SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

DETAILS
Miss Lacey Weiner
ELA
2
2 class periods, 60 minutes each
Writers write stories to tell a moral or message about
life.

Narrative stories are composed of five elements

(characters, setting, plot, problems, and solutions).

What are the five elements of a narrative story?

What is the lesson the author wants us to take away
from this story?
For ELLs: How did the bears feel during different points
in the story?
CC.1.3.2.B Ask and answer questions such as who,
what, where, when, why and how to demonstrate
understanding of key details in a text
CC.1.3.2.C Describe how characters in a story respond
to major events and challenges
CC.1.3.2.A Recount stories and determine their central
message, lesson, or moral
CC.1.3.2.J Acquire and use grade-appropriate
conversational, general academic, and domain-specific
words and phrases
CC.1.4.2.O Include thoughts and feeling to describe
experience and events to show the response of
characters to situations.

PA/Common
Core/Standards

Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

By the completion of this lesson students will be able to

categorize the different elements of the story
Goldilocks and the Three Bears. Individually students
will write in their own story map (found below) four
main characters, one main setting of the story, one
problem, and the solution with 90% accuracy. As a
whole group, students will work collaboratively to
discuss the plot of the story and place the events of the
story in sequential order using visual representations
with 100% accuracy.
ELLs will be able to describe what each bear is feeling
(their emotions) 3 out of 3 times when prompted.
Regular education Students:
Students will go back into the text to fill out their story
map and will identify the main characters, setting,
problem and solution of the story.
Regular education students will work in a large-group

CK

ISTE Standards
for Students
Framework for
21st Century
Learning

Accommodation
s, Modifications

with ELL students to create a sequential plot summary

with the events depicted by pictures.
For ELLs
Speaking: Students will work with a large group to help
create the sequential order of events. While students
will be able to use their social language to work with
peers, they will use their academic language and newly
acquired vocabulary to explain why the events in the
story should be lined up the way he or she put them.
For example, The problem comes before the solution.
Writing: Students will practice their writing by filling in
their story map.
Reading: The educator will read through the story once
while the students listen. After, ELL students will read
through the story with a native-speaking partner once
more to practice annunciating the new vocabulary
words.
Listening: While I read the story aloud, my ELL students
will have pictures of all three bears on their desk, along
with smaller pictures of smile, faces, worried, and angry
faces. Periodically throughout the story I will stop and
pose a question to the whole class such as, How is
baby bear feeling? At this point in time my ELL would
use the array of emotion faces to show me how he
thinks the bear is feeling.
Family: Because Goldilocks was so curious about the
bears house, I will ask students what customs
Americans had that their families were curious, or
wanted to learn more about when they moved here.
Culture: When Goldilocks entered the house of the bear
family, she found porridge sitting on the table a tasty
snack the bears couldnt wait to eat. If Goldilocks would
enter your familys house, what types of food would she
find?
http://www.thespanishexperiment.com/stories/goldilock
s/

This website can be used as a technology resource for

English Language Learners. This website tells the tale
of Goldilocks and the Three Bears in Spanish, and has
the English translation listed below it. This website also
has an option where students can listen to the story
narrated in Spanish to better help ELL students
understand all of the aspects of the story.

Students will work collaboratively when figuring out and

discussing the correct sequential events of the plot.

