Lesson Plan for the Unit Title: Goldilocks and the three bears Topic: Recount of fairytales Grade(s

: !rd (first "rade le#el Subject/Course: ELA Teacher(s : $belis %ateo&Leon

Sta"e ' ( )esired 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). *ocus: The students will only focus on one fairytale for the recount portion of this unit, but they will be exposed to other fairytales. +nderstandin"(s : Essential ,uestion(s Recounting e ents must be done in an organi!ed and sequential order. "hat important features need to be included in a recount (retelling)# "hat will intrigue or capture your audiences ($indergarten) attention# Students will know: Students will be able to: * stories are composed of a beginning, middle and end. *stories can be expressed through different mediums-8.2- retell a main e ent from a story heard or read written, illustrations, orally, and through the use of body 8.!- retell a story"s beginning, middle and end language

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%aterials: %rasp copy, Retellin story folders for each student, props for retelling the story, chart paper, mar$ers, crayons, pencils, goal unit sentence strips -rocedure: &. The teacher will as$ the students the following questions and create an oral discussion' .hat /akes a story interestin"0 .hy to 1e tell stories0 .hat happens if a story is told out of order0 Can you understand a story that starts at the end and ends at the be"innin"0 .hy are stories i/portant in our li#es as children or adults2 )o your parenst read or tell you a story before you "o to bed0 Stories are important((( because they are intertaining, it ma$es us laugh when were sad, it lets us express our feelings through pictures, words, and language. ). The teacher will begin the lesson by ha ing the students sit in a circle and listen to a *uertorican fairytale + ,a princessa Taina-. The fairytale will be told orally. .ue to the fact that there are a few students that do not spea$ /nglish the teacher will use props and isual aids to retell the oral fairytale.

0. 1fter retelling the oral fairytales the students will then critique the teachers performance. 1nswering the questions' what was interesting about the story# "hat was your fa orite part# "hat made the story come to life# "hat $ept or didn2t $eep your attention# "hat would you do if you had to retell a story# Then the teacher will write all the students comments on chart paper. 3. Then the teacher will discuss the expectations for the unit. The goal for the unit and their performance tas$. The goal of the unit will be posted up for the students to see and their performance tas$ (%R1S*) will be copied and placed inside their unit folder. The students will then discusss their feeling about the unit and their performance tas$.

Acti#ity &. 1fter the fairytale discussion the students will retell something they did o er the wee$end or they may retell a fa orite story to the class. /ach student will ha e 4 minutes to retell their story orally to the class. ). Then they will create an illustration that will go along with their story, so that they may share their illustration(s) with a partner. (1donai and ,uis, *aola and 5ulei$a, 1ngel and 6rs ,eon 3o/e1ork' students will write or draw about a birthday party that was special to them. 7ow old were you# "here was your birthday party# "ho came to your birthday party# "hat did you do# E#idence: 8bser ations written in research 9ournal, .iscussion chart, students illustrations, photographs, homewor$ sample

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%aterials: ,arge +%ood :ews Bear *lan- (laminated), Small copies of the +%ood news Bear *lan- with three balloons, +%oldiloc$s and the three bears- story, mar$ers, teddy bears, doll, and the isual aids((( bowls, beds, chairs etc. *icture Boo$ without text, Sample text 3 The %inger factory. -rocedure: Re#ie1 the "oal and purpose of the unit

&. The teacher will read(aloud +%oldiloc$s and the three bears-. "hile reading the story the teacher will use expression, gestures, as well as the isual aids to tell the story. ). 1fter reading the story, the teacher will present the +%ood news Bear *lan-. The +%ood news Bear *lan- ;s a picture of a bear that is 9uggling 4 balloons that contain the fi e $ey questions' "hen# "ho# "here# "hat# "hy# 1nd a heart that expresses +<eeling-. Through shared writing the students will pro ide the teacher with information form the story to fill in 0 balloons (when# "here# "ho# 0. 1fter filling in the +%ood news Bear *lan- The teacher will model how to use the +%ood news Bear *lan- to retell the stories orientation. 3. =ocabulary .e elopment' The students and the teacher will then create a class chart that will focus on ocabulary that is used to write the orientation of texts used in recounts, as well as some $ey elements used in fairytales "hen' yesterday, today, on the wee$end, last night etc. "here' at the house, in the playground, at school etc. "ho' dad, mom, my sister, the bears, the girl etc. <airytales elements' 8nce upon a time Acti#ity: &. The students will become +Recount .etecti es- and go on a word hunt. The students that are more ad anced will be gi en a sample text without illustrations. The students will be required to find some $ey ocabulary that are used within the orientation of a text. They will need to find "hen, "here, and "ho with in the text. They will highlight the words in the text and then write the words on their own copy of the +%ood news Bear *lan-. ). The students that are challenged by the /nglish text will be required to loo$ at a picture boo$ without text and try to find the "hen# "here# 1nd "ho# by using the illustrations. The students will be required to use the +%ood news Bear *lan- by adding their own interpretation of the

