{"id":122,"date":"2025-03-13T20:07:27","date_gmt":"2025-03-13T20:07:27","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/chapter\/the-true-story-of-the-three-little-pigs-2\/"},"modified":"2025-05-08T12:16:08","modified_gmt":"2025-05-08T12:16:08","slug":"the-true-story-of-the-three-little-pigs-2","status":"publish","type":"chapter","link":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/chapter\/the-true-story-of-the-three-little-pigs-2\/","title":{"raw":"The True Story of the Three Little Pigs","rendered":"The True Story of the Three Little Pigs"},"content":{"raw":"Start by asking students whether or not they know the fairy tale \u201cThe Three Little Pigs.\u201d\r\n\r\nIf no students know it, tell them the story. If some or all students are familiar with it, have them collaborate to get down the key parts of the story:\r\n<div class=\"textbox shaded\">\r\n\r\nThree pigs each built a house for themselves.\r\n\r\nThe first pig built a house made of straw. The second pig made a house made of wood. The third pig made a house made of brick.\r\n\r\nA wolf came to the first house and said \u201cLittle Pig, little Pig, let me in.\u201d The pig answered, \u201cNot by the hair on my chinny chin chin.\u201d (Some students may know different versions of this refrain. Note that there are many different versions of the story.)\r\n\r\nThe wolf took a deep breath and blew it at the pig\u2019s house. Because it was made of straw the house blew away and the wolf ate the pig. (Some students may say the pig ran away to the next pig\u2019s house. Again, note that there are many different versions.)\r\n\r\nThe wolf then went to the second pig\u2019s house and said \u201cLittle Pig, little Pig, let me in.\u201d When the pig refused he blew again, and because the house was made of wood the wolf blew it down.\r\n\r\nThe wolf then went to the third pig\u2019s house and said \u201cLittle Pig, little Pig, let me in.\u201d When the pig refused he blew again, but because the house was made of brick he could not blow it down.\r\n\r\nSo the wolf tried to sneak in through the chimney. However the pig built a fire (or boiled a pot of water) that the wolf fell into. The wolf either died or ran away, depending on the version.\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\nIf it hasn\u2019t come up yet, point out to students that there are many different versions of the story where some details are different (for instance, what happens to the wolf at the end) but the main events are the same.\r\n\r\nNow read the book <em>The True Story of the Three Little Pigs<\/em> to your class, if you have a print copy,\u00a0 or show the filmed reading in the student chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/the-true-story-of-the-three-little-pigs\/\">The True Story of the Three Little Pigs<\/a>.\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Discuss:<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nHow does this story make you feel?\r\n\r\nWho is telling this story?\r\n\r\nHow is the wolf\u2019s story different from the one you know?\r\n\r\nDo you believe the wolf?\r\n\r\n<\/div>\r\n<\/div>\r\nParticularly with younger children, it might be most effective to read or watch the book once, then introduce the above discussion questions, and then read or watch the story a second time before discussing them.\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>When students have shared their answers, ask:<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nThink about how the story made you feel. What parts of the book make you feel that way?\r\n\r\nLook at how the wolf is drawn on page two and on pages six to seven (where he is baking the cake.)\r\n\r\nHow does that make him more or less scary than in most versions of the story?\r\n<ul>\r\n \t<li>Glasses and a suit make him look less scary. Cooking is also something we don\u2019t associate with scary people.)<\/li>\r\n<\/ul>\r\nLook at the picture on pages eight to nine (where is walking to the first pig\u2019s house.)\r\n\r\nHow does that make him seem more or less scary?\r\n<ul>\r\n \t<li>He is very small and we are looking down on him from above, which both make him seem less scary.<\/li>\r\n<\/ul>\r\nDo you think it\u2019s fair that the wolf was put in prison? Why or why not?\r\n\r\n<\/div>\r\n<\/div>\r\nRemind students of the Wolf\u2019s words at the beginning of the book: \u201cNobody know the real story because nobody has ever heard my side of the story.\u201d\r\n\r\nIf this is the wolf\u2019s version of the story, whose version is the regular one? (The pigs\u2019.)\r\n\r\nNow ask:\r\n<ul>\r\n \t<li>What things are in the pigs\u2019 version of the story that were left out of the wolf\u2019s version?\r\n<ul>\r\n \t<li>The pigs building their houses; the pigs saying \u201cNot by the hair on my chinny chin chin.\u201d<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>What things are in the wolf\u2019s version of the story that were left out of the pigs\u2019 version?\r\n<ul>\r\n \t<li>The wolf wanting to bake a cake for his granny; the wolf asking for sugar; the wolf having a cold.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nDo students agree with the wolf? Why or why not?