Teachers: Genessa Manley, Michael Matanguihan

Title of Unit: Lesson Title: Duration of Lesson Grade level:

Folklore Goldilocks and the 1 hour 3rd grade

Three Bears Retold

CCSS: GDOE Standard:

CCSS for Reading Literature 3.RL.1 Ask and Language Arts/ Reading:
answer questions to demonstrate understanding of a 3.6.5 Clarify and enhance oral presentations through
text, referring explicitly to the text as the basis for the word choice and the use of appropriate props,
answers. including objects, pictures, and charts.

CCSS for Reading Literature 3.RL.3 Describe

characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to
the sequence of events.

I Can Statement

I can read, Goldilocks and the Three Bears.

I can recreate and retell the story to make it more relatable to me.

Assessment & Monitoring

Throughout the lesson, students will be assessed based on their participation and through
observation and questioning.

Key Concept Vocabulary Resources & Materials

Goldilocks and the Three Bears book, or

Online version of the book
Projector

Sequence Instructional Strategies/ Lesson Activity

1. Anticipatory set:
a. Students will read Goldilocks and the Three Bears as a class.
b. Teacher will have students think about the main points of the story (when Goldilocks ate the
bears food, sat in their chairs, and slept in their beds).

2. Active instruction:
a. Think-Pair-Share: Students will discuss the story and its plot.
b. Teacher will prompt students by asking if the characters and events in the story are relatable
to animals or people from Guam, or if they can be changed to fit life on Guam.
 3. Guided practice:
a. Teacher will have students help her/him list the names of the main characters of the story, as
well as the different events that took place (eating the porridge, sleeping in their beds, etc.).
b. As a class, students will brainstorm different characters and events for their new story,
focusing on culturally relevant animals, people, events, or experiences. (Example: Instead of
bears, the main characters can be replaced by carabaos.)
c. The teacher will write student suggestions on the board.

4. Independent practice:
a. In cooperative learning groups, students will be assigned different parts of the story. Each
group must create their own script for that part of the story.
b. Students will also create drawings, puppets, or any artistic representation to present their part.

5. Closure:
a. Groups will discuss the sequence of events and how they will put them in order.
b. Each group will take turns performing their part of the story to create one cohesive, final
product.

Adaptations for Unique Student Needs

Provide a copy of the story if necessary.

Repeat directions if necessary.
Group students by abilities to support student learning.