The Three Little Pigs: The Three Little Pigs Chapter 3 Fairy Tale
The Three Little Pigs : The Three Little Pigs 1) read and analysis “three little pigs”: 30 minutes
2) rewrite the story of “three little pigs”: 50 minutes
3) bilingual teaching project case study:50 minutes
4) teaching by using the story “three little pigs”: 70 minutes Read and analysis “Three little pigs”:: Read and analysis “Three little pigs”: possible new words:: possible new words:
Annotations : Annotations 1. Three little pigs: This story uses the classic number three found in many fairy tales. Most variations of the tale also employ three animals.
In this version, and most versions of the tale, the pigs are not named. One notable exception is the tale recorded by Andrew Lang in his Green Fairy Book. In his Three Little Pigs, the pigs have names and a birth order: "The eldest of the little pigs was called Browny, the second Whitey, and the youngest and best looking Blacky."
In Lang's version, the youngest pig is the smartest and most industrious[ in'dʌstriəs ] a. 勤劳的,勤奋的. This is in contrast to many modern interpretations which often portray the oldest pig as the smartest and most industrious. Slide12: The number and/or pattern of three often appear in fairy tales to provide rhythm and suspense n. 悬疑,焦虑,悬念. The pattern adds drama and suspense while making the story easy to remember and follow. The third event often signals a change and/or ending for the listener/reader. A third time also disallows coincidence such as two repetitive events would suggest.
The reasons and theories behind three's popularity are numerous and diverse. The number has been considered powerful across history in different cultures and religions, but not all of them. considered three to be the perfect number because it represented everything: the beginning, middle, and end. Some cultures have different powerful numbers, often favoring seven, four and twelve. Slide13: Christians have the Trinity, the Chinese have the Great Triad (man, heaven, earth), and the Buddhists have the Triple Jewel (Buddha, Dharma戒条, Sanga). The Greeks had the Three Fates.
Slide14: 2. Seek their fortune: Fairy tale characters, especially the male characters, leave home to seek their fortune at the beginning of fairy tales. In other words, the characters are leaving their families and homes behind in hopes of earning their own livings as adults for the first time. Many fairy tales are coming of age stories.
3. A bundle of straw: Straw is a plant fiber, usually stalks of certain species of grain, used for making baskets and hats or as animal fodder (WordNet). In the past straw was also used to refer to nothing proverbially worthless; the least possible thing; a mere trifle. Geoffrey Chaucer (ca.1343-1400) once wrote: "I set not a straw by thy dreamings."
Straw is often a key ingredient[ in'gri:diənt ] n. 成分,因素in brick making, the substance which stands up against the wolf's attack. Slide15: 4. To build a house: Shelter, along with food and clothing, is one of the basic needs for survival. The pigs require adequate shelter from the elements and more importantly predators 'predətə食肉动物as the story will show.
5. Wolf: The wolf is a common fairy tale villain 'vilən坏人, perhaps most famous for this tale and Little Red Riding Hood. Other versions of the tale offer other animals as the predator with a fox as the second most popular choice.
Slide16: While Disney has influenced the continuing popularity of several fairy tales, its influence on The Three Little Pigs is perhaps one of the strongest. While the pigs were not the stars of a feature length film, they were given their own cartoon short in 1933 as part of Disney's Silly Symphonies 'simfəni. The cartoon predates在日期上早于 the earliest Disney full-length fairy tale film, Snow White, by a few years. The cartoon, which included the song "Who's Afraid of the Big Bad Wolf?," became a success during the Depression, inspired people to overcome the "wolves" in their lives--poverty, starvation, unemployment, etc.
The wolf also figures prominently显著地
in other parts of British folklore民俗学,
such as the traditional children's game,
"What's the Time, Mr. Wolf?" Who's Afraid of the Big Bad Wolf?: Who's Afraid of the Big Bad Wolf? From: Three Little Pigs Music: Frank Churchill Lyrics: Frank Churchill and Ann Ronell
Who's afraid of the big bad wolf Big bad wolf, big bad wolf? Who's afraid of the big bad wolf? Tra la la la la Who's afraid of the big bad wolf Big bad wolf, big bad wolf? Who's afraid of the big bad wolf? Tra la la la la Slide18: 6. Knocked at the door: The knocking at the door adds a bit of comedy. The wolf is essentially knocking to be admitted to eat the pig in its own home.