\r\n\r\nHighlight pages 26-27 (6 minutes and 15 seconds in the video) and point out that real reporters try hard not to be biased when they\u2019re writing news articles.\r\n\r\nIf we were reporters covering this story, how could we find out which parts of each story are true?\r\n<ul>\r\n \t<li>Interview people who saw it happen; ask a doctor about the wolf\u2019s cold; look for the cup that the wolf wanted to put sugar in.<\/li>\r\n<\/ul>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Now ask:<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nIf this story was the only thing you knew about pigs and wolves, what would you think about them?\r\n\r\nIf the usual version was the only thing you knew about pigs and wolves, what would you think about them?\r\n\r\n<\/div>\r\n<\/div>\r\nDivide the class into two groups.\r\n\r\nTell one group that they are going to write from the Wolf\u2019s point of view and the other that they are writing from the pigs\u2019.\r\n<ul>\r\n \t<li>You may want to divide the class into smaller groups. If so, have half of the groups write from each point of view.<\/li>\r\n<\/ul>\r\n<span style=\"color: #339966\"><span style=\"color: #000000\">Distribute the handout <a href=\"https:\/\/drive.google.com\/file\/d\/1nhzzuvLqZsUapCji98kXjsmk79F8BGqB\/view?usp=sharing\">Points of View<\/a>, or <\/span><\/span>have <span style=\"color: #339966\"><span style=\"color: #000000\">students access the student chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/point-of-view\/\">Point of View<\/a>.<\/span><\/span>\r\n\r\nHave students use the Structure Strip activity to make a chart (or help younger students make one) with \u201cWolves\u201d in one column and \u201cPigs\u201d in the other:\r\n\r\n\u201cWolves\u201d and \u201cPigs\u201d according to B.B. Wolf\r\n\r\n\u201cPigs\u201d and \u201cWolves\u201d according to T.L.Pigs\r\n\r\nHave the \u201cWolves\u201d group write down everything they know about wolves and pigs from this version of the story (for example, wolves love their grannies) and have the \u201cPigs\u201d group write what they know based on the regular version.\r\n\r\nThey should be able to come up with five items.\r\n\r\nWhen students have finished their lists, have them share with the class and compare. How similar and different were they?\r\n\r\nAsk students if they have ever done a similar exercise, in class or elsewhere. If so, ask them to reflect on what has changed since the last time they did.","rendered":"<p>Start by asking students whether or not they know the fairy tale \u201cThe Three Little Pigs.\u201d<\/p>\n<p>If no students know it, tell them the story. If some or all students are familiar with it, have them collaborate to get down the key parts of the story:<\/p>\n<div class=\"textbox shaded\">\n<p>Three pigs each built a house for themselves.<\/p>\n<p>The first pig built a house made of straw. The second pig made a house made of wood. The third pig made a house made of brick.<\/p>\n<p>A wolf came to the first house and said \u201cLittle Pig, little Pig, let me in.\u201d The pig answered, \u201cNot by the hair on my chinny chin chin.\u201d (Some students may know different versions of this refrain. Note that there are many different versions of the story.)<\/p>\n<p>The wolf took a deep breath and blew it at the pig\u2019s house. Because it was made of straw the house blew away and the wolf ate the pig. (Some students may say the pig ran away to the next pig\u2019s house. Again, note that there are many different versions.)<\/p>\n<p>The wolf then went to the second pig\u2019s house and said \u201cLittle Pig, little Pig, let me in.\u201d When the pig refused he blew again, and because the house was made of wood the wolf blew it down.<\/p>\n<p>The wolf then went to the third pig\u2019s house and said \u201cLittle Pig, little Pig, let me in.\u201d When the pig refused he blew again, but because the house was made of brick he could not blow it down.<\/p>\n<p>So the wolf tried to sneak in through the chimney. However the pig built a fire (or boiled a pot of water) that the wolf fell into. The wolf either died or ran away, depending on the version.<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p>If it hasn\u2019t come up yet, point out to students that there are many different versions of the story where some details are different (for instance, what happens to the wolf at the end) but the main events are the same.<\/p>\n<p>Now read the book <em>The True Story of the Three Little Pigs<\/em> to your class, if you have a print copy,\u00a0 or show the filmed reading in the student chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/the-true-story-of-the-three-little-pigs\/\">The True Story of the Three Little Pigs<\/a>.<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Discuss:<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>How does this story make you feel?<\/p>\n<p>Who is telling this story?<\/p>\n<p>How is the wolf\u2019s story different from the one you know?<\/p>\n<p>Do you believe the wolf?<\/p>\n<\/div>\n<\/div>\n<p>Particularly with younger children, it might be most effective to read or watch the book once, then introduce the above discussion questions, and then read or watch the story a second time before discussing them.