KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

LESSON PLAN FORMAT

Teacher Candidate:​ Kaitlyn Groff, Date:​ 9/30/2020

Cooperating Teacher​: Mrs. Holmes Coop​. Initials:

Group Size​:18 Allotted Time​: 25 minutes

Grade​ Level: 1 Subject or Topic​: English Language Arts

STANDARD: (PA Common Core):

Standard - CC.1.4.1.P :​Recount two or more appropriately sequences events using temporal
words to signal event order and provide some sense of closure.

I. Performance Objectives (Learning Outcomes)

● The students will be able to identify that stories have a beginning, middle and end.
● The students will be able to determine the order of events in a story by filling out a story
map.

II. Instructional Material

● ​ y Leigh Hodkinson.
Goldilocks and Just One Bear b
● Post it Notes
● Chromebook
● Seesaw app
● Story Map Worksheet

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
 ● Prerequisite skills: ​The students have an understanding of setting and character.
● Key Vocabulary:​ ​Sequencing​:​ The order of a story.
● Big Idea:​ Stories have a beginning, a middle, and an ending.

IV. Implementation

A. Introduction –
● “We learned a few days ago that stories have a beginning, a middle and an end. We also
learned that these parts of a story have a big word to define it. That word is sequencing.
Every story that has ever been written always has a beginning, a middle and an ending.
Sometimes the author puts in key words to help us figure out where we are in the story.
Sometimes the author will say, ‘Once upon a time…’. The author saying once upon a
time gives us a hint that it is the beginning of a story. The middle of the story is all of the
events that happened after the beginning but BEFORE the ending. Keywords that the
author might put in to help his readers understand that this is the middle of the story are
words like, ‘ The next day…’ or ‘after a few months.’ These phrases help us as readers
understand that this is the middle. When we get to the ending of the book, the reader
knows because the author will put in terms like ‘ And they lived happily ever ever.’ or
‘The end.’ Both are really great ways to let the reader know that this is the end of the
story. I am going to read a story to you all. And we are going to be looking for the
beginning, the middle and the end of the story.”
● The teacher will pull up the slideshow that the story was placed on.
● https://docs.google.com/presentation/d/1B9mw_PjmdkrrjXd_CmsOuJgzgmKDUxNkJ0O
zr2LyNn0/edit?usp=sharing

B. Development –
● The teacher will introduce the story to the students.
● “The story I chose to share with you today is called Goldilocks and Just One Bear. Has
anyone read Goldilocks and The Three Bears? I wonder if this story has anything to do
with that story. Remember this story has a beginning, a middle and an ending. Let’s see if
we can figure out what these order of events are!”
● The teacher will read the story.
● Pg 3: Once upon a time.​ “Hey wait. Once upon a time. Didn’t we say that if the author
uses once upon a time, its telling us this is the beginning of our story! I better pay
attention to the story to see what's happening next!”
● Pg. 5: What the bear needed was a little sit down. A little sit down somewhere would
definitely see him the tickety-boo. ​“ I am going to stop her for a moment. We are starting
the middle of our story now. But I want to stop for a moment and think about the
beginning of the story. At the beginning of this story the bear is on a walk. He was in the
woods but he got lost. Bear is now in the city and it's very noisy. Lets see what happens
next.”
● Pg 10: Bear is dreaming. “We are now in the middle of the story. We read a lot right now.
So we know that in the beginning of the story, the bear got lost in the city. Now we know
that Bear went into an apartment. First he went and tried to eat some “porridge”. Then he
sat on some “Chairs”. After that he slept in some pretty strange places. These all are
happening in the middle of our story. Let's keep reading.”
● Pg 13: I think someone is still sleeping in my bed. ​“I am going to stop again. What just
happened? The people who live in the apartment came home! We are still in the middle of
our story but we can add that Bear got caught in their house. Let’s see what happens to
Bear.”
● Pg 17: Happily ever after. ​“Hey look the author put in another keyword for us!!! Happily
ever after! That lets us know what happened at the end of this story! Now we know that
bear is going home at the end of the story!”
● The teacher will pull up the story map.
● “This is a story map. We worked on one of these together. We talked a lot about the
sequence of events in this story. I used that big word sequence again. Remember that
word means that the story has a beginning, a middle and an ending. We talked about
what happened to Bear in the beginning of the story, what happened to Bear in the
middle, and what happened to Bear at the end of our story. I’ll help you fill out the
setting and characters in this story map, and I would like you to write down what
happened in the beginning, the middle and the end of the story.”
● The teacher will write down the setting of the story, and who the characters were.
● “The setting is where the story takes place. Bear ends up in the city. He also ends up at
Goldilocks home. You can pause me if you would like to think about which characters
were in the story. Bear was in the story, Goldilocks, her son and daddy person. Now I
want you to write down what happened in the beginning of the story, the middle of the
story and the end of the story. Just the most important parts will work!”

