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Unit: Lesson Plan 1
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The Three Little Pigs: Sequencing/Retelling
Kindergarten
(Adapted from Kindergarten ELA Module, Domain 3: Stories, Lesson 2A: The Three Little Pigs)
Unit essential questions:
Why does the story have multiple characters? What if the story only had one little pig, how would
the story be different?
How can we look at this picture (illustration from the story) and figure out what was happening?
What should we look for?
What happened in the story The Three Little Pigs? How would you change the ending of the story?
How would you continue the story?
Lesson question:
What happened in the story The Three Little Pigs? What happened at the beginning of the story? (the end of the story?,
the middle of the story?)
NYS or other appropriate standard(s) addressed:
CCSS.ELA-Literacy.RL.K.1
With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.K.2
With prompting and support, retell familiar stories, including key details.
CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
CCSS.ELA-Literacy.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what
moment in a story an illustration depicts).
CCSS.ELA-Literacy.RL.K.10
Actively engage in group reading activities with purpose and understanding.
Lesson objective:

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Students will retell the story The Three Little Pigs (correctly identifying the beginning, middle, and end of the story) using a
variety of strategies.
Assessment:
Cut and paste sequencing activity (center 1 assessment) (attached)
o For visual and kinesthetic learners
o Rubric/checklist used to determine the students knowledge of beginning, middle, and end
Teacher observation throughout the lesson (center 2/3 assessment) (using a checklist to determine the skills each student has
met for the unit, attached)
o For verbal, interpersonal, and intrapersonal learners
Opening (approximately 2-5 minutes):
Students will gather at the carpet for an interactive read-aloud. The teacher will begin by asking the students if they have heard
the story The Three Little Pigs. (allow for discussion, teacher taking note of prior knowledge of the story)
Set purpose of lesson: Okay boys and girls today by the end of this activity you should be able to tell me what happened in
the story the Three Little Pigs, in order from the beginning to the end.
Procedure:
The teacher will then do an interactive read-aloud of the story. Making sure to pause to discuss the illustrations and materials
used for each pigs house. (Read with feeling and dramatization to keep students engaged, keep end goal in mind that students
should be able to recall the sequence of the story at the end of the lesson)
Once the read-aloud is over have the students do a think-pair share activity
o Think pair share activity: two students engage in a quiet discussion regarding a prompt given by the teacher (partners
are pre-assigned already)
o Prompt: Boys and girls I need you and your partner to think about the story we just read (allow 1 minute think time),
then discuss with your partner what you think the beginning of the story is, what the middle of the story is, and what
the end of the story is. Remember it is okay for you and your partner to have different thoughts. When we come back
together to discuss your thoughts you should be able to tell me what the beginning, middle, and end of the story is.
Does anyone have any questions about what they are supposed to be doing? (allow questions, observe students
expression for confusion) When I say teach you say okay, ready teach (student respond okay).

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o Allow no more than 5 minutes for students to discuss with their partners and then return to whole group by saying
class (students respond okay and sit criss-cross waiting for directions)
o Allow no more than 5 minutes for whole group discussion, be sure to keep goal in mind (students should be able to
correctly sequence the story)
After the read aloud students will participate in centers. (Two groups of students meet with specialist teachers during this time
and will only get to participate in one of the centers for the lesson objectives.)
The centers are described in great detail under the Tiered section of the lesson plan as each center is a different tier.
Students will have about 15 minutes at each center and every center has either a teacher or teachers aide that comes in during
this time)

Tiered by _Product__:
3 different tiers
Tier 1/Center 1(visual/logical): Cut and Paste Sequencing activity
o Students will be given a set of illustrations and a chart paper labeled beginning, middle, and end
o They will cut out (one by one) the illustrations and glue them in the proper place on the chart paper
o When they are finished the teacher will then use the rubric to determine accuracy. If the student has it wrong they will
be encouraged to fix their mistake and a note of what they had wrong will be made on the rubric.
o Students will then be able to color the illustrations.
Tier 2/Center 2(kinesthetic/interpersonal): Puppet Show Sequencing activity
o Students will be given a puppet (possibly two depending on the group size) randomly choosing from a bag.
o Students will then have about 5 minutes to discuss with each other the events in the story and decide how they want to
present the show.
o The students will then use the puppet show stage to put on a show of the Three Little Pigs story.
o Throughout this center the teacher will be guiding and encouraging students while also using a checklist to monitor
skills of each student/group.
Tier 3/Center 3(verbal/naturalistic/visual/mathematical): Using Illustrations/timeline to sequence the story activity
o Illustrations and the timeline have been pre-made for the Smart Board for this activity.
o Students will gather in front of the Smart Board. A teacher led discussion of the illustrations shown will begin.

