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The Three Little Pigs Story Video

Teach Starter Publishing
4 mins | Years: 1 - 2

Explore the story of The Three Little Pigs with your students using this animated fairy tale video perfect for younger learners.

A Fresh Face on The Three Little Pigs Story

When introducing narrative structure and features to our youngest students, teachers frequently turn to familiar fairy tales as the go-to texts. They offer predictable plot structures and feature distinct characters with easily recognisable traits. However, it must be said that hearing the same interpretations of these tales can get a bit dull for both teachers and students alike!

Introducing Teach Starter’s fresh rendition of The Three Little Pigs story! The video presents this much-loved story through animation accompanied by a modern-day, age-appropriate narration. Using the classic tale for inspiration, this version includes just enough fresh content to keep your learners engaged and also keep them guessing what might happen next!

It’s important to note that this video does not contain the ending to The Three Little Pigs story! This has been done purposefully to allow your students to further develop their reading comprehension skills by making predictions about how the story might end, based on what has happened in the story so far.

(Spoiler: In this revamped version of The Three Little Pigs story, the wolf is replaced with a thunderstorm. The video stops just as the thunderstorm is approaching and the pigs have taken shelter in the house made out of sticks.)

Activity Ideas for This Three Little Pigs Story

This Three Little Pigs video can be used in multiple ways in your early years classroom. Whether you’re studying narrative features, vocabulary or comprehension strategies, you’re bound to find a way to incorporate this video into your literacy lessons! Here are a few suggestions from our teacher team to get you started: 

  1. Hot Seat – Have your students take turns answering questions while assuming the role of one of the pigs. Questions could include:
    • Why did you choose the material you used for your house?
    • Do you like your brothers’ houses? Why or why not?
    • Do you think the stick house is strong enough to protect you from the storm?
  2. Character Analysis – Based on the information provided in the video and the students’ inferences, create a character profile for one of the pigs. Teach Starter has some great character profile graphic organisers that could be used for this purpose!
  3. Write the Ending – Have the students write their own ending to the adapted Three Little Pigs story. This could be done as either a whole-class, group or individual activity.

More Three Little Pigs Resources from Teach Starter

Teach Starter has even more resources to support your teaching of The Three Little Pigs story in your early years classroom! Click below to explore some suggestions from our teacher team:

Image of Readers' Theatre Script - Three Little Pigs

teaching resource

Readers' Theatre Script - Three Little Pigs

A script which can be used during readers' theatre or Drama sessions, aimed at students 6 years and over.

Teach Starter Publishing2 pagesYears: 1 - 4
Image of Three Little Pigs Retelling Activity Cards

teaching resource

Three Little Pigs Retelling Activity Cards

Teach your students about retelling with this set of sequencing cards for The Three Little Pigs.

Teach Starter Publishing7 pagesYears: F - 2
Image of The Three Little Pigs – Comprehension Worksheet

teaching resource

The Three Little Pigs – Comprehension Worksheet

Develop your students' reading comprehension skills with a well-known fairy tale.

Teach Starter Publishing5 pagesYears: 1 - 2

Curriculum

  • VC2E1LA03

    Explore how types of texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain <ul> <li>discussing and comparing the purposes and organisation of familiar texts</li> <li>becoming familiar with the typical stages of types of texts, for example recount and procedure</li> <li>recognising that the structure of a text may include words and pictures; for example, an informative text may include words, illustrations and diagrams</li> </ul>

  • VC2E1LE03

    Discuss plots, characters and settings through a range of literary texts <ul> <li>recognising similar characters and settings in a range of literary texts, for example traditional tales, narrative poems and fables</li> <li>discussing whether features of settings, including time (year, season) and place (country or city), are realistic or imagined</li> <li>discussing how plots develop, including beginnings (orientation), how the problem (complication) is introduced and how it is solved (resolution)</li> </ul>

  • VC2E1LE05

    Retell or adapt a range of previously encountered literary texts using plot and characters, structure, language features and vocabulary, through role-play, writing and drawing <ul> <li>writing or sharing character descriptions</li> <li>imitating a characteristic piece of speech or dialogue, or the attitudes or expressions of favourite characters in texts</li> <li>retelling key events in stories using oral language, visual arts, digital tools or performance</li> </ul>

  • VC2E1LY12

    Use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning, and draw on learnt vocabulary and growing knowledge of context and text structures to build literal and inferred meanings <ul> <li>identifying information and details from spoken informative texts</li> <li>building topic knowledge and learning new vocabulary before and during reading</li> <li>making predictions from the cover, from illustrations and at points in the text before reading on, and confirming and adjusting understanding after reading</li> <li>drawing inferences and explaining inferences using clues from the text</li> <li>making connections with existing knowledge and personal experiences</li> </ul>

  • VC2E2LA03

    Identify how different types of texts across the curriculum are organised differently and use language features depending on purposes <ul> <li>identifying the typical features of a text, for example a typical introduction to a narrative or the use of dot points in instructions</li> <li>identifying that different types of texts might have different forms; for example, an expression of opinion might be in the form of a poster, email or brochure</li> <li>identifying the organisation and language features in texts such as narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts (including poetry), and discussing their purposes</li> </ul>

  • VC2E2LE03

    Discuss the plots, characters and settings of a range of literary texts and identify how language is used to present these features in different ways <ul> <li>comparing how similar characters or settings are described in texts from different contexts, for example how the seasons are described</li> <li>identifying and comparing verb groups used to convey actions, emotions and dialogue in a range of literary texts</li> <li>identifying the language used to describe the landscape in Aboriginal and Torres Strait Islander stories</li> </ul>

  • VC2E2LE05

    Create texts by adapting structures and language features of previously encountered literary texts through writing, drawing and performance <ul> <li>inventing some speech, dialogue or behaviour for a favourite character, which may include the use of video and audio tools, for an alternative event or outcome to the one in the original text</li> </ul>

  • VC2E2LY10

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and begin to analyse texts by drawing on a growing knowledge of context and text structures to build literal and inferred meanings <ul> <li>listening for specific information and providing key facts or points from an informative or persuasive text</li> <li>listening and responding to detailed instructions</li> <li>integrating information from print, images and prior knowledge to make supportable inferences</li> <li>identifying the main idea of a text • predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that ‘station’ and ‘arrive’ would be in a text recounting a train journey</li> <li>using prior knowledge to make and confirm predictions when reading a text</li> <li>using graphic organisers to represent the connections between characters, order of events or sequence of information</li> </ul>

Author

Photo of Stephanie (Teach Starter)
Stephanie (Teach Starter)
Teach Starter Publishing

Teach Starter Publishing

We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!

2 Comments

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  • Sara Gama Silva
    ·

    Hi, I have logged in and I have an ultimate subscription however when I try to play the video it keeps taking me to the home page. Is there another way to watch the video at all? Thanks!

    • Dean Hughes
      ·

      Hi Sara, thanks for making us aware of this issue. Could you please send us an email via [email protected]? We will be able to remedy this situation for you.

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