Jee Young LeeGrade 2 April 19 th , 2007 ELA Theme : Bears , Bears , Bears ( Fairytale ) Mini Unit Plan 3 : Goldilocks and the Three Bears Purpose : The students in the class will construct meaning of the text by identifying the common elements of the fairy tale . The students will be engaged in making the Reader ’ s Theatre script with the teacher and in groups based on the text . Objectives : Students will 1 . identify the genre of the fairy tale by orally pointing out its elements . 2 . build Working with Word skill using a Be a Mind Reader activity . 3 . practice fluency by reading a fairy tale in the Three - Ring Circus format . 4 . experience writing a script for the Reader ’ s Theatre in groups . Materials : An original book , Goldilocks and the Three Bears retold and illustrated by Jan Brett Copies of today ’ s selectionOverhead transparencyWriting paperspapersPencils Motivation T I : Teacher Instruction T T : Teacher Talk S T : Student Talk 1 . T I : The teacher models retelling his or her favorite fairy tale and has students retell their favorite fairy tales . T T : I am going to tell you one of my favorite fairy tales . Once upon a time , there was a miller and his daughter . He heard that the king was looking for a wife . He told the king that he had a beautiful daughter who could make gold out of straw . The king wanted to be very rich and asked him to bring his daughter . His daughter was told by her father and cried because she didn ’ t know how to make gold out of straw . Suddenly , a strange looking man showed up in front of her and told her that he could make gold out of straw . But , he asked something from her . She gave a necklace and a ring to the man . When she had nothing to give him , the man asked her to promise to him that she would give her first born son to him . She didn ’ t want that , but said that she would , because there was no other way . When she became a queen , she had a son . One night , the man appeared again . He told that if she guessed his name correctly , he would not take her son . He gave her three days for that . She had trouble guessing his name . She asked her servant to find the man . Her servant found him in the forest and heard him say his name . The third day , the queen guessed his name correctly by saying “ Rumpelstiltskin ” . The man ran away immediately . The miller ’ s daughter , now a beautiful queen , lived happily ever after . This is Rumpelstiltskin . Does anyone want to retell his or her favorite fairy tale ? ( Claire M raises her hand ) Claire M : Once upon a time , there lived a king and a queen in a palace . They had a baby and named her Aurora . On the princess Aurora ’ s first birthday , the three fairies were invited . Suddenly an evil witch showed up with a thunderstorm . She was very angry about not being invited . She said that the princess Aurora would prick her finger on her sixteenth birthday . The three fairies were told to take her to some place else . The three fairies brought her up in a cottage deep in the woods . On the princess ’ sixteenth birthday , she saw a strange light and followed that . She pricked her finger and fell to the ground . To save her life , the fairies put her under a spell that made her sleep for a long time . The prince came and fought with the witch . He kissed Aurora . The spell was broken . The prince and the princess lived happily ever after . T T : Did everyone enjoy Claire M ’ s retelling of the story , The Sleeping Beauty ? So did I . I want you to think about how you can recognize fairy tales from other stories . 2 . T I : The teacher writes down students ’ responses on an overhead transparency under the title of “ Elements of a Fairy Tale ” . JaeYoon : It always begins with “ Once upon a time , ” and ends with “ They lived happily ever after . ” ( The teacher prints her response . ) Julia : It has a good person and a bad person . T T : Yes , there are good characters and evil characters . Esther : I think a fairy tale sometimes has a magic . T T : I think the fairy tale has a problem and a solution too . When you read a fairy tale , it will be helpful for you to understand the story if you find the story elements , such as the characters , the settings and the problem . - 3 minutes ProcedureBefore Reading 3 . T I : The teacher shows the cover page of the book , Goldilocks and the Three Bears retold and illustrated by Jan Brett . The teacher takes a picture walk up to the page where three bears walked out into the woods . Then , the teacher asks students what will happen next . During the picture walk , the teacher draws students ’ attention by using his or her think - aloud in relation to the illustrations . T T : Look at the cover page ! These three bears are walking in the woods . How do you find Jan Brett ’ s illustrations ? I think her illustrations look very real with special costumes that bears are wearing . Around the illustration are also animal pictures , such as owls , mice and foxes . There are three bowls for the porridge . The porridge bowls are in different sizes . They are walking in the woods . A little girl is looking for something . Maybe she got lost . Let ’ s predict what will happen next ! I ’ m sure many of you must have been told or read the story . But , it ’ s okay for everyone to discuss what will happen on the following page . ( Brian is raising his hand . ) Brian : I think the little girl will walk right in the three bears ’ house . Kaithlyn : The little girl will find interesting things in that house like what Snow White found when she went into the seven dwarfs ’ house . 