<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>When students have shared their answers, ask:<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Think about how the story made you feel. What parts of the book make you feel that way?<\/p>\n<p>Look at how the wolf is drawn on page two and on pages six to seven (where he is baking the cake.)<\/p>\n<p>How does that make him more or less scary than in most versions of the story?<\/p>\n<ul>\n<li>Glasses and a suit make him look less scary. Cooking is also something we don\u2019t associate with scary people.)<\/li>\n<\/ul>\n<p>Look at the picture on pages eight to nine (where is walking to the first pig\u2019s house.)<\/p>\n<p>How does that make him seem more or less scary?<\/p>\n<ul>\n<li>He is very small and we are looking down on him from above, which both make him seem less scary.<\/li>\n<\/ul>\n<p>Do you think it\u2019s fair that the wolf was put in prison? Why or why not?<\/p>\n<\/div>\n<\/div>\n<p>Remind students of the Wolf\u2019s words at the beginning of the book: \u201cNobody know the real story because nobody has ever heard my side of the story.\u201d<\/p>\n<p>If this is the wolf\u2019s version of the story, whose version is the regular one? (The pigs\u2019.)<\/p>\n<p>Now ask:<\/p>\n<ul>\n<li>What things are in the pigs\u2019 version of the story that were left out of the wolf\u2019s version?\n<ul>\n<li>The pigs building their houses; the pigs saying \u201cNot by the hair on my chinny chin chin.\u201d<\/li>\n<\/ul>\n<\/li>\n<li>What things are in the wolf\u2019s version of the story that were left out of the pigs\u2019 version?\n<ul>\n<li>The wolf wanting to bake a cake for his granny; the wolf asking for sugar; the wolf having a cold.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Do students agree with the wolf? Why or why not?<\/p>\n<p>Highlight pages 26-27 (6 minutes and 15 seconds in the video) and point out that real reporters try hard not to be biased when they\u2019re writing news articles.<\/p>\n<p>If we were reporters covering this story, how could we find out which parts of each story are true?<\/p>\n<ul>\n<li>Interview people who saw it happen; ask a doctor about the wolf\u2019s cold; look for the cup that the wolf wanted to put sugar in.<\/li>\n<\/ul>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Now ask:<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>If this story was the only thing you knew about pigs and wolves, what would you think about them?<\/p>\n<p>If the usual version was the only thing you knew about pigs and wolves, what would you think about them?<\/p>\n<\/div>\n<\/div>\n<p>Divide the class into two groups.<\/p>\n<p>Tell one group that they are going to write from the Wolf\u2019s point of view and the other that they are writing from the pigs\u2019.<\/p>\n<ul>\n<li>You may want to divide the class into smaller groups. If so, have half of the groups write from each point of view.<\/li>\n<\/ul>\n<p><span style=\"color: #339966\"><span style=\"color: #000000\">Distribute the handout <a href=\"https:\/\/drive.google.com\/file\/d\/1nhzzuvLqZsUapCji98kXjsmk79F8BGqB\/view?usp=sharing\">Points of View<\/a>, or <\/span><\/span>have <span style=\"color: #339966\"><span style=\"color: #000000\">students access the student chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/point-of-view\/\">Point of View<\/a>.<\/span><\/span><\/p>\n<p>Have students use the Structure Strip activity to make a chart (or help younger students make one) with \u201cWolves\u201d in one column and \u201cPigs\u201d in the other:<\/p>\n<p>\u201cWolves\u201d and \u201cPigs\u201d according to B.B. Wolf<\/p>\n<p>\u201cPigs\u201d and \u201cWolves\u201d according to T.L.Pigs<\/p>\n<p>Have the \u201cWolves\u201d group write down everything they know about wolves and pigs from this version of the story (for example, wolves love their grannies) and have the \u201cPigs\u201d group write what they know based on the regular version.<\/p>\n<p>They should be able to come up with five items.<\/p>\n<p>When students have finished their lists, have them share with the class and compare. How similar and different were they?<\/p>\n<p>Ask students if they have ever done a similar exercise, in class or elsewhere. If so, ask them to reflect on what has changed since the last time they did.<\/p>\n","protected":false},"author":2,"menu_order":1,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-122","chapter","type-chapter","status-publish","hentry"],"part":121,"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/chapters\/122","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":3,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/chapters\/122\/revisions"}],"predecessor-version":[{"id":521,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/chapters\/122\/revisions\/521"}],"part":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/parts\/121"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/chapters\/122\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/media?parent=122"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/chapter-type?post=122"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/contributor?post=122"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/license?post=122"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}