C. Closure –
● After the students finish the story map , they will be instructed to turn in their map
on Seesaw. This instruction will be in the assingment.
● The teacher will wrap up the lesson by retelling what sequence of events mean.
● “Remember stories always have a beginning, a middle and an ending! One way
we become super readers is by understanding what these sequence of events
mean. We need to make sure we remember stories have a beginning, a middle and
an ending. Congratulations boys and girls you are becoming super readers! Be
proud of that and keep on reading!”
 D. Accommodations / Differentiation -

● The story is read aloud for students who can not read yet
● Students who can't write yet draw what happened in the story then attempt to
write phonetically.
● Students with higher writing levels can write the sequence of events in sentences
not phrases.

E. Assessment/Evaluation plan

1. Formative:

● Story Map turned in on Seesaw.

● Looking for pictures of the 3 parts, beginning middle and ending.
● These parts need to be drawn and a response or retelling of the story needs to be submitted.
● Drawing what happened in the beginning, one moment from the middle of the story and the
ending shows an understanding of sequencing.

V. Reflective Response

A. This was interesting to look at since this lesson was delivered on Seesaw. Because of the way
I delivered the lesson I did not get to see the initial student response. The only response I was
able to record were the responses on seesaw. I was looking for the students to respond to the
story map. I wanted pictures, or sentences depending on the ability. The first Cohort had 10
students in it. Everyone but one student had all written responses and the students recorded
their responses. 3 of the students did not write down the character or setting. All 9 that did
respond wrote the beginning, the middle and the ending. One student drew pictures to go along
with the story. The 9 students that did the activity all recorded themselves retelling the story. They
all told a beginning, a middle and an ending. The second cohort had 6 students in it. 4 students
strictly wrote and recorded their responses. Two drew and recorded their responses. Both
responses are alright, I am looking for an understanding of the beginning, the middle and, ending.
I will reach out and find out why the one student missed the assignment. It could have been
overlooked. Everyone responded appropriately. They will continue to practice with setting and
sequencing with more stories.

B. Personal Reflection

● This was an interesting lesson to create and record. I was not used to delivering instruction in an
online format. I had a lot of fun creating the lesson using Seesaw. I think that pre recording a
lesson can help the script and flow be controlled a bit. If i had to pause or find my place I could
edit it in my recording format. I liked being able to record my lesson, and listen to it. This also
helps me to be able to reflect a bit more on how my lesson went and if there is something else I
should say or add in. I think the lesson went well. Everyone’s responses were correct and they
seemed like they liked the story from their responses. I remember after my lesson was done and
I was able to talk through it with Dr. McGeehan, we talked about ways I could get the students
 even more engaged. I think that the students would be able to become more engaged if I had
them pause and record any questions or thoughts they have as I am reading. This can help them
to be involved in my reading. I think that they were able to understand sequencing a bit more, and
they retold the story really well. I think it was helpful having the story in the activity that they could
go back and listen to if they needed to.

-Do the students understand sequencing in a story. (Stories have a beginning, a middle
and an ending)

-Did the students retell the story in the right order?

VI. Resources
● Goldilocksand Just One Bear
● Goldilocks Seesaw assignment