Andrea Claire, Curriculum Matrix, Kindergarten, The Three Little Pigs-Story Elements

Blooms Taxonomy

Knowledge
tell, list, define, label, recite, memorize,
repeat, find, name, record, fill in, recall,
relate

Comprehension
locate, explain, summarize, identify,
describe, report, discuss, review,
paraphrase, restate, retell, show,
outline, rewrite

Application
demonstrate, construct, record, use,
diagram, revise, reformat, illustrate,
interpret, dramatize, practice, organize,
translate, manipulate, convert, adapt,
research, calculate, operate, model,
order, display, implement, sequence,
integrate, incorporate

Analysis
compare, contrast, classify,
critique, categorize, solve, deduce,
examine, differentiate, appraise,
distinguish, investigate,
categorize, infer

Evaluation
judge, predict, verify, assess,
justify, rate, prioritize, determine,
select, decide, value, choose,
forecast, estimate

Synthesis
compose, design, hypothesize, formulate,
create, invent, develop, refine, produce,
transform

Interactive read-aloud the

Three Little Pigs as a class and
have a verbal discussion.
Possible Think Pair Share.

Summarize the major events in

the story The Three Little
Pigs (Whole Group)

The teacher will verbally

describe events in the story one
by one, have the students
determine whether it happened
first, middle, or last and then
place the picture of the event on
the board. (Chart of beginning,
middle, and end is on the board.)

Compare and contrast the

effectiveness of the
stick/straw/brick houses.
(Whole group or Think
Pair Share Regroup)

Students will verbally

determine their favorite
character and give reasons
why they choose that
character.

Visual/spatial
drawing, model, poster,
photograph, storyboard,
illustration, board game

Use the cut and paste

worksheet to show which pig
build which housefocus on
the materials used. (Whole
group or Small group)

Use a word web to identify the

traits of each of the main
characters in the story. (Whole
group)

Construct a model house using

sticks, straw and bricks
(substitute with appropriate
materials that would simulate
similar characters) and predict
the result when a fan is pointed
toward it.

Students will use the

illustrations alone,
examine them, and
determine the setting of
each and categorize them
based on the setting,
characters involved, and
sequencing. (small groups)

Logical/mathematical
diagram, outline,
timeline, chart, critique,
graph

Using chart paper, create a

word web listing the characters
in the story. Also discuss the
roles of each character. (Whole
Group)

Construct a road map/timeline

recording the events in the story.
Use event cut outs and
construction paper (for the map)

Students will examine the

character traits of the 4
main characters, then give
each character a different
trait and infer how the
story would change.
(whole group, small group,
teacher led)

Naturalist
classification,
collection, display,
observation, forecast,
investigation,
simulation, exhibit,
identification

Prepare materials of sticks,

straw, and brick substances for
small groups to explore. Fill in
an identification chart with
characteristics of the materials.

Have students use a class chart

to classify the characters in the
story based on their role. Roles
of the pigs, wolf, mother
(whole group)

Investigate different
versions of the Three Little
Pigs story and compare
and contrast them. (Whole
Group)

Use real materials and

have the students predict
how long it would take
those materials to be
destroyed by the wolf (or
natural disasters, rain,
etc)

Musical
song, rap, lyrics,
composition, jingle,
slogan, melody

Have students listen to the song

Parts of Story at
https://www.youtube.com/watc
h?v=HTpTB4fxigQ
(whole group)

Before reading the story. Have

a graph with the materials
(straw, sticks, and bricks) on it.
Have students place a sticker
on the chart over the material
they think is the strongest.
Then once the story has been
read, summarize the results and
determine if the class was
correct. (Whole Group)
Provide materials and have the
students create a shoe box
exhibit showing either the
beginning, middle, or end of
the story. Then have the
students explain which part of
the story they show and how
they showed it.
Have the students rewrite the
lyrics to the song previously
viewed. Encourage them to
add in their own details about
the Three Little Pigs.

Have houses built to

represent the three
different materials in the
story. Have students
predict/estimate how long
the houses will stay
standing when a fan is
pointed in their direction.
Also, the amount of wind
needed to knock down the
structure can also be
estimated.
Students will create a class
graph with the materials
for each house. Then they
will predict other materials
that share the same
characteristics and input
those materials into the
story. Predict how the
story would change.

