modified by Jeffrey Schultz and Micah Williams

Grade Level: 2/3

Critical Task: Is the troll from the Three Billy Goats Gruff good or bad? Why?

Students consider the classic fairy tale The Three Billy Goats Gruff and then examine The Truth About The Three Billy Goats Gruff. In the Three Billy Goats Gruff the troll allows the two small goats to cross the bridge in anticipation of eating the largest of the three goats. When the largest of the goats attempts to cross the bridge he is intercepted by the troll. When trying to collect the toll from the largest goat, the troll is thrown off the bridge into the water below. The second story provides a non-traditional viewpoint in defense of the troll. The students are asked to compare the two stories as they determine the troll's character.

Background knowledge:

1. Details of The Three Billy Goats Gruff.
2. Knowledge of good and bad characteristics

Criteria for judgment:

1. Evidence from the text to support the students interpretations or conclusions.

Critical thinking vocabulary:

1. Evidence.
2. Justification.
3. Debate.

 Thinking strategies:

1. T-chart.
2. Brainstorm

Habits of mind:

1. Fair-minded
2. Critical attitude.
3. Attention to detail.

 Suggested activities:

• Discuss as a class the traits which describe a good and bad character.
• Read The Three Billy Goats Gruff aloud to the class.
• Discuss as a class the events in the story sequentially
• Brainstorm as a class reasons to justify why the goats may have been justified in what they did to the troll in order to cross the bridge and record results on a T-chart.
• Read The Truth About The Three Billy Goats Gruff
• Brainstorm as a class reasons to justify why the troll may have been justified in threatening to eat the goats for trying to cross his bridge and record results on a T-chart.
• Have the students copy down the T-chart.
• Ask the students to take a point-of-view and rationalize their perspective on why the troll is good or bad based on actions that were taken. This should be based on evidence derived from the story and from the T-chart activity.
• Provide the opportunity for students to share their change of opinion with the class if a change has occurred.

 Evaluation

• Did students participate in the brainstorming session?
• Were the students able to complete a T-chart?
• Did the students use evidence from the text to support their point of view/ belief/opinions?

 References

• The tale of The Three Billy Goats Gruff.
• The Truth About The Three Billy Goats Gruff.
• The Wolf's "Real" character critical challenge. (based on)

Grade 2/3

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