READING ACTIVITIES FOR ENGLISH LANGUAGE CLASSES WITH PICTUREBOOK THE TRUE STORY OF THE THREE LITTLE PIGS

Abstract

This paper aims to present proposals for reading activities in English language classes based on the picturebook The True Story of the Three Little Pigs, written by Jon Scieszka and illustrated by Lane Smith. We offer an interpretative approach to this visual narrative, which belongs to the artistic-literary domain and humorously reimagines the classic tale The Three Little Pigs. In this retelling, the Wolf presents his own version of events, using linguistic and argumentative strategies to justify his actions and persuade readers of his innocence, suggesting that he has simply been misunderstood. In this version, the character shifts from villain to victim of a setup. The main theoretical and methodological framework adopted is the dialogic perspective of language proposed by Mikhail Bakhtin and his circle. From this perspective, we examine how the verbal and visual elements are intertwined in a structured material expression. This is a descriptive-interpretative study that follows a qualitative approach and aligns with the interdisciplinary perspective of Applied Linguistics. The suggested activities aim to support students in engaging with the picturebook as a whole and accessing curriculum-relevant content for English language learning in the context of basic education.