Lesson Plan for the Unit

Lesson Plan for the Unit

Title: Goldilocks and the three bears Subject/Course: ELA

Topic: Recount of fairytales Grade(s): 3rd (first grade level) Teacher(s): Ibelis Mateo-Leon

Stage 1 Desired Results

Established Goal(s): Students will identify the basic facts and main ideas in a fairytale and use them as the basis for their own interpretation of the story. The students will write, illustrate and orally recount the fairytale in sequential order (Beginning, middle and end).

Focus: The students will only focus on one fairytale for the recount portion of this unit, but they will be exposed to other fairytales.

Understanding(s):

Recounting events must be done in an organized and sequential order.Essential Question(s)

What important features need to be included in a recount (retelling)?

What will intrigue or capture your audiences (kindergarten) attention?

Students will know:

* stories are composed of a beginning, middle and end.

*stories can be expressed through different mediums-- written, illustrations, orally, and through the use of body languageStudents will be able to:

8.2- retell a main event from a story heard or read

8.7- retell a storys beginning, middle and end

Day 1

Materials: Grasp copy, Retellin story folders for each student, props for retelling the story, chart paper, markers, crayons, pencils, goal unit sentence strips

Procedure:

1. The teacher will ask the students the following questions and create an oral discussion: What makes a story interesting? Why to we tell stories? What happens if a story is told out of order? Can you understand a story that starts at the end and ends at the beginning? Why are stories important in our lives as children or adults. Do your parenst read or tell you a story before you go to bed? Stories are important--- because they are intertaining, it makes us laugh when were sad, it lets us express our feelings through pictures, words, and language.

2. The teacher will begin the lesson by having the students sit in a circle and listen to a Puertorican fairytale La princessa Taina. The fairytale will be told orally. Due to the fact that there are a few students that do not speak English the teacher will use props and visual aids to retell the oral fairytale.

3. After retelling the oral fairytales the students will then critique the teachers performance. Answering the questions: what was interesting about the story? What was your favorite part? What made the story come to life? What kept or didnt keep your attention? What would you do if you had to retell a story? Then the teacher will write all the students comments on chart paper.

4. Then the teacher will discuss the expectations for the unit. The goal for the unit and their performance task. The goal of the unit will be posted up for the students to see and their performance task (GRASP) will be copied and placed inside their unit folder. The students will then discusss their feeling about the unit and their performance task.

Activity

1. After the fairytale discussion the students will retell something they did over the weekend or they may retell a favorite story to the class. Each student will have 5 minutes to retell their story orally to the class.

2. Then they will create an illustration that will go along with their story, so that they may share their illustration(s) with a partner. (Adonai and Luis, Paola and Zuleika, Angel and Mrs Leon

Homework: students will write or draw about a birthday party that was special to them. How old were you? Where was your birthday party? Who came to your birthday party? What did you do?

Evidence: Observations written in research journal, Discussion chart, students illustrations, photographs, homework sample

Day 2

Materials: Large Good News Bear Plan (laminated), Small copies of the Good news Bear Plan with three balloons, Goldilocks and the three bears story, markers, teddy bears, doll, and the visual aids--- bowls, beds, chairs etc. Picture Book without text, Sample text 4 The Ginger factory.

Procedure:

Review the goal and purpose of the unit

1. The teacher will read-aloud Goldilocks and the three bears. While reading the story the teacher will use expression, gestures, as well as the visual aids to tell the story.

2. After reading the story, the teacher will present the Good news Bear Plan. The Good news Bear Plan Is a picture of a bear that is juggling 5 balloons that contain the five key questions: When? Who? Where? What? Why? And a heart that expresses Feeling. Through shared writing the students will provide the teacher with information form the story to fill in 3 balloons (when? Where? Who?

3. After filling in the Good news Bear Plan The teacher will model how to use the Good news Bear Plan to retell the stories orientation.

4. Vocabulary Development: The students and the teacher will then create a class chart that will focus on vocabulary that is used to write the orientation of texts used in recounts, as well as some key elements used in fairytales

When: yesterday, today, on the weekend, last night etc.

