Early Childhood Education

Learning Experience Template

Name: KC Finfrock Lesson Title: Goldilocks And The Three Bears In Different Cultures
Date: April 7, 2024 Grade Level: Kindergarten Circle one: ECE PKSN
Standard(s)/Guideline(s): 2CE: Listen to stories, myths, and fairy tales from various time periods and cultures and describe the storyline.

Standard(s)/Guideline(s): RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).

Pre-assessment of current knowledge: At the beginning the lesson, I will pre-assess the kindergarten students’ current level of knowledge on how to describe
the storyline of a story that they have previously heard by asking the kindergarten students to engage in a Think-Pair-Share activity in which they will work with a
partner to recount the story that I read to them during the previous day’s interactive read aloud. Then, I will pre-assess the kindergarten students’ current level of
knowledge on how to identify and describe the basic similarities and differences between two texts on the same topic by asking the kindergarten students to define
the following terms: similarities, differences, compare, contrast, illustrations, descriptions, and text procedures. Finally, at the end of the pre-assessment, I will ask
the kindergarten students if any of them have read the story of Goldilocks and the Three Bears as well as if any of them celebrate Chinese New Year with their
families. We will end the pre-assessment with a whole class discussion on Goldilocks and the Three Bears and Chinese New Year. Throughout the pre-
assessment, I will monitor each kindergarten student’s current level of knowledge of the assessed instructional objectives, and I will reteach any confusing content.

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

One/Two Assessed Instructional
Objective(s): The student will be
able to...
The student will be able to listen to
two retellings of Goldilocks and
The Three Bears from various time
periods and cultures and describe
the storylines.
With prompting and support, the
student will be able to identify
basic similarities in and differences
between two retellings of
Goldilocks and The Three Bears,
including illustrations, descriptions,
or procedures.
One Assessed Developmental
Skill:
The student will be able to employ
Identify Evidence: (What will you collect or record as data Academic Language:
to demonstrate students have met your objective(s) and - Retellings
skill?) - Stories
As the kindergarten students are completing the pre- - Myths
assessment and lesson activities, I will take anecdotal - Fairy Tales
observational notes of each student’s ability to meet the - Cultures
assessed instructional objectives and developmental skill. - Storylines
Throughout the activity, I will collaborate with the teacher’s - Similarities
aide to take photographs and videos of the kindergarten - Differences
students as they participate in the lesson activities as - Compare
evidence of each kindergarten student’s ability to meet the - Contrast
assessed developmental skill and instructional objectives. At - Texts
the end of the lesson, the kindergarten students will - Topic
complete a T-Chart, which I will collect to determine if the - Illustrations
student was able to meet the assessed instructional - Descriptions
objectives and developmental skill. Specifically, the T-Chart - Text Procedures
will ask the students to identify three similarities and three - Active Listening Skills
differences in the storylines, illustrations, descriptions, and
text procedures of Goldilocks And The Three Bears by Jan Procedural steps:
Brett and Goldy Luck and the Three Pandas by Natasha 1. At the beginning of the lesson, I will gather all of the
Yim. The kindergarten student will be considered to have kindergarten students to the classroom carpet and
met the assessed instructional objectives if they are able to introduce the lesson to them.

