Retelling Goldilocks and the Three Bears Lesson


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Retelling Goldilocks and the Three Bears Lesson

  1. 1. Name: Tara Engelsman Date: 5/21/14 Grade level: 1st Grade Content Area: Language Arts Lesson Title: Retelling Goldilocks and the Three Bears Lesson # 5 of 5 Total Time allotted: 30-45 minutes GOALS Content Standard(s): 1.RL.2 Retell stories including key details, and demonstrate understanding of their central message or lesson. 1.RI.2 Identify the main topic and retell key details of a text. 1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ESOL Goal (Function): Retelling/Sequence OBJECTIVES Content Objective: Students will be able to identify the main topic of “Goldilocks and the Three Bears” Retold by James Marshall and retell key details/events using the following sentence frames. ESOL Objective (Forms B: First he/she/they/it ____________. Then he/she/they/it __________. Next he/she/they/it - ___________. Finally he/she/they/it ______________. EI: In the beginning/In the middle/At the end the __noun_____ ___past tense verb________. I: After that/At (certain time)/In (certain month/season) he/she/they/it ______________. EA: When/while __________ the noun was/were _____________-ing (adv.). A: Suddenly/Justas/Swiftly/Unexpectedly the noun was/were _____________-ing (adv.). Targeted Language Skills: [Graduate students should list] Reading: Students will listen to the read aloud of Goldilocks and the Three Bears Writing: Students will use the chart to write out the events of the story Goldilocks and the Three Bears by James Marshall in sequential order using the sentence frames Listening: Students will listen during class discussions for when peers or partners are practicing oral skills Speaking: Students will speak using the sentence frames to retell the story Goldilocks and the Three Bears by James Marshall with their partner and the class
  2. 2. Learning Strategy(ies): [Graduate students should list]  • Creating graphic organizer/chart that lists characteristics of the story along with the beginning, middle, and end events • Authentic dialogue (partner sharing and class discussions for creating chart) • Retelling the events with key details using sentence frames PRE-REQUISITE KNOWLEDGE/SKILLS Students will need to know and be familiar with items inside a house. Also, having knowledge of the original Goldilocks and the Three Bears story will help them. MATERIALS • Chart paper • Markers/Crayons • Copies of sequence graphic organizer/chart (24) • Pencils • Goldilocks and the Three Bears retold by James Marshall • Retell/sequence worksheet (24 copies) • Sentence Frames • Document camera • Ipad • YouTube video “Book Trailer: Goldilocks and the Three Bears” Anticipatory Set (3-5 mins) • Have students come to the carpet for watching the video • Remind students that we are practicing how to retell a story and talk about the sentence frames • Start the YouTube video called “Book Trailer: Goldilocks and the Three Bears” and stop when it gets to Goldilocks entering the house • Brainstorm about different kinds of houses and talk about entering a unknown house and what you do if no one is home • Ask students: Have you ever found a house they didn’t’ the owners and been curious or scared? If so then tell your neighbor about that time and have students give you a thumbs up/down for when they are done discussing with their partner • Have a couple of students share what either their partner or they shared with the class. • After video have students turn their focus to the book “Goldilocks and the Three Bears” retold by James Marshall Teaching (10 mins) • Have the students sitting at the carpet and turn their focus to the sentence frames and have them focus and listen to the different events/parts of the story • Go over and review the vocabulary words in the pocket chart and have students share the meaning of those words with the class • Read the story “Goldilocks and the Three Bears” retold by James Marshall
  3. 3. and stop at different points asking students questions of what they think will happen, talk about a time that happened to you or them for a connection, talk about similarities or differences • Talk with A/B partners about kinds of breakfast you eat and what is your favorite kind of breakfast and how often you eat it • After reading the story go to chart that is divided by “the beginning, the middle, and the end” and show students what they will be conducting with filling in the chart Guided Practice (10 mins) • Review the graphic organizer/chart with students where you show them how to use it by filling in the sections with students • Using the chart on the wall fill in the sections: book title, main characters, and one for the beginning, middle, and end sections • After having started the chart have students with their table group/partner work together to complete the chart • Bring the ELLs students to the back table to work with you for extra support (Laura, Makayla, Oleg, Nazar, Dylan, Resan) • When students are finished have them draw a picture of their favorite part on the back and have students tell their partner the events in sequential order to their partner using the sentence frames (hand out the sentence frames for reference) • While seated at their desks bring students’ focus back to the chart to complete as a class • Using numbered heads or table numbers pull sticks to have students tell you details/events to add to the chart Independent Practice (10-15 mins) • Go back to the sentence frames and demonstrate how you would retell the story using one of the sentence frames • Students will tell a their table partner the events of the story in sequential order using the sentence frames: First, next, then, finally or in the beginning, after, at the end, etc. and then have the outside circle rotate one time • Model to students how they will use them to write sentences for telling each part of the story: beginning, middle, and end using the worksheet • Students will need to write a sentence using the sentence frames the beginning, middle, and end for retelling the story on the bottom or back of their graphic organizer or on a blank sentence frame • Explain to students that they can use the chart/graphic organizer that we just used to write their sentences Closure (5 mins) • Review the sections on the chart/graphic organizer for the beginning, middle, and end • Use lines of communication for having students share their sentence frames to other students. • Divide the students in half to form two lines before having them come to the carpet
  4. 4. • Put tape on the carpet to help students form the lines and then model lines of communication with one student DIFFERENTIATION (or MEETING VARYING NEEDS) ESOL strategies are highlighted and underlined ASSESSMENT Informal (from this lesson): • Observations of partner work using a check list of some form • Sharing and interactions with table groups when creating the graphic organizer/chart • Listening for proper use of sentence frames when working with group members to complete graphic organizer/individual sentences Plans for formal (beyond this lesson): • Students write sentences for the beginning, middle, and end of the story “Goldilocks and the Three Bears” retold by James Marshall • Sequence graphic organizer/chart REFLECTION This was a great final lesson for the this unit as students were super engaged the whole time and I was able to pace the lesson correctly with everything having an even amount of time within the given time frame. One thing that I noticed went really well was the students making connections to the YouTube video played as it gave a preview into what the book was about that we would later read. Students were having great discussions and using great language with the vocabulary and drawing pictures as we came along unfamiliar words. I would add to this lesson by modeling the sentence frames at different points throughout the lesson so that students are hearing the language and seeing how it is used. This also gives them more opportunities to use it orally during guided practice and independent time. I felt like all students met the goal of this lesson to identify the main point and to tell the different parts of the story through using the sentence frames of first, then, next, finally, in the beginning, in the middle, and at the end. The ELLs showed growth in completing the graphic organizer independently with their table group/partner, and I was able to see this by walking around to monitor progress and to hear the language. One part of this lesson that I would change other then modeling the sentence frames at each point of the lesson (teaching, guided practice, independent practice) I would give myself more time to explain and practice how to do lines of communication. This would involve making sure that students know to the resources around the word that we created with the graphic organizers, word walls, vocabulary chart, etc. I believe doing this would have help the ELLs or lower students have more of an understanding of what they needed to do and not feel lot if they couldn’t remember the beginning, middle, and end parts of the story. Overall a great lesson and students were active, engaged, and using the language in oral and written forms.