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) with
four main characters, one main setting of the story, one
problem, and the solution with 100% accuracy. As a
whole group, students will work collaboratively to 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
with ELL students to create a sequential plot summary

CK

ISTE Standards
for Students
Framework for
21st Century
Learning

with the events depicted by pictures.

For ELLs
CALP and BICS: 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.
CALP: 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, sad, 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.
BICS: 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/

SEI (1): 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.

Accommodation
s, Modifications

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?
SEI (2) 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. SIOP (1): 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
CALP: SIOP (2): 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 (SIOP 3) text-toself 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?
New Assessment for ELLs:
Students will listen to different music clips, and pick which one
they think best describes what the personality of Goldilocks,
Papa Bear, Mama Bear, and Baby Bear if they were portrayed
in music.

The music clip for Papa Bear would be loud and fast
The music clip for Mama Bear would be soft and slow
The music clip for Baby Bear would be high-pitched and whiny.
The music clip for Goldilocks would sound much like The Pink
Panther theme song sneaky.
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
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.
Porridge: a dish consisting of oatmeal or another meal
or cereal boiled in water or milk.
Frightened: afraid or anxious.
New assessment for ELLs
Ells will be given definitions, to which they will have to
choose the appropriate vocabulary word. The format of
the worksheet will be a word bank at the top, followed
by three definitions. Instead of the students having to
pick the best word out of 8, they will only have to pick
the best word out of three. After the student completes
that section, they will move on to the next where there
is another word bank, followed by another three
definitions.
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

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

SEI (3): 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.
SIOP (4): After the question is asked, the teacher
will go over all of the key vocabulary terms that
students should be listening for and remembering
from the story. This will help students with their
assessment after the reading is complete.
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.
SIOP (5): ELL students will be given a booklet of
questions that they will be able to utilize while
the teacher is teaching. Some students may feel
uncomfortable explaining that they are confused
in front of their entire class, so this booklet is
supposed to help the student to communicate to
the teacher in a sly way that they are struggling
with something. The sentences found in this
booklet would say phrases such as:
I dont understand.
Would you please explain that to me?
Would you please show me how?
What information do I need to remember?
Is that important for the test?
What is the most important part?
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.
CALP: 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.
In-the-moment assessment:
The teacher will be responsible for using monitoring
charts to keep track of the participation of ELL students
who are working in the large group. Depending on the
proficiency level of the student, the teacher might track
how many times he or she spoke to the group or the
amount of times he or she pointed to the right picture,
etc.
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
SEI (4): After students work as a whole group to
represent the plot in sequential order, each
student will create their own Storyboard that
depicts the events in the story. Students will write
their own summaries and draw their own pictures
of what they visualize when they read the story.
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

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
ELLS
Students will participate in a vote (by raising their hand) to
show what they believe the best-fit lesson of the story is. ELLs
will be able to show their understanding without having to
actually vocalize it in front of the entire class if they are still
wary of their speaking skills.

Reading
Materials
Technology
Equipment
Supplies

Teacher
Self-reflection

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.

http://www.esc1.net/cms/lib/tx21000366/centricity/doma
in/63/linguistic_scaffolding_strategies_for_ells.pdf
http://www.d11.org/Instruction/Science/Curriculum/912/Pages/SIOP-Strategies.aspx
http://soe.unc.edu/news_events/news/2009/090917_esl_
workshop/4_Overview_of_SIOP_model_Thrower.pdf

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