Where: at the house, in the playground, at school etc.

Who: dad, mom, my sister, the bears, the girl etc.

Fairytales elements: Once upon a time

Activity:

1. The students will become Recount Detectives and go on a word hunt. The students that are more advanced will be given a sample text without illustrations. The students will be required to find some key vocabulary that are used within the orientation of a text. They will need to find When, Where, and Who with in the text. They will highlight the words in the text and then write the words on their own copy of the Good news Bear Plan.

2. The students that are challenged by the English text will be required to look at a picture book without text and try to find the When? Where? And Who? by using the illustrations. The students will be required to use the Good news Bear Plan by adding their own interpretation of the picture book.

Homework: The students will take a story book home of their chose. They will need to fill in a Good news Bear Plan about when? Where? Who? they may use illustrations or write.

Evidence: Observations written in research journal, vocabulary chart, students Good news Bear Plan, photographs, homework sample

Day 3

Materials: Last years class book, class journal, pencils, crayons, Goldilocks and the three bears, Large Good news Bear Plan, small copies of the the good news bear plan and the students unit folders

Procedure:

Review the goal and purpose of the unit

1. The class will sit in a circle and review on the activity that were done the day before. Then the teacher will read aloud an excerpt form the new class Journal and show the illustrations. The excerpt will be the beginning of the class wall Journal.

2. The teacher will then explain to the students that this class journal will be used by all the students to reflect and retell events that may have happened in the class or outside of the class. The students will have the freedom to choose to write or create illustrations or both within the Journal. Those students that are more advanced in writing englsih will be encouraged to write more than illustrate. The intermediated student will be encourage to explore her ability to write simple text and create illustrations. The beginning students will be encourage to use illustrations and colors to express themselves in the journal.

3. A responsibility and expectations chart will be created with the students on how to properly use the journal and keep it organized and neat, so that it may be used throughout the year. What are some things you could write about in the class journal?

4. The teachers assumptions and expectations: The journal will not only encourage the students to retell events but it will help them express their feelings, it will be used as a form of constructive outlet. The only responsibilities estabvlished by the teacher will be, the student must write their name and date, and pencil should be used when writing and drawing, then they may color, all pages must stay in the journal. No riped pages. No markers.

5. The first student to write in the journal will be randomly choosen.

6. The other students will continue to sit in a circle, while the teacher re-reads Goldilocks and the three bears aloud. The students will be encouraged to chim in while the teacher is reading the story.

7. After reading the story the students (through shared writing) will use the Good new Bear Plan to retell the events of the story. The teacher will explain to the students that making a plan first before retelling a story makes it easier to keep all the events in order and keeps them organized. This time the students will focus on the key questions What? Why? And how do they think the characters feel?

8. After filling in the Good news Bear Plan The teacher will model how to use the Good news Bear Plan to retell the events in the story.

9. Vocabulary Development: The students and the teacher will then add the new key questions to the class chart that will focus on vocabulary that is used to write the events of texts used in recounts, as well as in fairytales:

What: first, then, next, after, finally,

Why: because,

Feeling: happy, sad, surprised, excited, angry, etc.

Fairytales: Once upon a time, they lived happily ever after, the end

Activity:

1. The students will become Recount Detectives and go on a word hunt. The students that are more advanced will use the same sample text they used in the last lesson. This time the students will be required to find the key vocabulary that is used during the retelling of events. They will need to find What? Why? And perhaps a feeling within the text. They will highlight the words in the text and then write the words on their own copy of the Good news Bear Plan.

2. The students that are challenged by the English text will be required to look at the same picture book used in the previous lesson and find the What? Why? And perhaps the feeling of the characters in the story, by using the illustrations. The students will be required to use the Good news Bear Plan by adding their own interpretation of the picture book.

Homeowork: The students will choose the same book as the previous day, only this time they will need to focus on what happened in the story? Why did the events happen? And how do they believe the characters feel?

