The Three Little Pigs
An integrated arts unit: McEver Arts Academy Kindergarten, March 2011
Note: the introductory lessons are suggested. Activities and centers are examples of what may be done in the classroom
Please see appendix for photo examples.
Academic Standards ELAK Students will retell a story in order, identifying beginning,
Art Standards Students will explore various media, texture…..
Concept Story Order, use of transitional words, first, next, then, finally….
Masterwork: How is it The Three Little Pigs, traditional version by Paul Galdone
introduced and Day 1: Introduce the story by presenting the title and cover of
experienced? the book. Elicit student familiarity with story and elicit
predictions about the characters, fiction or non-fiction. Illustrate
three types of building materials with examples of straw, sticks,
and a brick.
Story Analysis: analyze story by creating a tree thinking map.
Discuss story and identify characters, setting, plot, story details.
Day 2 Introduce a different version of The Three Little Pigs. Read and
discuss. Follow with comparison of two versions read. Construct a
double bubble thinking map to compare and contrast.
Day 3 Refer to two versions read thus far and present story via Rabbit
narrated by Holly Hunter.
Discuss elements that enhanced the story, added humor.
Narrative Writing Student journal response to traditional story. Draw picture and
write or dictate sentence(s).
Art Inquiry Center(s) Identify the three different types of homes built by the pigs.
Teacher to assist students in exploring the use of
*Create a setting in texture/collage/various media, to create 3 houses to serve as
small groups for props for class dramatization. Students to work in discovery
Three Little Pigs centers to create the houses.
Collages Making of art paper similar to Eric Carle’s creations, use of forks,
bubble wrap, sponges to add texture.
Art Inquiry Center Students create their own personal setting by drawing a line on
*Create an individual drawing paper to separate land from sky, and paint land and sky
setting using knowledge gained in prior lesson. Materials to be made
available to add texture and color variations.
Day 4 Introduce The True Story of the Three Little Pigs.
Present the term “point of view,” explaining how the wolf may
have seen the story events differently.
Analyze “The True Story…”.and create double bubble map
comparing traditional with non-traditional version.
Drama Students respond dramatically to enact traditional story of
The Three Little Pigs. Can use props of the 3 houses made
earlier and headbands with pig ears for 3 little pigs, ears and
apron for mother pig, and wolf ears for wolf.
Begin by telling the story, encourage student retelling of
Art Center-Three Little Pigs Students construct houses, may do on consecutive days
Collages- multi-day project Using precut rectangular shapes for houses and triangle
shapes made from student made paper. Students may add
texture by drawing or gluing straw, sticks “bricks.”
As they are completed may be added to student created
settings. Students may then add details such as sun, clouds,
flowers, using crayon pastels to blend colors and using paint
employing techniques such as stippling,
Art Center: collage pig After teacher models how to draw a pig face, students draw
portrait faces on paper plate or heavy drawing paper.
Then students apply squares of precut student made paper
to cover surface of face and ears. Teacher or student later
paints over with glue/water mixture to seal.
Continuing the next day, teacher introduces various ways to
create eyes, students explore different designs and choose
favorite to draw eyes. Students draw and glue to pig face.
Teacher can model how to use darker colored squares for
interior of ears, nose to complete pig portrait.
Writing Center/Writer’s Teacher presents or reviews the use of transitional words,
Workshop first, then, next, finally…and elicits retelling of the
traditional story. Students create flow maps indicating
events of story. Labeling with appropriate words.
Students rewrite story using the transitional words. This
process may take multiple days. Upon completion, read
completed writing to class and post with Three Little Pigs
Social Studies This can integrate well with discussions of homes, needs for
shelter, protection. Incorporate with lessons on different
types of homes. Elicit from students why a brick house was
the most secure of the three. Elicit qualities of a brick
house that would make it the preferable choice for a safe
home for a pig.
Persuasive Writing Based on prior lesson, students write persuasively on why
a brick house was the best choice for the third little pig.
Especially prepared stationery may be provided to add
Math Inquiry Centers Money: coin recognition
Piggy Bank Money Match: students color and cut out black
lines of pennies, nickels, dimes, quarters, glue to pig to
use for matching game.
Piggy Bank Sorting: students empty “piggy bank” and sort
coins. May graph on graph grid if desired.
Note: other centers/activities may be added incorporating the
three pigs theme.
Day 6 or when teacher Literature: introduce book on real pigs. Elicit student
determinesj identification of fiction or nonfiction , ask students to listen
Language Arts for facts about pigs. Create a thinking map as students recall
Writer’s Workshop Students write descriptive sentences about pigs to follow above
Literature Teacher recalls The Three Little Pigs and the non-fictional
books read re pigs. Elicits information to compare and contrast
fiction and non-fictional pigs with double bubble chart.
Appendix: Please see examples of some of the projects included in the unit.