Pecos Bill Play

Overview

Grade: 3
Duration: 60 minutes
Class size: 25 students
Text: HMH Pecos Bill (adapted play script)
Virginia SOL: 3.5 Reading with comprehension
Common Core Standards:

• CCSS.ELA-LITERACY.RL.3.3 – Describe characters, settings, and major events in a story, using key details.
• CCSS.ELA-LITERACY.RL.3.9 – Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (connection to other texts).
• CCSS.ELA-LITERACY.RL.3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers (monitor comprehension).

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Learning Objectives

By the end of this lesson, students will be able to:

1. Describe the main characters, setting, and plot events of the HMH Pecos Bill play using textual evidence (SOL 3.5.c / CCSS RL.3.3).
2. Make text-to-self and text-to-text connections by relating Pecos Bill’s adventures to their own experiences or other stories (SOL 3.5.f / CCSS RL.3.9).
3. Use comprehension monitoring strategies such as questioning and summarizing during interactive reading to enhance understanding of the play (SOL 3.5.k / CCSS RL.3.1).

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Materials

• Copies of HMH Pecos Bill play script (enough for pairs or small groups)
• Chart paper or whiteboard & markers
• Character, Setting, and Plot graphic organizers (printouts)
• Sticky notes
• Comprehension strategy checklist
• Timer or clock

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Lesson Procedure

1. Introduction (10 minutes)

Objective: Activate prior knowledge & introduce the text and goals.

• Welcome students and briefly explain we will be reading a fun play about a legendary character, Pecos Bill, today.
• Ask: “Who has heard of Pecos Bill or tall tales before?” Facilitate brief sharing (2-3 students).
• Reference Virginia SOL 3.5 and CCSS: Tell students we will focus on describing characters and settings, making connections, and practicing strategies to understand the story better.
• Introduce goals visually on the board: Describe, Connect, Monitor.
• Distribute graphic organizers for characters, setting, and plot to each student.

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2. Interactive Read-Aloud & Role Play (20 minutes)

Objective: Practice fluency and monitor comprehension during reading.

• Divide class into pairs or small groups. Assign roles for the play: narrator, Pecos Bill, other characters.
• Model reading a short excerpt with fluency, expression, and demonstrating thinking aloud:
  • Example: “I wonder why Pecos Bill looks so brave here…” (shows questioning strategy).
• Students read the play aloud in groups, taking turns with parts. Use stopping points every few scenes to:
  • Ask comprehension questions referencing the text (e.g., “What just happened?” “How do you think Pecos Bill feels?”).
  • Encourage students to summarize what they read so far (comprehension monitoring).
• Have students jot quick notes on their graphic organizers during these stops, focusing on characters, setting, and plot events.
• Circulate to support students, prompting with questions if needed.

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3. Group Discussion and Connections (15 minutes)

Objective: Make personal and textual connections; deepen understanding.

• Bring class back together. Use chart paper with three columns: Characters, Setting, Plot.
• Invite volunteers to share what they wrote on their graphic organizers. Record clear, key details.
• Then ask:
  • “Can you think of a time you did something brave like Pecos Bill?” (text-to-self)
  • “Have you read another story with a character like Pecos Bill? What was similar or different?” (text-to-text)
• Discuss how making connections helps us understand stories better.
• Give students sticky notes to write one connection they made to the play and place it on a “Connections Wall” chart paper.

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4. Comprehension Strategy Reflection (10 minutes)

Objective: Help students become independent readers monitoring their understanding.

• Introduce a simple checklist of strategies: asking questions, summarizing, rereading if confused.
• Use a fun “strategy check” game: show a sentence/scene from the play, ask students which strategy they would use if confused.
• Have students partner up and briefly practice asking a question about the text or summarizing what happened.
• Emphasize these strategies help them become strong readers.

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5. Closing & Assessment (5 minutes)

Objective: Check for understanding and set up independent application.

• Quick formative assessment: oral round-robin where each student says either
  • a character,
  • a setting detail, or
  • a plot event from the story.
• Collect graphic organizers for teacher review.
• Homework suggestion (optional):
  • Draw a favorite character from Pecos Bill and write one sentence explaining why they like them.

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Differentiation

• Provide audio recording of the play for struggling readers.
• Pair ELL students with strong readers for support.
• Challenge advanced readers to write an alternative ending or extension of Pecos Bill’s adventure.

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Alignment Summary

Objective	SOL 3.5	CCSS Standard	Activity Alignment
Describe characters, setting, plot	3.5.c	RL.3.3	Reading roles + graphic organizers + group discussion
Make connections to text/self and other texts	3.5.f	RL.3.9	Discussion + Connections Wall sticky notes
Use comprehension monitoring strategies	3.5.k	RL.3.1	Think-aloud modeling + strategy reflection + partner work

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By integrating reading, speaking, listening, and critical thinking using a culturally rich and engaging text, this lesson energizes third graders to become thoughtful, strategic readers aligned with Virginia SOL and Common Core standards. The hands-on activities support diverse learners and help teachers confidently guide comprehension of narrative plays.