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their active listening skills,
including giving the speaker their
full attention and asking questions,
while participating in the lesson
activity.
Safety Considerations:
The students will be monitored by
an adult throughout the lesson to
ensure classroom safety. The
students will also be asked to be
mindful of the students around
them when they are sitting on the
classroom carpet and moving
around the room. Likewise, as the
students are using the authentic
materials to act out the story, they
will be reminded to be gentle with
the authentic materials so that they
can keep themselves, their
classmates, and the authentic
materials safe. At the end of the
lesson, the students will be
reminded to use their pencils
correctly so that they will not injure
themselves or their peers.
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Early Childhood Education
Learning Experience Template
correctly identify at least three similarities and three
differences between the storylines, illustrations, descriptions,
and text procedures that are found in of Goldilocks And The
Three Bears by Jan Brett and Goldy Luck and the Three
Pandas by Natasha Yim.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
At the end of the lesson, I will collect and grade the
similarities and differences T-Chart from the kindergarten
students. Once I have graded each of the kindergarten
student’s similarities and differences T-Charts, I will use
each kindergarten student’s grade to calculate the class
average and create a graph that will allow for me to group
the kindergarten students into instructional small groups
based on each kindergarten students’ current level of
mastery. Additionally, I will compile the photographs and
videos that the teacher’s aide took of the kindergarten
students throughout the lesson into a digital photo wall so
that their parents will be able to see the instructional
objectives and developmental skill that the kindergarten
students are currently studying.
Differentiation:
I will employ several differentiation strategies to ensure that
my activity is accessible for all students, regardless of their
ability levels. Specifically, throughout the lesson, the
kindergarten students will have the opportunity to participate
in various whole group, small group, and individual activities.
During these whole group, small group, and individual
activities, the kindergarten students will have the opportunity
to frequently kinesthetic movement and interactions with
their peers. However, the kindergarten students that have
disabilities that make it difficult for them to pay attention and
sit still for long periods of time will be given a fidget toy to
help them to actively engage in the lesson. Additionally, I will
provide the kindergarten students with auditory stimuli
sensitivities with headphones and frequent breaks so that
they will still be able to participate in the lesson. Moreover, I
will project the physical copies of Goldilocks And The Three
Bears by Jan Brett and Goldy Luck and the Three Pandas
2. Next, I will collaborate with the teacher’s aides to
administer the pre-assessment to the kindergarten
students and reteach any confusing content to the
kindergarten students before moving on to today’s
lesson.
3. Then, I will instruct the kindergarten students on how
they can employ active listening skills, like giving me
their full attention and asking questions, during the
lesson.
4. Next, I will introduce Goldilocks And The Three
Bears by Jan Brett to the kindergarten students and
instruct each kindergarten student to pay close
attention to the storyline, illustrations, descriptions,
and text procedures in Goldilocks And The Three
Bears as I will ask them about these elements at the
end of the lesson.
5. I will engage the kindergarten students in an
interactive read aloud of Goldilocks And The Three
Bears without using any of the authentic materials.
As I read the interactive read aloud, the teacher’s
aide will collect photographs, videos, and anecdotal
observations of each kindergarten student’s ability to
meet the assessed instructional objectives and
developmental skill.
6. At the end of the interactive read aloud of Goldilocks
And The Three Bears, I will engage the kindergarten
students in a Think-Pair-Share activity in which the
kindergarten students will have to work together as a
small group and whole class to identify the main
points in the Goldilocks And The Three Bears
storyline. As the kindergarten students are
participating in the Think-Pair-Share activity, I will
write down the main points that they have given me
on the classroom board so that we can reference
them later.
7. Then, I will inform the kindergarten students that we
are going to use the authentic materials to act out the
scenes from Goldilocks And The Three Bears. I will
pick four students to play each of the main characters
in Goldilocks And The Three Bears as well as five
additional students that are in charge of setting up
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Learning Experience Template
by Natasha Yim onto the classroom smartboard so that
students with visual impairments will be able to see and
engage in the lesson. Finally, if needed, I will modify the final
T-Chart assessment to be a group activity instead of an
individual activity if I observe that more than a quarter of the
class is struggling to meet the assessed instructional
objectives and developmental skill. Likewise, I will provide
struggling kindergarten students with an extra ten minutes to
complete their T-Chart assessment.
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and putting away each of the authentic props during
changes in scenes. The kindergarten students that
have not been chosen will be instructed to practice
their active listening skills as audience members.
8. I will read Goldilocks And The Three Bears to the
kindergarten students again. However, this time, the
nine chosen kindergarten students will use the
authentic materials to act out each of the scenes
during the interactive read aloud.
9. At the end of the interactive read aloud, I will ask the
kindergarten students that are acting as audience
members if they have noticed any additional story
elements that we need to add to our notes about
Goldilocks And The Three Bears. I will add any of the
additional story elements that the audience members
have described to me to the notes on the classroom
board.
10. Afterwards, I will ask the kindergarten students that
were the actors and prop managers in Goldilocks
And The Three Bears to take a bow and clean up
their authentic materials.
11. Next, I will introduce Goldy Luck and the Three
Pandas by Natasha Yim and instruct each
kindergarten student to pay close attention to the
storyline, illustrations, descriptions, and text
procedures in Goldy Luck and the Three Pandas as I
will ask them about these elements at the end of the
lesson.
12. Again, I will engage the kindergarten students in an
interactive read aloud of Goldy Luck and the Three
Pandas without using any of the authentic materials.
As I read the interactive read aloud, the teacher’s
aide will collect photographs, videos, and anecdotal
observations of each kindergarten student’s ability to
meet the assessed instructional objectives and
developmental skill.
13. At the end of the interactive read aloud of Goldy Luck
and the Three Pandas, I will engage the kindergarten
students in a Think-Pair-Share activity in which the
kindergarten students will have to work together as a
small group and whole class to identify the main
 Early Childhood Education
Learning Experience Template