Evidence: Observations written in research journal, The class wall jounal, key vocabulary chart, Good news Bear plan, photographs, homework sample

Day 4

Materials: class journal, pencils, crayons, Goldilocks and the three bears, Large Good news Bear Plan, small copies of the good news bear plan, sentence strips, white drawing paper, and the students unit folders

Procedure / Activity

Review the goal and purpose of the unit

1. The class will sit in a circle and review the activities that were done the day before and someone will be randomly selected to write in the class journal. The teacher will then ask the rest of the students to make an illustration of their favorite part of Goldilocks and the three bears.

2. After the students have created their illustrations, they will share their illustrations with the class. The class will need to guess what part of the story is the illustrators (the students that created the picture) favorite. Then the picture will be displayed on the wall. The rest of the students will do the same, share, guess and then figure out if their favorite part of the story comes before or after the other illustrations. Slow creating a sequence of events by using the illustrations.

3. After each student has shared their illustrations, the class will discuss if there are any gaps in the story. The teacher will ask for a volunteer to create the missing illustration, if there are any.

4. While the student is quickly creating the illustration, the remainder of the group, will provided student-generated sentences for each illustration. The sentences will be written on sentence strips. These illustrations and sentence strips will be used as a literacy center for the students to reconstrut the story in sequencial order. When writing sentences the students will need to provide the language features that are required in the retlling of the story in sequencial order. First, next, then, after, finally etc.

Homework: The students will be given a worksheet that has illustrations that are telling a story but are out of order. They will need to cut the illustrations out and place them in sequencial order. Under each picture the students will write first, next, then, after, finally etc. The students that re more advanced will be required to write a title for the illustrated story and a sentence for each illustration.

Evidence: Observations written in research journal, The class wall jounal, key vocabulary chart, Good news Bear plan, photographs, student-generated sentences, illustrations, homework sample

Day 5

Materials: class journal, pencils, crayons, Goldilocks and the three bears different version, Large Good news Bear Plan, small copies of the good news bear plan, sentence strips, white drawing paper, and the students unit folders

Procedure:

1. The students will review and reflect on the previous lessons and what the pupose of the unit will be. The students will concentrate on the audience they will entertain with their retelling of the story Goldilocks and the three bears.

2. The teacher will focus on their performance task, and introduces the rubric that will be used to grade them. Essencial questions: What is language features will be used when retelling a story? (what are the magic words that will keep my story organized?) How will I capture my audiences attention ( How will I keep the kindergarten class entertained?) what can I do as a story teller, author and illustrator to make the kindergarten students understand the story? (answers, bright colors, facial expression, body gestures, simple language, clear illustrations, props, visual aids etc.)

3. After planning and discussing the audience and purpose for their recount of the story Goldilocks and the three bears. The teacher will read aloud a different version of Golilocks and the three bears

4. After reading the story the teacher and the students will create compare and contrast chart between the two versions of Goldilocks and the three bears.

Activity:

1. As a group, the students will use a planning chart to sort out the details of the recount they will be performing for the kindergarten students.

2. What version of Goldilocks and the three bears they will like to retell to the kindergarten students. The teacher will give each student a job, authors, illustrators, organizer, prop creator.

3. The job of the authors is to create retell the main events in the story

4. The job of the illustrators is to correlate their illustrations with what the author has written.

5. The job of the organizer is to make sure that all the students have the supplies they need and make sure that all the pages for the story book are organized.

6. The cover of the book will be created by all the students.

7. The job of the prop creator will be to create the puppets, masks etc that will be used during the performance of the recounted fairytale.

8. They will decide what supplies they will need to create their fairytale recount.

Evidence: Observations written in research journal, The class wall jounal, key vocabulary chart, Good news Bear plan, photographs, student-generated sentences, illustrations, planning chart

Day 6

Materials: class journal, pencils, crayons, Goldilocks and the three bears different version, Large Good news Bear Plan, small copies of the good news bear plan, sentence strips, white drawing paper, and the students unit folders

Procedure:

Activity:

Evidence: Observations written in research journal, The class wall jounal, key vocabulary chart, Good news Bear plan, photographs, student-generated sentences, illustrations, planning chart

Day 7

Day 8

Day 9

Day 10

Day 11

Day 12

Adapted from ASCD and Grant Wiggins & Jay McTighe 2005