EXTENSION ACTIVITIES

2 Pigs and T.H.E. Wolf

Storybook Theatre encourages everyone to get the most out of each program performed. The following extension activities are for use after viewing Storybook Theatre’s production of 2 Pigs and T.H.E. Wolf. They are easily adaptable to either primary or intermediate level students and can be done in a large class, small groups, or by individuals. Primary could be more illustrations, simple sentences, and done in large groups, whereas intermediate students could focus more on writing and independent work. Enjoy!

  1. Pattern Books of Facts

Make a simple outline pattern of a pig. Have students trace the pattern on construction paper, cut out two of them, and add details to one piece to make it the front of the pig and then add a tail to the other piece so it is the back. Then cut several pieces of plain white paper (or lined paper) in the same shape. Staple the white pages in between the two construction paper pieces. Now the students have a book in the shape of a pig. Research facts about pigs and write a fact on each page, illustrating if desired.

Option: Make a large shape book to use as a class book.

Option: Do the same activity using the shape of a wolf and make a fact book about wolves.

  1. Venn Diagrams

Students make Venn diagrams (individually, in small groups, or a large one as a class) to compare/contrast the Storybook Theatre production with the original version of the ThreeLittle Pigs.

  1. Journals

Write a diary entry in a journal, pretending to be one of the pigs. (or the wolf)

Make thumb print "pigs" in the journal. Don't forget to name your pig.

  1. Make a House

Provide students with the materials to build a better stronger house for the pigs (or even one for the wolf). You might want to have them work in small groups to draw out a plan and design a home. Some material ideas are sugar cubes, toothpicks, craft sticks, small pebbles, straws, and Styrofoam packing peanuts. The houses could be drawn on sturdy paper and the materials glued to it, or the students could make them 3D. After building the house, the students should write (or explain) why they chose the materials and why the house will be sturdy.

Option: Older students can be given an imaginary amount of money to work with along with a budget. Using home building store circulars, students can figure out the cost of items such as windows, doors, bathrooms, etc. After calculating costs, students may find that they have to revise their original plans. Have students make a model of the finished house to share with the rest of the class.

  1. Pig Latin

Pig Latin is a twist of English for people who want to be silly. Here is a good website:

  1. A New Job for the Wolf

Now that the wolf and pigs are friends, he no longer needs to use his “blowing air” skills to blow down houses. What else could he use that skill for? Write and/or illustrate some other jobs the wolf might have now (such as working in a kite testing factory)

  1. Party Ideas

The wolf and pigs end up friends and are going to have a party. Besides Wolf brand chili, what else might they have at the party? What would some good snack ideas be for the wolf and pigs? Write (and illustrate) a description of the party, including food, decorations, and games.

  1. Other versions of The Three Little Pigs

Students might enjoy reading these other versions of the story:

The True Story of the Three Little Pigs by Jon Scieska

The Three Little Wolves and the Big Bad Pig retold by EugeneTrivizas

The Three Little Javelinas, by Susan Lowell

The Three Little Hawaiian Pigs and the Magic Shark by Donivee Martin Laird

The Fourth Little Pig by Teresa Celsi

Little Pig and the Big Bad Wolf by Robin and Jocelyn Wild

The Three Little Cajun Pigs by Berthe Amoss

The Three Little Pigs by Steven Kellogg

The Three Pigs by David Wiesner

  1. Character Traits

Obedience, responsibility, and self-control are emphasized in our play. Brainstorm a list of other desirable character traits. Have students make a book of traits they have demonstrated. Each page could be a different trait with an example and an illustration.

Example: Responsibility

On Tuesday, I showed responsibility by feeding the classroom pet.

(Student would illustrate feeding the pet)

TEKS Correlations forTEKS Correlations for

2 Pigs & T.H.E. Wolf Extension Activities

Activity # / The student is expected to / Kind / 1st / 2nd / 3rd / 4th / 5th / 6th
1 – Pattern book of facts / Use print, pictures, and people to gather information / ELA 12 B / ELA 15 B
Use multiple sources to locate information / ELA 12D / ELA 12D / ELA 13C / ELA 13C / ELA 13C
2 – Venn diagrams / Identify similarities and differences across texts – topics, problems, characters, themes / ELA 12G / ELA 9G / ELA 9G
Find similarities and differences across texts – treatment, scope, organization / ELA 10I / ELA 10I / ELA 10I
3 – Journal / Respond to stories through art/writing in a way that reflects understanding / ELA 10C / ELA 13C / ELA 10A / ELA 10A
Interpret text ideas through journal writing / ELA 11B / ELA 11B / ELA 11B
4 – Make a house / Plan and conduct simple investigations / SCI 2B / SCI 2B
Scientific process / SCI 3A,B,C / SCI 3A,B,C / SCI 3A,B,C,D / SCI 3A,B,C,D / SCI 3A,B,C,D
5 – Pig Latin / Read for pleasure from variety of sources, including electronic / ELA 10A / ELA 10B / ELA 7B / ELA 8B / ELA 8B / ELA 8B
6 – New job for Wolf
7 – Party Ideas / Plan healthy meal/snack & use proper nutrition / HEA 3B / HEA 1A / HEA 1D / HEA 1D / HEA 1A / HEA 1B
8 – Other versions / Identify similarities and differences across texts – topics, problems, characters, themes / ELA 12G / ELA 9G / ELA 9G
Find similarities and differences across texts – treatment, scope, organization / ELA 10I / ELA 10I / ELA 10I
9 – Character traits / Develop personal/interpersonal skills / HEA
8B
9ABC / HEA 9 A-D
10 AB / HEA
10C
11A-D / HEA 11 A-G / HEA 9A
11 / HEA 9 D-F / HEA 10 & 11