the three little pigs? T takes class
poll to see which Ss were persuaded by the article and which
Ss were not. T records results on whiteboard.

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T- So what if we heard a different version of events from the

wolf?

T explains to Ss that they have to write the story of the three

little pigs from the wolfs point of view, with the wolf as the
narrator, but using a different storyline/ version to the one
outlined in the article, and in The True Story of the Three
Little Pigs by Jon Scieszka.

T reinforces that Ss need to be imaginative and creative in

their writing, as well as persuasive.

T also outlines that Ss should not just outline the events that
happen in the story, but that they need to use persuasive
language to persuade the reader that the wolfs story is the
right version, which should be believed.

T outlines that the language used in the story needs to be

emotive to gain the readers confidence and trust, and even
make them feel sorry for the wolf.

T explains that Ss will be given a 1 page copy of the story

of the Three Little Pigs to refresh their memory of the story.

Ss are directed back to their desks and begin to work

independently to create their story.

Note: Throughout the task, T selects special needs/ EAL/D

group to work with and provide additional assistance to. Those
students are also provided with the oppourtunity to support their
writing with illustrations to demonstrate the wolfs feelings.
CLOSURE

(Time permitting) Allow some Ss to share

their stories regarding the Wolfs version
of events.

5 mins

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T selects Ss willing to share their stories from the Wolfs

point of view with the class.
Remaining Ss are asked to provide feedback to Ss reading
their stories, using the feedback model I really liked.,
You could improve on..
T prompts class to identify some of the persuasive language
used.
Following the lesson, T assesses and marks Ss stories in
their literacy books.

Select Ss who did not

participate in reading the article
at the start of the lesson if
possible to ensure all students
have had an opportunity to read
aloud to the class.

Daily Pig
Wednesday 22 November

By Piggy Trotter

VERDICT - GUILTY!
The jury at Durham Crown Court
announced their verdict at the end of the
trial of A. Wolf (he prefers to be fondly
known as Al).
Al was found guilty of the harassment of
the Three Little Pigs. As the verdict was
announced, an overwhelming cheer
echoed around the courtroom. Oinks of
sheer delight were shared by many.
The prosecution team, led by Piggy
Parker, were delighted by the result.
Miss Parker declared, "At last justice
has been exercised!" The innocent,
harmless pigs won the day. The
scoundrel, Al, will now be punished for
his unscrupulous, wolfish behaviour.
"Revenge is sweet," snorted Miss Pig,
with glee!
The defense team, led by Foxy Ramsey,
were immensely disappointed by the
outcome. Foxy Ramsey issued the
following statement, "A great injustice
has been bestowed upon our client. Mr.
Al is devastated by the result."
The defense team were heckled as they
left the courtroom. One person in the
courtroom referred to them as a pack of
liars. They were extremely subdued as
they retreated to their den.

What little hope they had of victory,

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was now gone. They never really had a

strong case. Mr. A. Wolf was quite
obviously guilty. It was clearly evident
that he was determined to ruin the lives
of the peace loving pigs.
During the trial Al tried to portray
himself as a caring soul. He claimed he
only wanted to borrow a cup of sugar
from the pigs. (What a sweetie!)
Whilst giving evidence, he said that, the
Pigs homes were destroyed by his
uncontrollable sneezing. Mr. A. Wolf
claimed that he had a terrible cold. He
wanted us to believe that as he
approached the homes of the Pigs, his
nose twitched and before he could say,
"Bless me," he sneezed, puff, down fell
the houses. Has Mr. Wolf heard of
Beechams Cold Capsules?
Judge Porky Panting beamed with joy as
the verdict was announced. He thanked
the foreman of the jury and then
sentenced A. Wolf to 7 years.
He issued a warning to all would-be pig
stalkers. He said that pigs must be
allowed to live life without harassment.
He warned wolves to beware. "Any wolf
out there," he cried, "who wants a cup of
sugar, should do what any other decent
animal would do go to the local
SUPERMARKET!".
And so oink all of us

The Story of the Three Little Pigs

Once upon a time there were three little pigs, and the time came for them to leave home and
seek their fortunes.
Before they left, their mother told them Whatever you do, do it the best that you can because
that's the way to get along in the world.
The first little pig, the laziest little pig, said he'd build a straw house. "It will only take a day,' he
said. The others disagreed. "It's too fragile. It will fall apart too easily" they said
disapprovingly, but he refused to listen.
Not quite so lazy, the second little pig went in search of planks of seasoned wood.
"Clunk! Clunk! Clunk!" It took him two days to nail them together. But the third little pig did not
like the wooden house. "That's not the way to build a house!" he said. "It takes time, patience
and hard work to build a house that is strong enough to stand up to wind, rain, and snow, and
most of all, protect us from the wolf!"
The days went by, and the wisest little pig's house took shape, brick by brick. From time to
time, his brothers visited him, saying with a chuckle: "Why are you working so hard? Why
don't you come and play?" But the stubborn bricklayer pig just said "no". "I shall finish my
house first. It must be solid and sturdy. And then I'll come and play!"
Sure enough one day, along came the wolf, scowling fiercely at the laziest pig's straw house.
He said "Let me in, Let me in, little pig or I'll huff and I'll puff and I'll blow your house in!"
"Not by the hair of my chinny chin chin", said the little pig. But of course the wolf did blow the
house down.
The wolf then came to the house of wood. Let me in little pig or I'll huff and I'll puff and I'll
blow your house in, Not by the hair of my chinny chin chin", said the little pig. But the
wolf blew that house down too.
The first little pig and the second little pig then ran to hide at the third little pigs
house made of bricks. "Oh," they said, "you are the smartest of us all. Please let us in, let us
in, and we promise to buy all the food for a week."
The wolf then came to the house of bricks. Let me in, let me in" cried the wolf, "Or I'll huff and
I'll puff till I blow your house in, Not by the hair of my chinny chin chin" said the pigs.
Well, the wolf huffed and puffed but he could not blow down the brick house. The big bad wolf
said to himself, "This cannot be. I will climb onto the roof, go down the chimney, and eat those
pigs all up." He went down the chimney and landed in a pot of boiling water. He ran away and
never came back.
The third little pig then invited the first little pig and the second little pig to stay
with him in his cosy brick house, and they all lived happily ever after. (Fairy Tales co., 2015).
Melissa Settineri (S00156888)

YOUR TASK
The Story of the Three Little Pigs The Wolfs Side of the Story

Re-write the story of The Three Little Pigs and the events that unfolded from
the big bad wolfs point of view.

In your story, the wolf should be the narrator, explaining his side of the story
and exactly what happen.

Your story needs to use persuasive language, to make the reader believe
that the wolfs version, is the true version of what really happened.

Think about:
-

How will I make the readers have sympathy and feel sorry for the wolf?
What words and sentences will I include to make the wolfs story sound
convincing and real?

Melissa Settineri (S00156888)