ALEX Lesson Plan


Who's Side Are You On?

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  This lesson provided by:  
Author:Stephenie Tucker
System: College/University
School: University of North Alabama
  General Lesson Information  
Lesson Plan ID: 33436


Who's Side Are You On?


In this lesson, students will compare and contrast two versions of The Three Little Pigs. Students will use the Story Kit app on iPads in groups to recreate the story of The Three Little Pigs and The True Story of the Three Little Pigs. Students will write a brief explanation of which story they believe is true and why. Students will "judge" in "court" which version of the story is true based on evidence provided.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 2
8 ) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [RL.2.9]

English Language Arts
ELA2015 (2015)
Grade: 2
22 ) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. [W.2.1]

a. Write free verse poetry to express ideas. (Alabama)

English Language Arts
ELA2015 (2015)
Grade: 2
24 ) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.24- Compose narrative texts by introducing characters or a narrator and organizing events in sequence.

English Language Arts
ELA2015 (2015)
Grade: 2
31 ) Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [SL.2.3]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.31- Ask or answer questions about information presented orally.

Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
  • will create and edit multi-media projects with digital tools.
Teacher Vocabulary:
  • video
  • audio
  • record
  • text
  • digital
  • multi-media
Students know:
  • devices can record pictures, drawings, videos, audio and text.
  • programs and applications can organize and help you edit pictures, drawings, videos, audio, and/or text.
Students are able to:
  • type, record audio and video, and draw in a digital environment.
  • organize text, audio, video, and or drawings in a digital environment.
  • record their learning into a digital device using video, text, and/or pictures/drawings.
Students understand that:
  • they can show what they have learned using a digital resource such as video, audio, text, and or pictures/drawings.
  • because the work has been done in a digital environment, it can be easier to edit.

Local/National Standards:


Primary Learning Objective(s):

Compare and contrast the two versions of the The Three Little Pigs. 

Identify the main purpose of a text and describe how the the authors of the two texts use evidence to support their side of the story.

Create narratives of the story using iPads for The Three Little Pigs and The True Story of the Three Little Pigs class productions recounting and describing key ideas and details from the text.

Decide which story is correct by asking questions about what the speaker says in order to get a deeper understanding of the wolf in each story and to be able to judge which story is correct.

Additional Learning Objective(s):

Determine how the tone of voice affects differences in the points of view of characters.

 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

The True Story of the Three Little Pigs by: Jon Scieszka

The Three Little Pigs graphic organizer

The Three Little Pigs Venn Diagram


Technology Resources Needed:

Access to the internet and a laptop and projector for speakaboos video:

4 iPads to use in group lesson of story retelling and narration

Story Kit app pre-installed on the iPads  

Link to Story Kit: 


Students will have already read and discussed the story The Three Little Pigs, what the main idea of the story is, and from whose point of view this story was written. 

Students will have already used iPads and Story Kit app in previous story retelling lessons so they are already familiar with this process. 


1) Begin by revisiting the lesson from the previous day about the story The Three Little Pigs. Show students the video following video of The Three Little Pigs:

2) Read The True Story of the Three Little Pigs as a class using different voices for each character to model point of view for each character and how voices can change the point of view.

3) Discuss the main idea of the story The True Story of the Three Little Pigs and from whose viewpoint this story is told.

4) Discuss how, in the normal story of The Three Little Pigs, the wolf is described as being mean and huffing and puffing and blowing the house down, but in The True Story of the Three Little Pigs, the wolf is describing himself as just sneezing. Explain how the same thing can be interpreted different ways just by the way it is said. 

5) Students will work in four groups in order to write and draw a narration of the story using iPads and the Story Kit app. Each group will select 4 members to present the retelling of the story and show the finished product on the iPads for the class. Students will use their voice to help get their point across and engage others in the lesson. This will be molded from the teacher when reading The True Story of the Three Little Pigs.

6) Students will then work in small groups to compare and contrast the differences between the two stories. Using the Three Little Pigs Venn Diagram, students will make lists of how the two stories are the same and different. After they have compiled lists of the similarities and differences between the two stories, discuss some of the points for how each story is different and how each story is the same. 

7) Students will write a brief explanation, using The Three Little Pigs graphic organizer, of which story they believe is true and list evidence from the story as to why they think this.

8) After this is done, students will be grouped together based on the story they choose to be correct. They will then pick one student to be from their group to supply the evidence in "court". Students will "judge" which story is correct based on the evidence provided. Students will be expected to ask questions to get a better understanding of what happened in the story and why. Such as "Mr. Wolf why did you feel the need to eat the pigs when they died instead of calling for help?" Students will cast a vote on which story is correct based on the evidence provided in "court". 

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Assessment Strategies

Students will be assessed by observation of their understanding of the two stories based upon the narration that the students come up with using the Story Kit app. Students will also be assessed based on how well they compare and contrast the two stories working in small groups using the Venn Diagram. 

Students will be assessed individually upon their graphic organizer of The Three Little Pigs and the evidence they supply to back up their reasons for why they believe their version is correct.


We can bridge from the two stories of The Three Little Pigs and how they differ to the three houses the pigs built and how they differ. How was each one constructed compared to the others? Which ones stood longer from the wolf huffing and puffing and why do you think these lasted longer than the others? 


For students who are struggling with recounting the lesson, they can do a remediation lesson in which they write a letter to the wolf from one of the stories and state evidence from the text why they believe they are innocent or guilty of the crimes against them.

Students who struggle with comprehending the story they can use the iPads to create a storyboard of what is happening in each story. This will allow me to know if they are now grasping the text or where exactly they are struggling with understanding.  

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.