4 . T I : The teacher explains how Be a Mind Reader activity works by having students write the number from 1 to 5 and tells them that the teacher is going to see who can read his or her mind and figure out which of the words on the board the teacher is thinking of . The teacher tells the students he or she will give them five clues . By the fifth clue , everyone should guess the word , but if they read his mind they might get it before the fifth clue . T T : When I give clues , I want you to write the word you believe it is next to each number on your paper . You can refer to this list of words on the overhead projector . An example of a list of words Latch peeped lifted poured roasted tempting plump Be a Mind Reader Example : 1 . It ’ s one of the words on the list . 2 . It has six letters . 3 . It ends with ed . 4 . It has a long e vowel . 5 . It means to look at something carefully . T T : I wonder what you wrote . I was thinking of the word , peeped . Was the word tricky ? These words are some tricky words I picked from today ’ s selection . During Reading 5 . T I : After giving out copies of the text , Goldilocks and the Three Bears retold and illustrated by Jan Brett , the teacher has students practice reading the selection using the Three - Ring Circus format . Since today ’ s text is from the easier selection , the teacher has organized three groups ; an independent reading group , a partner reading group , and a coaching group . The teacher also assigns every student in a partner reading group to have a nurturing partner who works well with each other . Then , the teacher had the accelerated readers read the selection individually . A Sample Three - Ring Circus Chart ( 16 students ) ReadWith PartnersEsther - KaithlynJulia - jaeYoonDavid - BrianRead By YourselfHannah Claire BThomas Claire MReadWith Mrs . LeeRobert ReillyDylan DannyAnthony Bruce T T : We are going to practice reading today ’ s selection using the Three - Ring Circus format , since we have learned to read with a partner . You will be given fifteen minutes to practice reading . The Three - Ring Circus group chart is posted on the wall . I want you to read with more ｅxpression when you read what someone is saying . ( The teacher sets the timer . ) T T : ( In the coaching group ) I notice you have trouble with the word , latch . Think of the rhyming word . S S : catch , matchT T : You got it ! Even though you ’ ve never heard of the word , try to read until the end of the sentence . You will be able to get the meaning of the word within the sentence . In this sentence , “ First , she looked in at the window , then she peeped in at the keyhole , and seeing no one was at home , she lifted the latch , ” what did she do with the latch ? She lifted it to open the door . In the olden times , people used a latch to lock the door . You can also get help from the picture when you don ’ t know the word . ( The timer rings . ) T T : Boys and girls ! Can you identify the setting and the characters of the story we have read ? Since we read the beginning of the text , we noticed that the text describes the setting and the characters in the beginning . Next , we are going to fill the story map skeleton with the information we ’ ve learned from reading the selection . Then , we are going to make a script for the Reader ’ s Theatre . - 15 minutes After Reading 6 . T I : The teacher has students fill in the story map skeleton . Then , the teacher turns on the overhead projector and models how to change a narrative text into a script for the Reader ’ s Theatre using the first few pages of the text . T T : Let ’ s fill in the story map skeleton . What do we see ? We see a title and an author first . I ’ ll write them like this . Then , we see a setting . In the beginning of the story , it says “ once upon a time ” and “ in a wood ” . Next , let ’ s talk about the characters . On the following pages of the text , the three bears and Goldilocks are described . Then , we are only going to write about the beginning of the story , because that ’ s what we ’ ve read so far . What ’ s happened in the beginning ? ( Right ) The three bears lived in a house of their own in a wood . They have made porridge and walked out because the porridge was too hot . Now , I ’ m going to write a script by summarizing the story . First , I need to write the title on top . There will be more than one narrator in my Reader ’ s Theatre , so I ’ ll write the narrator 1 . The narrator 1 begins to say that “ once upon a time there were three bears who lived together in a house of their own in a wood . ” Then , the narrator 2 says “ One of them was a little , small , wee bear , and one was a middle - sized bear , and the other was a great , huge bear . ” The narrators describe the setting and the characters . 