Early Childhood Learning Experience/Lesson Plan Template

Title of Activity/Learning
Experience
Age group/Grade
Subject Area Objectives (What
content area is the central focus
of this learning experience? List
additional content areas that may
be embedded into this activity?
Also provide a concise statement
explaining what students will
know/be able to do as a result of
this activity)
Language and Literacy
Objectives (using NAEYC or
Common Core standards, list
specific objectives for building
childrens language and literacy
skills and knowledge)

Describing Goldilocks
First Grade
The central focus of this learning experience
is in Art. There is a literacy component as
well.
As a result of this activity, students will
create a Goldilocks paper bag puppet and be
able to list at least four character traits that
describe Goldilocks.
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details
in a text.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major
events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to
describe its characters, setting, or events.
CCSS.ELA-LITERACY.L.1.1.F
Use frequently occurring adjectives.
CCSS.ELA-LITERACY.L.1.2.E
Spell untaught words phonetically, drawing
on phonemic awareness and spelling
conventions.

Content Standards
(Using NAEYC or Common Core
standards, list specific objectives
for building childrens skills and
knowledge associated with the
Subject Area Objectives)

CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details
in a text.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major
events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to
describe its characters, setting, or events.
CCSS.ELA-LITERACY.L.1.1.F
Use frequently occurring adjectives.

Early Childhood Learning Experience/Lesson Plan Template

CCSS.ELA-LITERACY.L.1.2.E
Spell untaught words phonetically, drawing
on phonemic awareness and spelling
conventions.
Justification and Theory (How
is this activity is appropriate for
the age group you are working
with? How is does the activity
help your students meet the
desired outcomes or objectives?)

This activity is appropriate for First Grade

because it
is based on fairy tale stories that students at
this age are familiar with and interested in. It
also interactive and allows for the students to
creatively express themselves in their own
ways.

It helps to meet the objectives by making

Goldilocks come to life as a puppet, and
creating a concrete object to describe.
Teaching Strategies Employed This activity will be introduced as part of a
(How do you plan to carry out this whole group experience where students will
activity? Will it be a whole group discuss character traits and directions will be
experience? Small group?
given as to how to complete the activity.
Independent learning? What
They will then move on to work
cooperative learning strategies
independently back to their tables. At their
will you employ (if any)?
tables they will share communal materials to
complete their puppets.
Anticipatory Set (How will you
introduce the activity? Describe
plans to get students interested
and engaged in the activity. In
addition describe how you plan to
activate students prior
knowledge)

This activity will be introduced by creating a

character traits web of Goldilocks as a whole
class. Then students will be told that they will
create their own characters webs describing
Goldilocks. After that is completed, they will
be making Goldilocks puppets using paper
bags and a variety of materials to personalize
their puppet. The emphasis of the art
component will interest and engage those
students who like to draw, color, and work
with their hands.
Students prior knowledge will be activated
by reviewing key details of Goldilocks and the
Three Bears.

Instructional Input (Procedures

This is an outline of all the steps
needed to complete this activity.
Be as detailed and
comprehensive as possible)

Prior to this activity, the teacher will have

read Goldilocks and the Three Bears to the
students. All materials will have been
prepped and put into bins for each table to

Early Childhood Learning Experience/Lesson Plan Template

work with.
1. Review key details of Goldilocks and
the Three Bears.
2. Brainstorm character traits that
describe Goldilocks.
3. Tell students that they will be creating
their own character web of traits. After
that is completed they will be making
Goldilocks puppets out of paper bags.
4. Show students they materials available
to them for the activity.
5. Model an example of how they can
create and
design their puppet using the
materials.
6. Hand out character web sheets to
students to complete first.
7. Once they get a teacher check when it
is complete, they can go on to work on
creating their puppets.
8. Display puppets alongside character
webs of each child on bulletin board.
Instructional Resources and
Materials (What resources and
materials will be used in this
activity? List any text, digital
resources, and materials used)

Paper bags
Googly eyes
Yellow pipe cleaners
Strips/pieces of colored construction
paper
Pom poms
Glue
Scissors
Crayons/markers/pencils
Character web sheet

Anticipated Time Frame

45 minutes
Plans for Assessment/Check

Early Childhood Learning Experience/Lesson Plan Template

for Understanding (Describe
Students will meet the objective if upon
your plans to ensure students are review of their completed worksheet they
meeting the objectives of the
have listed at least four characters traits to
activity, or gaining new or
describe Goldilocks.
enriched skills or knowledge)
Plans for Differentiating
Supporting ELLs
Instruction (How will you ensure
Providing spelling of character traits
all students can participate in this
they do not know how to spell
activity? Explain what
Repeating directions one-on-one
modifications or accommodations
Providing access to character web chart
will be provided to include all
created as a class for support
learners.)
Modifying character web sheet to
reduce number of traits requested

Supporting children with identified delays

and/or disabilities
Providing spelling of character traits
they do not know how to spell
Repeating directions one-on-one
Providing access to character web chart
created as a class for support
Modifying character web sheet to
reduce number of traits requested
Extension Activities (What
activities can students participate
in to reinforce the skills and
knowledge taught in this activity?
Will students engage in
independent practice activities?
Is there homework involved?
Closure (How will the students

actively summarize the learning? How

will you transition students to the next
assignment/lesson?)

Create character webs for other fairy

tale characters
Create character webs of themselves
and family members

After all or a majority of the students have

finished, bring class back to the meeting area
to share students work. Include any new
character traits students have written into
the brainstorm character web.
Following the closing meeting, writing papers
will be collected and students will stand in a
circle around the rug for a brain break
(Were going on a bear hunt).