points in the Goldy Luck and the Three Pandas

storyline as well as identify any similarities and
differences that they noticed in the storylines,
illustrations, descriptions, or text procedures of Goldy
Luck and the Three Pandas and Goldilocks And The
Three Bears. As the kindergarten students are
participating in the Think-Pair-Share activity, I will
write down the main points that they have given me
on the classroom board so that we can reference
them later.
14. Then, I will inform the kindergarten students that we
are going to use different authentic materials to act
out the scenes from Goldy Luck and the Three
Pandas. I will assign the previous audience members
to be either characters or prop managers while the
previous actors and prop managers practice their
active listening skills as audience members.
15. Afterwards, I will read Goldy Luck and the Three
Pandas to the kindergarten students again using the
authentic materials.
16. At the end of the interactive read aloud, I will ask the
kindergarten students that are acting as audience
members if they have noticed any additional story
elements, similarities, and differences that we need
to add to our notes about Goldilocks And The Three
Bears and Goldy Luck and the Three Pandas. I will
add any of the additional story elements, similarities,
and differences that the audience members have
described to me to the notes on the classroom board.
17. Afterwards, I will ask the kindergarten students that
were acting as characters and prop managers in
Goldy Luck and the Three Pandas to take a bow and
clean up their authentic materials.
18. Once the materials have been cleaned up and all of
the kindergarten students have returned to their
seats on the classroom carpet, I will engage the
kindergarten students in a discussion of the
similarities and differences between Goldy Luck and
the Three Pandas and Goldilocks And The Three
Bears and I will write down each kindergarten
student’s comment on the classroom board.

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Learning Experience Template

19. Once the discussion is finished, I will ask the

kindergarten students to return to their desks and
pass out the T-Charts to each of the kindergarten
students.
20. Then, I will use modeling to explain to the
kindergarten students how they can use the T-Chart
to organize their thoughts about the similarities and
differences between Goldy Luck and the Three
Pandas and Goldilocks And The Three Bears. I will
also help the kindergarten students to see that they
can use the notes on the classroom board about the
similarities and differences between Goldy Luck and
the Three Pandas and Goldilocks And The Three
Bears to help them to complete their T-Chart.
21. Finally, I will explain the directions of the T-Chart
assessment to the kindergarten students before
allowing for them to begin the T-Chart assessment. I
will provide the kindergarten students with fifteen
minutes to complete and turn in their T-Charts.
22. Once each kindergarten student has completed their
T-Chart, I will clean up the lesson and transition the
kindergarten students to the next activity.

Authentic Materials: (Describe authentic real-life, hands-on

materials.)
- A physical copy of Goldilocks And The Three Bears
by Jan Brett
- A physical copy of Goldy Luck and the Three Pandas
by Natasha Yim.
- Three stuffed animal brown bears of different sizes
(big, medium, and small)
- Three stuffed animal panda bears of different sizes
(big, medium, and small)
- A Goldilocks doll
- A Goldy Luck doll
- Three different size toy bowls
- Three different size toy chairs, including a small
rocking chair.
- Three different size toy beds
- A plate of fake turnup cakes
- A red envelop

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Learning Experience Template

- Pencils for every student

- A copy of a similarities and differences T-chart for
every student

Adult Roles:
Classroom Teacher: The classroom teacher will develop,
organize, and administer the activity to the whole class.
Specifically, the classroom teacher will collaborate with the
teacher’s aide to administer the pre-assessment and collect
evidence on each kindergarten student’s ability to meet the
assessed instructional objectives and developmental skill.
Likewise, the classroom teacher will engage the kindergarten
students in the interactive read alouds of Goldy Luck and the
Three Pandas and Goldilocks And The Three Bears and in
class discussions about the similarities and differences
between Goldy Luck and the Three Pandas and Goldilocks
And The Three Bears. Finally, the classroom teacher will
compile the data from the T-Chart assessment into a class
average and a graph as well as use the graph and class
average to determine future instructional plans that will allow
for the kindergarten students to continue to develop the
assessed instructional objectives and developmental skill.

Teacher’s Aide(s): The teacher’s aide will collaborate with the

classroom teacher to administer the pre-assessment and
lesson activities to the whole class. Moreover, the teacher’s
aide will assist the classroom teacher in employing the
differentiation strategies and collecting identifying evidence of
each kindergarten student’s progress in meeting the
assessed instructional objectives and developmental skill.

Resources & References:

Mattock, Rachel. (February 16, 2024). Goldy Luck and the Three Pandas-Read Aloud [Video]. YouTube. https://www.youtube.com/watch?v=xCnFKMQa11k.
My Cozy Corner. (December 4, 2022). Goldilocks And The Three Bears by Jan Brett | My Cozy Corner Storytime Read Aloud [Video]. YouTube.
https://www.youtube.com/watch?v=uTS0yO6tLQg.
Reflection: (What have you learned about your students? How will this inform future instruction?)

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