7 . T I : The teacher continues to think aloud by writing the script on a transparency . T T : I have to think about what the three bears did first . They made their porridge for breakfast and poured it into their porridge bowls . I bet the great , huge bear said that the porridge was too hot . He must have said that they should spend some time outside while the porridge was cooling . Next , I remember that while they were gone , Goldilocks walked right in the three bear ’ s house . This should be in the narrator ’ s line . So , I will write this next to the narrator . 8 . T I : After modeling , the teacher has students experience making a script of the two pages in groups . ( The teacher circulates the class to see their progress . ) Group 1 : She tried to eat a great , huge bear ’ s porridge . But it was too hot . Goldilocks must have said , “ It ’ s too hot . ” Then , she tried the middle - sized bear ’ s porridge . But it was too cold . She must have said , “ It ’ s too cold . ” She also tried the little , small , wee bear ’ s porridge . It was neither too hot nor too cold . It was just right . So , she must have said , “ It ’ s neither too hot nor too cold , but just right . ” We can write what she might have said next to Goldilocks . But , I ’ m not sure if we need to put the quotation mark after the word , Goldilocks . We can put that for now and will ask the teacher about that when conferencing . Group 2 : Next , she sat on the great , huge bear ’ s chair . But it was too hard . So , she must have said , “ It ’ s too hard . ” She also tried to sit on the middle - sized bear ’ s chair . But it was too soft . So , she must have said , “ It ’ s too soft . ” Then , she tried to sit on the little , small , wee bear ’ s chair . It was neither hard nor soft , but just right . So , she must have said that it is neither hard nor soft , but just right . Then , the narrator says , “ when Goldilocks sat until the bottom of the chair gave way and down she came on the floor . ” Group 3 : Next , she went upstairs to their bedroom . We need to write the narrator and a colon first . She lay down on the bed of the great , huge bear , but that was too high at the head for her . After the narrator ’ s part , we will write Goldilocks and what she might have said . Then , she lay down on the bed of the middle - sized bear , but that was too high at the foot for her . We will write this way by writing the word , narrator with colon and Goldilocks with colon . Finally , she lay down on the bed of the little , small , wee bear , and that was just right . I find using the punctuation mark , such as colon a little hard . T T : ( conferencing with a group ) when writing a script , you don ’ t need to put quotation marks . How did you find making a script ? When all of your work is done , you will have your own script . Isn ’ t that exciting ? What did you find most difficult ? How did you summarize the story ? Was the retelling of the story helpful when you were writing the script ? 9 . T I : The teacher makes a comment about their scripts . Then , the teacher tells students that they are going to practice the Reader ’ s Theatre after they have made the whole script . T T : ( To the class ) I ’ m so glad that every group has completed making their script . After making the whole script , we are going to practice doing the Reader ’ s Theatre next week . Standards : Standard 2 – Language for Literary Response and ｅxpression 1 . Listening and Reading - read a variety of literature of different genres : picture books ; poems ; articles and stories from children ’ s magazines ; fables , myths and legends ; songs , plays and media productions ; and works of fiction and nonfiction intended for young readers - recognize some features that distinguish the genres and use those features to aid comprehension - understand the literary elements of setting , character , plot , theme , and point of view and compare those features to other works and to their own lives - read aloud accurately and fluently , using phonics and context cues to determine pronunciation and meaning 2 . Speaking and Writing - present personal responses to literature that make reference to the plot , characters , ideas , vocabulary , and text structure - observe the conventions of grammar and usage , spelling , and punctuation Assessment The students will identify the genre of the fairy tale by orally pointing out its elements . The teacher will observe their participation and listen for their appropriate responses . The students will build Working with Word skill using Be a Mind Reader activity . The teacher will observe their listening and their Working with Word skill . The students will practice fluency by reading a fairy tale in the Three - Ring - Circus format . The teacher will listen for participation , cooperation , rate , accuracy , fluency , and ｅxpression . The students will experience writing a script for the Reader ’ s Theatre based on the selection in groups by comprehending the story elements . The teacher will observe their group work in completing their script and assess their writing for appropriate content and conventions of grammar and usage , spelling , and punctuation ( as is appropriate to the grade level ) .