Joanne Wagner, Reading Comprehension, Pre-Kindergarten

Lesson Title: Goldilocks and the Three Bears

Grade Level: Pre-Kindergarten
I

Topic (Long Term Goal/Concept/Vocabulary)

Introducing fairytales and fables with Goldilocks and the Three Bears
Vocabulary:
Fairytale-a story about magical and imaginary beings and lands
Fable- a short story, usually with animals as characters, that conveys a
lesson
Porridge- a dish containing oatmeal boiled in water or milk; a wet oatmeal

II

Objectives/Standards (List Objectives/PA Standards)

After being told the definitions of fairytale and fable TSWBAT classify Goldilocks
and the Three Bears as a make believe fairytale/fable to 100% accuracy.
After watching the Goldilocks and the Three Bears song video, with prompting
and support TSWBT identify characters, settings, and major events in the fable
correctly 2 out of 3 times.
With prompting and support, TSWBT join in the Goldilocks and the Three Bears
song, with appropriate words and movements, to teacher satisfaction.
After teacher given instruction, TSWBT to the Goldilocks and the Three Bears
matching game on the classroom SmartBoard, meeting all pre-established
behavioral expectations.
Arts and Humanities Standards
-9.1.3.A Know and use the elements and principles of each art form to create
works in the arts and humanities
-9.1.3.H Handle materials, equipment, and tools safely at work performance
spaces
Standards: PA Core Standards
- CC 1.3 PK.C. With prompting and support, answer questions to identify
characters, settings, and major events in a story
- CC 1.4 PK.C. With prompting and support generate ideas to convey
information
Pennsylvania Learning Standards for Pre-Kindergarten
-A.L.1. PK. B. Demonstrate a willingness to participate in new and challenging
experiences.

III

Teaching Procedures (30 minutes, give or take)

1 Anticipatory Set: (3 minutes)

Joanne Wagner, Reading Comprehension, Pre-Kindergarten

1 Have the words FABLE and FAIRYTALE written or displayed on the

board.
2 Read these words to the students defining each one
1 Fairytale- a story about magical and imaginary beings and lands
2 Fable- a short story, usually with animals as characters, that
conveys a lesson
3 Ask students if they can name any fairytales or fables
1 If all of the students raise their hand, go around the room, writing
their responses on the board
2 If students are not responding to the question, prompt their
responses
1 Would Cinderella be considered a fairytale?
2 Would the news be considered a fairytale?
2 Development: (1 minute)
1 Ask students to show by show of hands, who is familiar with the story
of Goldilocks and the Three Bears.
2 Explain to students that Goldilocks and the Three Bears is a fable.
3 Guided Practice: (12 minutes)
1 Show students Goldilocks and the Three Bears Debbie and Friends
YouTube Video
1 https://www.youtube.com/watch?v=UaulRHrJGeU
2 Allow students to stand up and to participate in the movements
displayed in the video and even sing along
3 Play the video a second time for the students
4 Independent Practice (5-10 minutes)
1 Set up Goldilocks and the Three Bears matching game on the
SmartBoard
2 Allow students to match the correct images
1 This activity reinforces story comprehension but also transitions
students back into work/school mode.
3 Play fairytale related music in the background
*This section can be cut short or extended on an as needed basis,
depending on the group of students
5 Closure: (7 minutes)
1 Ask a student to retell the story of Goldilocks and the Three Bears
2 Play the sing along video, to reinforce the story line, explaining to
students that when the song ends it will be time for a new subject
IV

Materials
1 SmartBoard
2 SmartNotebook Goldilocks and the Three Bears Matching Activity
3 YouTube Video
1 https://www.youtube.com/watch?v=UaulRHrJGeU
4 Working Speakers

Assessment

Joanne Wagner, Reading Comprehension, Pre-Kindergarten

1 During this lesson, objectives will be measured through formative

assessment
1 Answering questions
2 Class participation
2 Later on in the unit, student comprehension will be assessed more formally
VI

Evaluation
1 Were the students engaged the entire time?
2 Did the students meet the lesson objectives?
3 Was this lesson tailored to each students ZPD?
4 If I were to do this lesson again, what would I change?

Joanne Wagner, Reading Comprehension, Pre-Kindergarten

Include music standards

Joanne Wagner, Reading Comprehension, Pre-Kindergarten

Elementary Music Methods
MUSI315
Lesson Plan Evaluation
Dr. Paparone
Student Name _________________________________________

Lesson Title/Grade Level

_____ 5 possible

Topic Including vocabulary, etc.

_____ 10 possible

Objectives

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Standards

_____ 5 possible

Procedures

_____ 30 possible

Materials

_____ 5 possible

Adaptations

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Assessment

_____ 15 possible

Evaluation/Reflection

_____

Total

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Additional Comments:

10 possible

10 possible

100 possible