Please see the accommodations highlighted throughout

in red for the accommodations and modifications to

content for ELL students.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
When was a time you were curious about something?
For ELLs What was one American custom you wanted to
learn more about when you moved here? (For example, the
Fourth of July)
Hook/Lead-In/Anticipatory Set
To hook my students into this lesson, I will read to them
Goldilocks and The Three Bears. To accommodate for not
only my ELL students, but to help the comprehension of
all my students, I will utilize Total Physical Response
throughout my reading.
Big Idea Statement
The Big Ideas will be written on the board, and the
teacher will ask the students to read the ideas once to
themselves, and then once in the form of choral reading.
Essential Questions Statement
The teacher will write the essential questions on the
board along with the big ideas. The teacher will describe
the questions that students should be able to answer by
the conclusion of the lesson. The teacher put extra
emphasis on telling his or her student to think about
how Goldilocks and the bears are feeling throughout the
story so that the ELL can make better text-to-self
connections. For example, imagine how sad baby bear
was when he found that his chair was broken, have you
ever broken a toy and felt very sad?
Objective Statement
The teacher will write and orally describe to the students
what their ultimate goals of the lesson are. The teacher
will show the students examples of the story map, as
well as all of the premade pictures that will be used to
place the events of the plot in sequential order.
Transition
Stomp like bears to your seat in the circle.
Key Vocabulary

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

Character: Who the story is about.

Characterization: How the author shows who the
characters are, what their personalities are, what they
want, etc.
Narrative: Words that tell a story.
Plot: The order of events in a story.
Problem/Solution: A type of story structure where the
author presents a problem and then gives one or more
solutions to it.
Setting: The time and place in which a story happens.
PreAssessment of Students
The teacher will ask students if they have ever read a
story that has taught them a lesson. For example, The
Rainbow Fish teaches students the importance of
sharing.
ELLs will discuss lessons they think should be taught in
books. (Sharing, helping, caring)
The teacher will explain that there is a lesson to be
learned in this story as well, and to think about what
that lesson may be. The teacher should stress that there
can be more than one correct answer.
Modeling of the Concept
The teacher will model how to correctly fill out the story
map while he or she reads the story.
Guiding the Practice
At the beginning of the story the teacher will also pose a
question to think about as he or she reads the story. The
question is: What lesson (s) do you think the author
wanted to teach through the writing of this story.
While reading the story the teacher will fill out his or her
own story map. For example, when Goldilocks is first
introduced the teacher will write her name under the
characters section in the story map. When the story
explains that it takes place in the forest the teacher will
write forest in the setting section of the story map, etc.
Providing the Independent Practice
Students will be given time to go back into their text to
pull out the information they need to complete their
story map.
ELL students will be given a word bank that has all of the
characters, settings, problems, and solutions described
in the story. The ELLs will have to work to place these
words into their correct category.
Students will then utilize the Think, Pair, and Share
method to explain with their neighboring partner the
most important lesson that should be taken away from
the story.
Group-Work
After students finish their story map, the entire class will

come together and use their collaborative and team

work skills together to put the events of the plot in
sequential order.
Transition
After students read the story, they will pretend they are
Goldilocks and tiptoe back to their seats so that the
bears dont hear them.
Adaptations/Accommodations for Students with Special
Needs
Please see the accommodations highlighted throughout
in red for the accommodations and modifications to
content for ELL students.
Evaluation of
Formal Evaluation
the
Each students story map will be collected and checked
Learning/Master
for accuracy. The teacher will record if the student met
y of the
all of the competencies.
Concept
Informal Evaluation
Students will work as a large group and utilize visual
representations of events in Goldilocks and the Three
Bears to retell and revisit the plot. In sequential order,
students will be able to organize major events of the
story.
Closure

Reading
Materials
Technology
Equipment
Supplies

Summary & Review of the Learning

Through the actions of the characters, the plot, and the
problem and solution what can we say that the lesson of
the story is?
Possible responses:
Individual actions can hurt others, especially when one
person
uses or destroys another persons property.
It is important to respect others and their property
Homework/Assignments
Pretend to be an author and think about a lesson that
you would want to teach through a narrative story. Think
about all of the things you need to make a story a
narrative, and bring your ideas back to school with you
tomorrow we will begin to plan out our own narrative
stories tomorrow!
Goldilocks and the Three Bears story
Story Map
Pencil
Pictures of events in the story
Magnets to hang pictures of events on the board
Computer or iPad to access website with translated story
For the ELL student:
Pictures of the bears and different emotions for the ELL
to place on the character cards to express what they are
feeling throughout the story.

Teacher
Self-reflection

https://storymaps.arcgis.com/en/ 1