Grade Level: 2nd
Teacher Name: Maggie Taylor
Content Standard(s):
ELAGSE2RL3: Describe how characters
In a story respond to major events and
Challenges.
ELAGSE2RL6: Acknowledge
Differences in the points of view of
Characters, including by speaking in a
Different voice for each character when
Reading dialogue aloud.
School: Kennesaw Elementary
Key Words/Vocabulary:
Point of View
Character Response
Fine Arts Standard(s):
TAESK.2 Developing scripts through
improvisation and other theatrical methods a.
Identifies dramatic elements including
character, setting, problem, plot, resolution,
beginning-middle-end b. Retells stories c.
Sequences plot events for dramatizations d.
Generates original ideas for dramatizations e.
Uses the playwriting process: pre-write/pre-
play event; preparing to write/dramatize;
writing/dramatizing story; evaluation,
reflection, editing; rewrite/replay
dramatization TAESK.3 Acting by
developing, communicating, and sustaining
roles within a variety of situations and
environments a. Uses voice to communicate
ideas and emotions b. Uses body to
communicate ideas and emotions c. Uses
imagination to create, revise or add to ideas
d. Collaborates and cooperates in theatre
experiences e. Demonstrates skills of the
mind: imagination, focusing, and
concentration. f. Assumes roles in a variety
of dramatic forms, such as narrated story,
pantomime, puppetry and role play g. Names
the five senses
 Lesson Procedure:
a. Hook (something to get the students' attention)
b. Instructional steps
c. Formative checks (progress checks throughout the lesson)
d. Summative assessment (description)
e. Closing (how you will end the lesson/wrap up for students)
a. Hook: Think about a time you were
blamed for something that you really
didnt do. Did people know the whole
story? Turn and tell what your side of
the story is!

b: Instructional Steps:

Review the books The True Story of the Three Little Pigs and the original version of The Three
Little Pigs. Review how the story is the same, but the way the characters see things is different.

Teachers will model Hot Seat with the class. One teacher will be the wolf, and one will be the little
pig. Students will ask the characters questions about why they did things they did, and teachers
will model speaking the way the characters would, acting the way the characters would.

Students will decide which character they think is telling the truth the wolf or the pig. Students
will vote and place a sticky note under that character on the anchor chart.

After the class vote, we will look at which character won. Students will Write in Role as the
character that they voted for, and write how they feel about the results of the vote. Students must
include traits of the character, as well as details from the story.

c: Formative Checks: Observation are students putting themselves into the characters shoes? Are
students writing about how they would feel if they were in that situation? Teacher is looking to see if
students are using their past experiences to connect to a character. If necessary, stop and ask
questions about students past experiences and how that can relate to their wolf / pig writing.
d: Summative Assessment:

Write in Role conference with students to gain understanding of how students are showing
their point of view, using facts and details from the story.

e: Closing: Ideas to present/display student learning:

2 or 3 students will share their writing

Students will share writing using the
microphone and document camera.

Resources:

True Story of the Three Little Pigs

The Three Little Pigs

Rubric