picture boo$. 3o/e1ork: The students will ta$e a story boo$ home of their chose. They will need to fill in a +%ood news Bear *lan- about when# "here# "ho# they may use illustrations or write. E#idence: 8bser ations written in research 9ournal, ocabulary chart, students +%ood news Bear *lan-, photographs, homewor$ sample

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%aterials: ,ast years class boo$, class 9ournal, pencils, crayons, +%oldiloc$s and the three bears-, ,arge +%ood news Bear *lan-, small copies of the the +good news bear plan- and the students unit folders -rocedure: Re#ie1 the "oal and purpose of the unit

&. The class will sit in a circle and re iew on the acti ity that were done the day before. Then the teacher will read aloud an excerpt form the new class >ournal and show the illustrations. The excerpt will be the beginning of the class wall >ournal. ). The teacher will then explain to the students that this class 9ournal will be used by all the students to reflect and retell e ents that may ha e happened in the class or outside of the class. The students will ha e the freedom to choose to write or create illustrations or both within the >ournal. Those students that are more ad anced 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 themsel es in the 9ournal. 0. 1 responsibility and expectations chart will be created with the students on how to properly use the 9ournal and $eep it organi!ed and neat, so that it may be used throughout the year. "hat are some things you could write about in the class 9ournal# 3. The teachers assumptions and expectations' The 9ournal will not only encourage the students to retell e ents but it will help them express their feelings, it will be used as a form of constructi e outlet. The only responsibilities estab lished by the teacher will be, the student must write their name and date, and pencil should be used when writing and drawing, then they may color, all pages must stay in the 9ournal. :o riped pages. :o mar$ers. 4. The first student to write in the 9ournal will be randomly choosen. ?. The other students will continue to sit in a circle, while the teacher re(reads +%oldiloc$s and the three bears- aloud. The students will be encouraged to chim in while the teacher is reading the story. @. 1fter reading the story the students (through shared writing) will use the +%ood new Bear *lan- to retell the e ents of the story. The teacher will explain to the students that ma$ing a plan first before retelling a story ma$es it easier to $eep all the e ents in order and $eeps them organi!ed. This time the students will focus on the $ey questions "hat# "hy# 1nd how do they thin$ the characters feel# A. 1fter filling in the +%ood news Bear *lan- The teacher will model how to use the +%ood news Bear *lan- to retell the e ents in the story.

B. =ocabulary .e elopment' The students and the teacher will then add the new $ey questions to the class chart that will focus on ocabulary that is used to write the e ents of texts used in recounts, as well as in fairytales' "hat' first, then, next, after, finally, "hy' because, <eeling' happy, sad, surprised, excited, angry, etc. <airytales' 8nce upon a time, they li ed happily e er after, the end Acti#ity: &. The students will become +Recount .etecti es- and go on a word hunt. The students that are more ad anced will use the same sample text they used in the last lesson. This time the students will be required to find the $ey ocabulary that is used during the retelling of e ents. They will need to find "hat# "hy# 1nd perhaps a feeling within the text. They will highlight the words in the text and then write the words on their own copy of the +%ood news Bear *lan-. ). The students that are challenged by the /nglish text will be required to loo$ at the same picture boo$ used in the pre ious lesson and find the "hat# "hy# 1nd perhaps the feeling of the characters in the story, by using the illustrations. The students will be required to use the +%ood news Bear *lan- by adding their own interpretation of the picture boo$. 3o/eo1ork: The students will choose the same boo$ as the pre ious day, only this time they will need to focus on what happened in the story# "hy did the e ents happen# 1nd how do they belie e the characters feel# E#idence: 8bser ations written in research 9ournal, The class wall 9ounal, $ey ocabulary chart, %ood news Bear plan, photographs, homewor$ sample