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o Then the teacher will describe the timeline and what it is. (A tool used to show the order of events. Provide an example
for students.)
o Then the students will be called on randomly, one by one, to choose an illustration and place it on the timeline in the
appropriate spot. Every illustration will be place before discussing if it is accurate. (Remind students not to criticize
another students choice, that it is okay to make a mistake)
o After each attempt at filling in the timeline correctly have a discussion as to what the students think is in the wrong
place. Then continue with the previous step until the correct order is shown.
o If students have trouble use the book as a guide to help them, simply read the text without showing the illustrations. Do
so page by page/illustration by illustration until each is place on the timeline correctly.
o The teacher will be using a checklist to monitor skills of the students during the activity.
Closure:
After centers are completed students will be call over to the carpet. The teacher will then summarize what we did today. Boys
and girls today we worked on sequencing. We read a story and then we recalled/retold the story in the correct order. This is an
important skill you can use with any story you read. So boys and girls, what happened in the beginning of the Three Little
Pigs? (allow answer) What happened in the middle? (allow answer) Finally, what happened at the end? (allow answer)
Transition into the next part of the day by having students do some movement exercises. (stand up, touch toes, stretch arms,
etc)
Materials:
Cut and paste activity worksheet
o Glue
o Scissors
o Crayons
o Pencils
o Storybook for The Three Little Pigs (if needed to help with ordering of events)
Puppet show activity
o Main character puppets
o Pigs house puppets
o Puppet stage (provided by cooperating teacher)

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o Storybook for The Three Little Pigs (if needed to help with ordering of events)
Illustrations/timeline activity
o Smart Board
o Timeline created on computer for Smart Board
o Illustrations created on computer for Smart Board
o Storybook for The Three Little Pigs (if needed to help with ordering of events)
Storybook The Three Little Pigs
Teacher rubric for center 1
Teacher checklist for center 2/3
Resources:
o https://www.engageny.org/resource/kindergarten-ela-domain-3-stories#anthology
o http://3boysandadog.com/wp-content/uploads/2012/11/3-Little-Pigs-Timeline.pdf
o http://www.k-3teacherresources.com/downloads/6146/three-little-pigs-sequencing-2-colour.pdf

Attachments (in order):

1. Cut and paste activity
2. Cut and paste rubric
3. Puppet show checklist
4. Timeline activity
5. Timeline activity rubric
*I had to change the layout and formatting of some of the attachments to make them all appear correctly once copied into the lesson
plan.

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Cut out the pictures and put them in the correct order, then glue
them onto the chart.

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Name: ______________
Glue the pictures in the correct order. Use the numbers as a guide.

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Beginning

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Middle

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End

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Name: _Key___
Glue the pictures in the correct order. Use the numbers as a guide.

Beginning

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Middle

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End

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Rubric for Cut and Paste Sequencing Activity

Student

Group Color

Activity Completion?
Y/N

Correct Beginning?
Y/N

Correct Middle?
Y/N

Correct Ending?
Y/N

Did the student make corrections?

Y/N-list corrections

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Teacher Checklist for Center 2

Student

Group
Color

Participate in
discussion?

Participate in
Puppet Show?

Does the student show

knowledge of the story?

Did the group

sequence

Any correction made during

puppet show/discussion?

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Y/N

Y/N-role played?

Y/N-how?

correctly? Y/N

Y/N-what?

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The Three Little Pigs Timeline

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Beginning

Middle

End

Teacher Checklist for Center 3

Student

Group
Color

Participate in
discussion?

Does the student

show individual
sequencing skills?

Does the student show

knowledge of the story?
Y/N-how?

Did the group

sequence
correctly? Y/N

Any correction made during

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Y/N

Y/N-how

timeline completion?
Y/N-what?

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