7. Little pig, little pig, let me come in: The following dialogue between the wolf and the pigs is repeated three times and it is the most popular element of the story. The lines, or similar versions, have become part of popular culture in many societies, referenced in advertising, humor, and other mediums. The lines can be used to encourage audience participation. Slide19: 8. No, no, by the hair of my chinny chin chin: The first two pigs may be foolish about their building materials, but they know a mortal致命的threat when they see it. They do not intend to become the wolf's next meal voluntarily.
In the endnotes for this tale in English Fairy Tales, Joseph Jacobs writes: "As little pigs do not have hair on their chinny chin-chins, I suspect that they were originally kids, who have. This would bring the tale close to the Grimms' 'Wolf and Seven Little Kids'" (Jacobs 1890).
9. Then I’ll huff, and I’ll puff, and I’ll blow your house in: The modern classic, The True Story of the Three Little Pigs by Jon Scieszka explains the huffing and puffing as the wolf's affliction痛苦with a cold. Slide20: 10. Ate up the little pig: In the earliest versions of the tale, the pigs pay for their ignorance无知 and laziness with their lives. Later versions often spare the pigs' lives. Either they run away to stay with the pig in t he brick house or they are cut from the belly of the wolf at the end of the story, similar to some versions of Little Red Riding Hood. In Andrew Lang's version, the youngest pig rescues his brothers from where they are captured抓取 after defeating the wolf. Slide21: 11. A bundle捆,束of furze: Furze金雀花is a "very spiny尽是尖刺的and dense密集的evergreen shrub with fragrant golden-yellow flowers; common throughout western Europe," especially Great Britain (WordNet). Most modern versions of the tale replace furze with sticks or twigs.
12. A load of bricks: A brick is a "rectangular block of clay baked by the sun or in a kiln kiln窑; used as a building or paving material" Slide22: 13. Well, he huffed, and he puffed, and he huffed and he puffed, and he puffed and huffed; but he could not get the house down: The wolf's huffing and puffing provides suspense and/or comedy depending on how the story is presented. This scene is usually comical in illustrated and animated versions of the tale.
14. Little pig, I know where there is a nice field of turnips: Many later versions of the tale skip this section of the story. The story is then resumed摘要叙述with the wolf climbing down the chimney. Note that the wolf is using two of the pig's elemental needs for survival to try to catch him, first his home and then his food. Slide23: 15. I have been and come back again, and got a nice potful for dinner: This pig is a trickster. He continually outsmarts the wolf and thus saves his own life. He continually outsmarts the wolf in their next encounters, mostly with ingenuity .indʒi'nju:iti智巧but with a little bit of luck added.
16. Apple tree: Pigs are often cooked whole and served with an apple in their mouths. Perhaps the wolf has visions of a similar meal. Slide24: 17. Shanklin: There is a small town of Shanklin on the Isle of Wight. The poets Henry Wadsworth Longfellow and John Keats both loved the town and found inspiration in its scenic setting. We do not know why Shanklin is referenced in the story and if this particular Shanklin is the intended town.
18. This afternoon: Their previous two appointments have been in the early morning. Note the wolf's reluctance to wait yet another day for his meal. Perhaps he hopes moving their next meeting to an earlier time will prevent the pig from outsmarting him. Slide25: 19. A butter-churn: A butter churn is a vessel容器in which milk or cream is stirred, beaten, or otherwise agitated使...摇动 (as by a plunging倒转or revolving旋转的dasher搅拌装置) in order to separate the oily globules'glɔbju:l 小球体from the other parts, and obtain butter (New Lexicon Webster's Dictionary). Slide26: 21 Get down the chimney: This wolf is not Santa Claus. He is not welcome in the pig's house and is not smart enough to anticipate预期,占先a warm reception of a different kind. 22 A blazing fire: In times past before stoves and central heating, fireplaces and chimneys were used for cooking food in most homes, not just for warmth.
23. Ate him for supper: Pigs are not very discerning有见识的in their eating. The irony of this story is that the pig ends up eating the wolf. The prey eats the predator which is not the normal order of life. However, the story serves as inspiration to the underdog牺牲者,受害者,输家.
24. Lived happy ever afterwards: Happily ever after belongs to the pig with wits and industry. The wolf and the other two pigs, however, are dead and will not be living happily ever after in fairy tale fashion. Rewriting: Rewriting
⑴Which parts of the story should be kept?
⑵Which parts of the story should be changed?
