Beacon Lesson Plan Library
Step into It with Goldilocks
Santa Rosa District Schools
Can you recall the story of [Goldilocks and the Three Bears]? Well, first graders can! Watch as first graders step into it with Goldilocks and her pals through sequencing.
The student uses a variety of strategies to comprehend text (for example, retelling stories in correct sequence, recalling details, rereading).
-Book: Marshall, James. [Goldilocks and the Three Bears]. New York: Puffin, 1998.
-Goldilocks tri-puppet (See Preparations)
-Decorated box for puppet
-Copy paper, prefolded into six square spaces
1. Decorate a small box for the puppet with wrapping paper and tape.
2. Create stick puppets if you do not have the Goldilocks tri-puppet. If this is done, get small paper plates, yarn, wiggly eyes, markers, tongue depressors and glue to make the puppets.
3. Have available [Goldilocks and the Three Bears] by James Marshall.
4. Prefold the copy paper to create six square spaces.
1. Without saying a word, bring the decorated box to the front of the room and quietly open it up without taking anything out.
2. Ask the students to think of a movie they have seen and really liked. Pick a student to tell about their favorite movie. Discuss how the student retold the movie story in order, in sequence, with the beginning, middle and the end.
3. Have the students quietly come down to the reading circle and sit in their listening positions.
4. Sit in front and ask the students what they know about fairy tales. After accepting a few responses, tell the class they need to listen very carefully, as they will be retelling the story in illustrations later. Then very gently, pull out the Goldilocks tri-puppet from the box. Begin to tell the story of [Goldilocks and the Three Bears] using varying voices and movements as the story is told while changing the puppet for each character.
5. After the story is told, pass out the prefolded paper (with six square spaces) and instruct the students to create six illustrations of the story in order. Hold up a completed sequenced storyboard to model what is expected.
6. Discuss the beginning, middle and end of the story to help organize their thoughts.
7. The students return to their seats and create their storyboards using pencils first and then crayons. Have them share with their reading buddies.
8. While the students share, go around and conference with each student about their storyboards and how they are sequenced.
9. During the conference, a formative rubric (See Associated File) is used to assess and provide feedback on the six sequenced illustrations that retell the story.
Evidence: The student creates a storyboard--six illustrations in correct sequence--to retell the story, [Goldilocks and the Three Bears] by James Marshall.
Criteria: Each student's storyboard is formatively assessed using the Step Into It With Goldilocks Rubric (See Associated File) as the teacher and student engage in a conference concerning the completed project. Students may have a variety of events in their storyboards, as long as they are in correct sequence.
1. For gifted students, have them write a sentence under each of their six illustrations.
2. For ESOL/ESE students, have them act out the six events of their choosing.