Hypothesize how someone could

change the wolf's mind. What
could we do to make the wolf
friendlier? What would happen
if the pigs hadnt gotten away
from the wolf, do you think the
wolf would have changed his
mind about going to the other 2
pigs house? (Similar to alternate
story ending)
Students will create a character
bag of their choosing. The bag
should include a drawing of the
character, a drawing of the house
that character uses, list character
traits, and describe the characters
role from the first person point of
view. (small groups, teacher
guided)

After reading the story, have

students hold cards depicting
the main events of the story.

While reading the book aloud,

have the students reenact the
story using puppets.

Students will distinguish

between how the pigs
would sing a song and how
the wolf would sing the
same song. (whole group,
small group, think pair
share)
Snack Recipe: Use potato
sticks (straw), pretzel
sticks (sticks), and

Listen to pre-determined
songs and choose which
one sounds most like how
the pigs would feel as the
wolf is blowing down their
house.

Bodily/Kinesthetic
role play, skit,
pantomime, dance,
invention, lab,

Students will use the song they

came up with in their small
groups in a previous activity and
compose gestures/movements to
help them remember the parts of
a story. The students will then
model this for the class.
Using puppets, students retell
the story using correct
sequencing of events. (Small

Gardners Multiple
Intelligences
Verbal/linguistic
poetry, debate, storytelling, essay, checklist,
journal

Students will create a

prediction to what happens
after the ending of the

Students will graph their favorite

character and their favorite house
material. As a class determine a
connection (if any) between the
class favorites.

Students will design their own

story with the same setting and
plot as the Three Little Pigs, but
using material they created
during their investigation of
materials. Produce a story with
vivid detail and realistic
predictions.
Create a song/lyrics to
summarize the events in the story
(sequencing)

Students read and produce a skit

retelling a new story. (May be
adapted for students who have

Andrea Claire, Curriculum Matrix, Kindergarten, The Three Little Pigs-Story Elements
improvisation, prototype

Intrapersonal
journal, log, goal
statement, belief
statement, selfassessment, editorial

Interpersonal
discussion, roundtable,
service learning,
conversation, group
activity, position
statement, interview

Then using small groups of

students (with the others as the
audience, or in small centers)
have them put themselves in
order. This can be done with
guidance from the teacher and
then done independently as the
students become more familiar
with the story.
Use emergent reader printable
to have students create book,
color pages, draw in
illustrations, and practice
reading. (Done independently)

In a think-pair-share setting
have the students interview
their partners with a set of
questions on the board. Limit
to questions asking the main
character, setting, beginning,
middle, and ending of the story.

Group or Whole Group with

audience)

chocolate chunks (bricks)

to create a snack. While
making talk about the
properties of each and
relate them to the story.

story in small groups and

perform it for the class.

trouble reading)

Have the students retell the

story independently using a
medium of their choosing.
(Writing, illustration, etc)

Students will create illustrations

that sequence the story the Three
Little Pigs independently. They
should also write one sentence
for each illustration explaining
the setting in that picture.

Students will create a new

ending to the story using
context clues from the
story to justify why their
ending would make sense.

Develop a story with at least 3

main characters with defined
roles. (Another version is to have
the students used the same main
characters from the Three Little
Pigs and write a story using a
different setting and plot.)

As a class have a discussion

about the parts of a story and
relate them to the Three Little
Pigs.

Students will demonstrate their

knowledge of the character roles
by creating a new character,
giving that character a name, and
role. As a group the students
will then discuss and present
their new character and its role.

Students will create a new

page to the story that
involves one of the
characters. They must use
correct character traits and
setting. Inferring what the
character would do and say
in this added page.
In small groups have
students use a pre-made
chart to determine and
categorize the characters
traits from the story.

While reading a different

version of the Three Little
Pigs as a class, pause
periodically and have
students predict what they
think is going to happen
next. Then relate their
prediction back to the
original version and
compare them.

In groups students will look at

photos of real houses (at varying
stages of construction) and use
their knowledge of the materials
from their investigation to
determine the strength of each.