⑶How long do you think this story can be？ Bilingual teaching project case study : Bilingual teaching project case study Day 1
Prior Knowledge: Present students with some real straw, a few sticks, and a real brick. Let students touch each material and discuss its texture结构,质地, weight, sturdiness强健,坚固 , etc. Encourage students to tell you what they already know about the story.
New Story: ①Show the cover and talk about what the pigs are holding and where they appear to be; ②highlight some key words ③Read aloud for enjoyment and to see if this version of The Three Little Pigs is like the one the students remember. Slide29: Day 2
Story: Review the story, having students work together to sequence pictures from the story to show what happened first, second, third, next, etc.; Introduce the retelling chart (below) showing the repetitive words that the pigs and the wolf used in the story; Slide30: Reread the story- Shared Reading (letting students join in on the repetitive wording, pointing to the retelling chart); Generate a discussion regarding the characters, the problem , and the solution in this story by asking questions, such as the following...
Why did the three pigs leave their mother?
Why was the wolf able to blow down the first two pigs' homes?
How do you think the first two little pigs felt when the wolf came knocking on their doors? How would you have felt?
How do you think the third little pig felt when the wolf came to his house?
Why couldn't the wolf blow down the third little pig's house?
The wolf couldn't blow down the brick house, but the third little pig still had a problem. Who can tell us what that was?
Why do you think the third pig was able to trick the wolf so many times?
How would the story be different if the wolf was not a 'hungry' wolf?play.doc
How would the story be different if all the little pigs had taken the time to build a brick house?
Slide31: Day 3
Story: Reread-Shared Reading (letting students join in on the repetitive wording, pointing to the retelling chart.)
Discuss aspects of both The Three Little Pigs that could be real and those that are fictional. Introduce some facts about pigs (body parts, piglets, characteristics, sounds, eating habits, where they live, how they are used to help people)
Slide32: Day 4
Have students state/review some of the facts that they learned about real pigs.
Story: Encourage students to orally retell the story of The Three Little Pigs, stressing the concept of first, second, etc.; Have students act out the story. You will need three pigs, one mother pig, one wolf, three peddlers, and one person to point to the retelling chart sentences containing the repetitive words. Slide33: Day 5
Companion Story: Introduce the companion nursery rhyme 'To Market, To Market' (discussing the term market');
Reread (echo read). (pausing for the rhyming words 'jig' and 'jog');
Explain to students that you have pictures that rhyme with either 'pig and jig' or 'hog and jog'. Have students sort the word family '-ig' and '-og' picture cards;
Story: Have a second set of students act out the story (similar to yesterday). Slide34: To market, to market by Mother Goose
To market, to market, to buy a fat pig, Home again, home again, dancing a jig;快步舞 To market, to market, to buy a fat hog;猪 Home again, home again, jiggety-jog;漫步 To market, to market, to buy a plum bun, Home again, home again, market is done.
To market, to market, to buy a fat pig; Home again, home again, dancing a jig. To market, to market, to buy a fat hog; Home again, home again, jiggety-jog. Slide35: Five Little Pigs (Tune is "Five Little Ducks Went Out to Play")
Five little pigs rolled in the mud- Squishy, squashy felt so good. The farmer took one piggy out. "Oink, oink, oink" the pig did shout!
Count down until-
No little pigs rolled in the mud. They all looked so clean and good. The farmer turned his back and then, Those pigs rolled in the mud again.
Possible Cross Curricular Connections : Possible Cross Curricular Connections Art:
1) Make pink paper pigs 2) Create play dough pigs
3) Experiment with straw paint blowing Slide37: Math:
1) Focus on ordinal positions (first, second, third, etc.)
2) Sing/act out Ten Pink Piglets or manipulate the pigs on the poem chart (below)
http://61flash.com/flash/3671.htm Slide38: Literacy:
1) Listen to the story at the listening center and use flannel法兰绒 characters to retell 2) Make stick or stand up puppets for retelling at home 3) Make a Three Little Pigs Mural壁画 with interactive writing Slide39: Science:
1) Perform blowing/air experiments 2) Learn about real pigs (characteristics, where live, what eat, etc.)
1) Learn about various types of homes/shelters 2) Make a collage of wants versus对抗 needs
assignment: assignment Design and Perform the 5 days’ project. Design and Perform “Possible Cross Curricular Connections”
Group 6—day 1
Group 5—day 2
Group 4—day 3
Group 3—day 4
Group 2—day 5
Group 1—Possible Cross Curricular Connections
Thank You: Thank You Bye-bye