1. ENGLISH
1.1. LANGUAGE
1.1.1. IDENTIFY SENTENCES
1.1.1.1. Throughout the reading of the story, students will help to identify the types of sentences that are used. Example: "Watch out for the big bad wolf!" is a statement that is being strongly told as it have an exclamation mark. The teacher will write them up on the whiteboard as a reference. Students will then try and write their own sentences using different punctuation e.g. exclamation mark, question mark and more.
1.1.1.2. Text Structure and Organisation: Recognise that different types of punctuation including full stops, question marks and exclamation marks, signal sentences that make statement, ask questions, express emotion or give commands. (ACELA1449)
1.1.2. SENTENCE STRUCTURE
1.1.2.1. Students will be supplied with a few pages from the story, together in pairs they will need to identify the 'what is happening?' by using the sentences. Students will write on a separate piece of paper that will be divided into a table, each column will be labelled (sentence / nouns / verb / adverbs / adjectives / what is happening). Students will need to break the sentence down and fill out the table. By breaking down the sentences students will be able to identify what is happening.
1.1.2.1.1. Expressing and Developing Ideas: Identify the parts of a simples sentence that represent 'what's happening?', 'what state is being described?' and the surrounding circumstances. (ACELA1451)
1.2. LITERATURE
1.2.1. CREATING A STORY BOOK USING ICT
1.2.1.1. Students will retell the story from their memory. They will use book creator on their iPad to retell the events of the story. Students can take photos of the houses they created in art and draw pictures of the characters, they need to also include voice-overs and text throughout their story book.
1.2.1.1.1. Creating Literature: Recreate texts imaginatively using drawings, writing, performance and digital forms of communication. (ACELA1586)
1.2.2. RECOUNT AN EXPERIENCE
1.2.2.1. Students will recount a personal experience that they have encounted when having read the story. If students have not heard the story before they are to either recount the experiences they just had when the teacher read it. Students are to write down their experience using short sentences and draw a picture.
1.2.2.1.1. Responding to Literature: Discuss characters and events in a range of literacy texts and share personal connections with students' own experiences. (ACELT1582)
1.3. LITERACY
1.3.1. READ AND RETELL
1.3.1.1. Students will do a 'read and retell' activity, this is where the students will be placed in pairs and read the story together. They will then retell in the form of written to drawing retells this is where the students read a text and retell it by drawing. Together they will retell the story by drawing the events on an A3 sheet of paper.
1.3.1.1.1. Interacting with Others: Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace. (ACELY1788)
1.3.2. EDITING RECOUNTING AN EXPERIENCE
1.3.2.1. From students recounting their experience of listening to the story activity, students will now revisit that piece of writing and discuss with a group on how they can improve their writing. This may include changing descriptive words or improving their punctuation to allow for sentence flow.
1.3.2.1.1. Creating Text: Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation. (ACELY1662)
2. MATHS
2.1. MAKING A MAP
2.2. 3 DIMENSIONAL SHAPES
2.2.1. Students will need to identify the two (2) 3D shape that makes up the pigs houses as well as the features. Students will be encouraged to use language such as corners, edges and faces as well as shape names like prism and cube. Students will then need to record their finding by drawing the 3D shape and writing down a sentence that includes the name and features of the shape. For example, the brick house is a cube and a triangular prism it has 11 faces but I can only see 8 of them.
2.3. CHANCE AND PROBABILITY
2.3.1. Students will brainstorm a list of materials that the three little pigs could have used instead of straw, sticks and bricks to build their houses. After brainstorming the different materials the students will divide into small groups to discuss what the probability of the wolf blowing down the materials. Students should be using terms like most likely, unlikely, certain and possible. Students will record their answers on a group iPad using google docs.
3. THE ARTS
3.1. RECREATING THE PIGS HOMES
3.1.1. Students will be given different natural materials to recreate the three houses (straw, sticks and bricks). Students will also need to write a list of the materials that they used and the method they took to recreate the houses.
3.2. Together as a class, students and teacher will create a large floor map that represents the forest. Students along with the teacher will illustrate drawings of the pigs parents house, the three pigs houses (straw, sticks, bricks) and features within the forest like trees, a lake and a bridge. Once completing the floor map, students will then use a Bee-Bot to learn the use of directions. The Bee-Bot will represent the big bad wolf, students will need to program the wolfs trip using the features of forwards, backwards, left and right.
3.3. COLLAGE
3.3.1. Students will collage their favourite character from the story. This may be one of the three pigs, the wolf or the parents of the pigs. Students will use a range of different materials containing different textures to do this. They will also need to write words to describe the features of their favourite character. E.g. wolf is big, grey, strong and mean.
3.4. DRAMA/PLAY
3.4.1. Students will be placed into small groups where they will need to write down a script that retells the events of the story. Students will then practice acting out and reciting the script to perform in front of the whole class.
4. SCIENCE
4.1. INVESTIGATION: BEING THE WOLF
4.1.1. Students will explore the ideas of air force by creating ways to bring down the pigs houses just like the wolf did in the story. Students will be supplied with materials e.g. paper to make fans, balloons and more to create an airflow system that can bring the houses they made in art down.
4.2. INVESTIGATION: WHAT WILL HAPPEN IF...
4.3. CONCLUDING THE INVESTIGATION
4.3.1. Using the data from the 'being the wolf' investigation. Students will need to use collect the data to create a record sheet where they will map out the best possible materials to create a stable house for the pigs. Displaying this data will deeping the students understanding on what is a reliable material.