Ms.

Reyna
Friday, February 27, 2015
1. Goldilocks and the Three Dinosaurs: Beginning, Middle, and
End, Kindergarten
2. Lesson Essential Questions(s): What is the beginning, middle, and
ending of a story? How can I use a graphic organizer to understand and
remember a story?
3. Standards:
CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text
read aloud or information presented orally or through other
media by asking and answering questions about key details and
requesting clarification if something is not understood.
CCSS.ELA-Literacy.SL.K.1.a Follow agreed-upon rules for
discussions (e.g., listening to others and taking turns speaking
about the topics and texts under discussion).
4. Learning objectives:
SWBAT listen to and respond to a story.
SWBAT identify the beginning, middle, and end of the story
Goldilocks and the Three Dinosaurs.
SWBAT use a graphic organizer to understand and remember a
story, with prompting and support.
5. Assessment:
Oral questioning
As a class, with the teachers guidance, students will complete a
beginning, middle, and end chart. Students will be asked to
identify pictures from the story that happened in the beginning,
middle, and end of the story Goldilocks and the Three Dinosaurs.
Using what was learned from our whole-group instruction;
students will work individually and draw a picture that represents
the beginning, middle, and end of the story Goldilocks and the
Three Dinosaurs.
6. Materials:
Goldilocks and the Three Dinosaurs - by Mo Willems
SMART notebook
SMART board
Beginning, Middle, and End Sesame Street Song (found on
YouTube).
7. Prior Knowledge:
Some students will have prior knowledge of the story Goldilocks
and the Three Bears.
Students will have a basic understanding of beginning, middle,
and end.
8. Lesson Beginning:

Ms. Reyna
1. Remind students that when reading, it helps to remember the
order in which things happen in a story. Remembering what
happens in the beginning, in the middle, and at the end of a
story can help readers understand it.
2. Begin by showing: Beginning, Middle, and End Sesame Street
Song (found on YouTube).
3. Review Beginning, Middle, and End.
a. Beginning What happens first in the story? (e.g., once
upon a time).
b. Middle- What happens in-between? (e.g., first, then, next,
after that, finally).
c. End- What happens last in the story? (e.g., they lived
happily ever after, the end).
i. SANDWICH VISUAL REPRESENTATION the
teacher will explain the concept of beginning, middle,
and end by demonstrating the top bun of a sandwich
as the beginning of a story, the
meat/lettuce/tomatoes as the middle, and the
bottom bun as the end of a story. Teacher will say:
Like a complete sandwich, with a top, middle,
and bottom, all good stories have a beginning,
middle, and end.
9. Instructional Plan:
1. Lesson beginning (before reading) (steps 1-3 above).
2. During reading:
a. Teacher pauses to identify the parts of the text. For
instance, the story begins Once upon a time. Ask
students: Once upon a time, could this be the beginning,
middle, or end of my story? As the teacher progresses
through the story, the teacher will say, "Here comes the
middle of the story." Finally, as the end is near, the teacher
might wonder aloud, "I think this is the ending of the
book."
b. Invite students to make predictions (individually and/or
with a partner):
i. Do you think the dinosaurs are hiding in the wood?
ii. Do you think Goldilocks will listen now?
c. Stop and ask comprehension questions:
i. What are the dinosaurs trying to do to Goldilocks?
ii. Who left the ladder near the chocolate pudding?
iii. Whats happening so far?
d. Have students participate in the reading (e.g. repeat
CHEWY-BONBON-TIME!).
3. Vocabulary/Terms to be explained (by providing definitions
orally, with verbal expressions, and/or actions.

Ms. Reyna
a. Succulent= (of food) juicy, tasty
b. Poorly Supervised= no one is watching
c. Traipsing = walking without direction/purpose
d. Groaned= moaning sound
4. After reading: As a class, with the teachers guidance, students
will complete a beginning, middle, and end chart. Students will
be asked to identify pictures from the story that happened in the
beginning, middle, and end of the story.
a. Students will be asked to share their thoughts with a
partner.
5. Classroom Management:
a. Assigned seats on carpet.
b. Popsicle sticks used to randomize student participation.
c. Color chart (traffic light system) - students start the
day on green and are asked to change their color if they
demonstrate disruptive behavior or do not follow
directions.
d. Treasure Chest Students that display
commendable/excellent behavior during the day can visit
the treasure chest at the end of the day.
e. Brain Breaks Students take brain breaks as needed.
f. Classroom language:
i. Catch a bubble when students are talking over
teacher and/or students.
ii. Active listening, Spider webs, Legs
crossed apple sauce.
6. Transitions: Clap (5x)
10. Closure: Students will work individually and draw a picture that
represents the beginning, middle, and end of the story Goldilocks and
the Three Dinosaurs.