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EDCT 2030 Lesson Plan

Mallory Kahl Grade Level: Second Grade Lesson Name / Title: Goldilocks and the Three What? Comparison Lesson Duration: 30 minutes Lesson Overview: This lesson will focus on the similarities and differences of Goldilocks and the Three Dinosaurs and the classic fable Goldilocks and the Three Bears. Open-ended questions will be used to promote their thinking of the familiar story to the story being read. Not correcting, and allowing the class to self-correct is an important component. Learning Outcome / Learning Target / Lesson Objective: Students will be able to determine similarities and differences between Goldilocks and the Three Dinosaurs, and Goldilocks and the Three Bears. They will show these ideas through a Venn diagram on the smartboard in a group. Common Core State Standards / Ohio Academic Content Standards: RL 2.9: Compare and contrast two or more versions of the same story by different authors or from different cultures. RL 2.1: Ask and answer such questions as who, what, when, why, and how to demonstrate understanding of key details in text. SL 2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL 2.2: Recount or describe key details or ideas for a text read aloud or information presented orally or through other media. SL 2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. L 2.5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

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Assessment Plan including attachments: Assessment plan includes group discussion and smartboard interaction. The Venn diagram will be saved and looked at. Observations will be made based on some students answers. (Smart Board Activity seen below)

Learning Trajectory :
Second graders should be able to ask and answer questions about key details in a text, as well retell stories including key details to demonstrate understanding of the central message/lesson. They should also be able to identify words or phrases in stories that suggests feelings or appeal to the senses. Another skill they should be able to use is using illustration to describe characters, settings, or the events. Lesson Materials: Goldilocks and the Three Dinosaurs SmartBoard Activity program on jump drive The Teaching Process (should included planned, open-ended questions to monitor student learning, and how the lesson will be modeled) 1. Review the story of Goldilocks and the Three Bears. Ask if anyone can recall what happens. 2. Ask, Is there anything anyone wants to add that happened in the three bears story? 3. Read the title Goldilocks and the Tree Dinosaurs. Ask if they think the story is going to similar or the same. 4. Show the inside of the cover; point out all of the listed titles. 5. Stop when the dinosaurs are talking about going Rationales for Teaching Actions

1. Develop a structure to start with. Make sure students know the folktale of the three bears. 2. Check for understanding as well as extra details students may recall. 3. Get their minds thinking about the similarities or difference that may happen in the story. 4. Show that the story can be with so many different animals other than the bears. 5. Check for understanding. Do the students see the sarcasm

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someplace else. Ask the students, Do you see the look on their faces? What do you think their expression is telling you? 6. While reading, point out other clues to students that suggest that they expected Goldilocks to come along. These include: .2 mile sign, welcome mat, ladder, whispering outside the window. 7. Stop when she says The bears that live here Why did she say that? 8. Read to the end. Show the back of the cover, and maybe point out the about the author part (Mo is a dinosaur too). 9. Point out the sarcastic use of words Willems uses. Ask for some examples of this use of language that some students remember. 10. Bring up the Venn diagram on the smart board. Ask what it is. 11. Ask the students what the middle part is for, and label it. 12. Explain to the students that the pictures and words on the sides go somewhere on the Venn diagram. 13. I did not put all of the details on the side, so we are going to have to come up with some of our own ideas to put on here as well. 14. Pick students to tell where each item on the side goes. Have them explain why. 15. Invite agreement/disagreement. Disagree: explain why they disagree.

in the authors choice of words, and do they see that the visit is not a surprise like it is in the three bears. 6. Reinforce the idea that this whole visit from Goldilocks is planned.

7. Have students recall the three bears story again, and point out the reference to the original story. 8. Point out even more of the different animals that could be used in the story. Point out the reference to the three bears again. 9. Have students learn the word sarcastic as well as the use of language that indicates it. 10. Check for understanding of graphic organizer being used. Explain if needed. 11. Have students recall or learn that the middle is both, even though it isnt always labeled. 12. Give instruction for the task ahead. 13. Invite students to bring their own ideas to the table that I may have forgotten. 14. Have them articulate their reasoning for choosing an answer. 15. Explain disagreement to help other see their point of view and assist the students who answered wrong to see why

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they may be wrong. Extended Activities: none

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