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%aterials: class 9ournal, pencils, crayons, +%oldiloc$s and the three bears-, ,arge +%ood news Bear *lan-, small copies of the +good news bear plan-, sentence strips, white drawing paper, and the students unit folders -rocedure / Acti#ity Re#ie1 the "oal and purpose of the unit &. The class will sit in a circle and re iew the acti ities that were done the day before and someone will be randomly selected to write in the class 9ournal. The teacher will then as$ the rest of the students to ma$e an illustration of their fa orite part of +%oldiloc$s and the three bears-. ). 1fter the students ha e 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) fa orite. 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 fa orite part of the story comes before or after the other illustrations. Slow creating a sequence of e ents by using the illustrations. 0. 1fter each student has shared their illustrations, the class will discuss if there are any gaps in the story. The teacher will as$ for a olunteer to create the missing illustration, if there are any. 3. "hile the student is quic$ly creating the illustration, the remainder of the group, will pro ided 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. "hen writing sentences the students will need to pro ide the language features that are required in the retlling of the story in sequencial order. <irst, next, then, after, finally etc. 3o/e1ork' The students will be gi en a wor$sheet 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. Cnder each picture the students will write first, next, then, after, finally etc. The students that re more ad anced will be required to write a title for the illustrated story and a sentence for each illustration. E#idence: 8bser ations written in research 9ournal, The class wall 9ounal, $ey ocabulary chart, %ood news Bear plan, photographs, student(generated sentences, illustrations, homewor$ sample

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%aterials: class 9ournal, pencils, crayons, +%oldiloc$s and the three bears- different ersion, ,arge +%ood news Bear *lan-, small copies of the +good news bear plan-, sentence strips, white drawing paper, and the students unit folders -rocedure: &. The students will re iew and reflect on the pre ious lessons and what the pupose of the unit will be. The students will concentrate on the audience they will entertain with their retelling of the story +%oldiloc$s and the three bears-. ). The teacher will focus on their performance tas$, and introduces the rubric that will be used to grade them. /ssencial questions' "hat is language features will be used when retelling a story# (what are the magic words that will $eep my story organi!ed#) 7ow will ; capture my audiences attention ( 7ow will ; $eep the $indergarten class entertained#) what can ; do as a story teller, author and illustrator to ma$e the $indergarten students understand the story# (answers, bright colors, facial expression, body gestures, simple language, clear illustrations, props, isual aids etc.) 0. 1fter planning and discussing the audience and purpose for their recount of the story +%oldiloc$s and the three bears. The teacher will read aloud a different ersion of +%oliloc$s and the three bears3. 1fter reading the story the teacher and the students will create compare and contrast chart between the two ersions of +%oldiloc$s and the three bears-. Acti#ity: &. 1s a group, the students will use a planning chart to sort out the details of the recount they will be performing for the $indergarten students. ). "hat ersion of +%oldiloc$s and the three bears- they will li$e to retell to the $indergarten students. The teacher will gi e each student a 9ob, authors, illustrators, organi!er, prop creator. 0. The 9ob of the authors is to create retell the main e ents in the story 3. The 9ob of the illustrators is to correlate their illustrations with what the author has written. 4. The 9ob of the organi!er is to ma$e sure that all the students ha e the supplies they need and ma$e sure that all the pages for the story boo$ are organi!ed. ?. The co er of the boo$ will be created by all the students. @. The 9ob of the prop creator will be to create the puppets, mas$s etc that will be used during the performance of the recounted fairytale. A. They will decide what supplies they will need to create their fairytale recount.

E#idence: 8bser ations written in research 9ournal, The class wall 9ounal, $ey ocabulary chart, %ood news Bear plan, photographs, student(generated sentences, illustrations, planning chart

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%aterials: class 9ournal, pencils, crayons, +%oldiloc$s and the three bears- different ersion, ,arge +%ood news Bear *lan-, small copies of the +good news bear plan-, sentence strips, white drawing paper, and the students unit folders -rocedure: Acti#ity: E#idence: 8bser ations written in research 9ournal, The class wall 9ounal, $ey ocabulary chart, %ood news Bear plan, photographs, student(generated sentences, illustrations, planning chart

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D 1dapted from 1SE. and %rant "iggins F >ay 6cTighe )GG4