Beacon Lesson Plan Library

Goldilocks and the Three Bears

Terri Burns
Duval County Schools

Description

This lesson is designed to enhance students' ability to comprehend written text by teaching them how to think about the events in a story as they read.

Objectives

The student uses strategies to comprehend text (for example, retelling, discussing, asking questions).

Materials

-A copy of the book [Goldilocks and the Three Bears]
-A large piece of drawing paper for each student
-Crayons or colored pencils for each student
-Glue
-A felt board or other teacher made storyboard
-Pictures of the main events in the story for the story board (see Weblinks)

Preparations

1. Create the storyboard pictures for the class storyboard.
2. Make copies of the pictures for the students to use.
3. Gather student materials (drawing paper, crayons, glue, and pictures).
4. Obtain a copy of the story “Goldilock and the Three Bears.”

Procedures

1. Ask the students what they would do if they found a stranger had been in their house. Ask students if their house, or the house of someone they know, has ever been broken into.

2. Explain to the students that today they are going to listen to the story “Goldilocks and the Three Bears.” After listening to the story and participating in a class discussion, they will have to create a storyboard of their own retelling of the events of the story in the proper order.

3. As you are reading the story, stop and have students summarize what is happening, and have them place the appropriate picture on the storyboard. Ask comprehension questions. You may use the 5W’s as your guide for the comprehension questions (who, what, when, where, why).

4. Ask several students to retell the story by using the pictures on the storyboard.

5. Explain to the students how taking a picture walk through a book can also help them retell the events in a story.

6. Instruct a student to use the book and retell the story just by looking at the pictures. Explain to them that they are not reading the book, but retelling in their own words what is written in the book.

7. Explain to the students that they are now going to make storyboards of their own. They need to make sure they put the events on the storyboard in the proper order.

8. Pass out the drawing paper, the crayons, and copies of the pictures you used for the class storyboard. (You can also have students draw their own pictures if you do not want to make copies of the pages.)

9. Show students a sample storyboard that you have made. (It is a good idea to create a storyboard using a different story to prevent students from copying yours.)

10. Monitor to see that students understand what they are to be doing. Also, check to see if students are placing their pictures in the proper order. If they are not, have them go look at the book and fix the storyboard.

Assessments

As a formative assessment, students will be observed during the oral reading/discussion of the story, and while they are creating their own storyboard.

Observe for the following:
-accurate placement of the pictures during the class discussion and during their seatwork.
-accurate retelling of the story using the storyboard and the book.

Extensions

If you have access to computers and the software KidPix (or other drawing software), you can have students create their storyboards using the computer.
Students may write/dictate a sentence to go with each picture on their storyboards.

Web Links

This site will read the story; it also has art activities, and blackline masters for pictures of the story.
DLTK's Fairy Tales Activities

This site offers activities in other subject areas.
Goldilocks and the Three Bears Web Text

This site has pictures of bears which the students can use for their personal storyboards.
Crafts for Kids

Return to the Beacon Lesson Plan Library.