Lesson Plan Thursday, November 30

Grade/Subject: Kindergarten Unit: The Three Bears Lesson Duration: ~ 60 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Overview of lesson: Students will use the actions from the poem Teddy Bear and add them
to music. Students will then review vocabulary from The Three Bears. Next, they will
retell The Three Bears to a partner using their story books and puppets, and listen to the
story Believe Me, Goldilocks Rocks!. The students will then create their own bear using
paper plates.

General Learning Outcomes:

- The child listens, speaks, reads, writes, views and represents to comprehend and respond
personally and critically to oral, print, and other media texts.
Specific Learning Outcomes:
- The child connects oral language with print and pictures.
- The child asks questions and makes comments during listening and reading activities.
- The child recalls events and characters in familiar stories read aloud by others.
- The child listens and views attentively.
- The child identifies favourite stories and books.
- The child talks about and represents the actions of characters portrayed in oral, print, and
other media texts.
- The child experiences a variety of oral, print, and other media texts.
- The child identifies the main characters in a variety of oral, print, and other media texts.
- The child appreciates the sounds and rhythms of language in shared language experiences,
such as nursery rhymes and personal songs.
- The child listens to and recites short poems, songs and rhymes, and engages in word play
and action songs.
LEARNING OBJECTIVES
Students will be able to:
1. Act out the poem Teddy Bear
2. Demonstrate an understanding of the words porridge, peak, trust, and frighten.
3. Use illustration to retell the story of The Three Bears

Inquiry Question:
- How do I retell a story?

Guiding Questions:
- Who are the characters in The Three Bears?
- Where is the setting in The Three Bears?
- How do I retell The Three Bears?

ASSESSMENTS
Formative:
1. Observe students as they perform the actions to the poem to ensure understanding.
2. Listen to students as they give the definition for the vocabulary words.
 3. Discuss the story Believe Me, Goldilocks Rocks with students. Try to have students
point out similarities and differences between The Three Bears and Believe Me,
Goldilocks Rocks.
4. Monitor students as they draw to ensure that they are drawing the correct thing on each
page.
LEARNING RESOURCES CONSULTED
Resource #1: https://www.youtube.com/watch?v=76wc4xdgzGk
Resource #2: Believe Me, Goldilocks Rocks! by Nancy Loewen

MATERIALS AND EQUIPMENT

* Paper Plates (one for each student)
* Templates for the bears ears, paws, and muzzle.
* Googly eyes (2 for each student)
* Crayons/Markers
* Scissors
* Glue
PROCEDURE
Introduction (2 mins.):
Hook/Attention Grabber: Can anyone tell me what their favourite story is?

Expectations for Learning and Behavior: Remind students about classroom behavior.
- How do we sit on the carpet? (They can sit crisscross, mountain, or mermaid)
- How do we listen? (Students keep their hands in their laps & show you their eyes; Show
me hands and eyes)
- When we want to speak, what do we do? (Raise their hand)
- What do we do when others are speaking? (They stay quiet and listen to the speaker)
- Remember, we think in our heads first and then we raise our hands
-
Advance Organizer/Agenda:
- Have the poem written on a piece of paper for students & have the youtube video ready to
push play.
- Have the book, vocabulary words, and materials to demonstrate the craft ready at the front.
- Have the materials for the paper plate bear ready at the tables.

Assessment of Prior Knowledge:

- What are the different parts of a story? (beginning, middle, end)
- What are characters? What is setting?
- What happened in The Three Bears? Who were the characters? What was the setting?

Transition to Body: Okay Kindergarten! Who remembers the poem that we did last class?

Body (58 min.):

Learning Activity #1 (8 minutes): Students will review the poem Teddy Bear.
- Have students read the poem with you. Then have practice the actions that you taught in
the previous class:
 Teddy Bear, Teddy Bear, Turn around: Students turn around in a circle.
Teddy Bear, Teddy Bear, Touch the ground: Students touch the ground
Teddy Bear, Teddy Bear, Reach up High: Student reach up as high as they can
Teddy Bear, Teddy Bear, Touch the sky: Wave their hands in the air
Teddy Bear, Teddy Bear, Find your nose: Students touch their noses
Teddy Bear, Teddy Bear, Touch your toes: Student touch their toes.
Teddy Bear, Teddy Bear, Bend your knees: Students bend their knees
Teddy Bear, Teddy Bear, Sit down please: Students sit in their carpet spot

- Turn on the youtube video and have students do the actions as they listen.
- Have students sing the poem and do the actions with the video.

Assessments/Differentiation: Observe students as they perform the actions to the poem to ensure
understanding

Learning Activity #2 (5 minutes): Review the following vocabulary words from The Three
Bears with students:
- Porridge: warm cereal(Pretend to eat porridge out of a bowl)
- Cooled: Not too hot. (Pretend to hold a spoon to their mouth and blow gently)
- Peek: take a quick look (Cover their eyes with their hands and peek through them)
- Trust: To depend on honesty (put both arms out straight)
- Frightened: feeling scared (put both hands to their cheeks and open their mouths wide)

- As a group, have students repeat the word, the definition, and the action after you.
- Play a game with students where you say a vocabulary word and the students must show
you the action for that word. Say the definition for that word and have students repeat it.

Assessments/Differentiation: Listen to students as they give the definition. Help any students that
are struggling with remembering the definition by guiding them and giving them hints.

Learning Activity #3 (30 minutes): Students will create paper plate bears.
- Students will colour and cut out the bears paws, muzzle, and ears and glue them on to the
paper plate.
- Students will glue on Googly eyes.
- Students will be allowed to play until everyone has finished their bears. *If there is time,
students will return to the carpet and pair up. They will tell their partner their favourite part
of The Three Bears.

Assessments/Differentiation: Assist students as needed. When the students are telling you their
favourite part, encourage them to provide as much detail as possible.

Learning Activity #4 (20 minutes): Students re-tell the story The Three Bears then read
Believe Me, Goldilocks Rocks.
- Have students work together to re-tell the story of The Three Bears using the story books
that they made last class. First, retell the story using an example story book and puppets,
then have students retell the story to their partner using puppets (each pair will have a set
of puppets to share.)
 - Now, a story can be told in more than one way. Do you remember the story where the
wolf retold The Three Pigs? Today, were going to read a story where Baby Bear tells us
what happened in The Three Bears
- Once you have read the story, ask students the following:

What was your favourite part of the story?

Are the characters the same in The Three Bears and Believe Me, Goldilocks Rocks?
Was there anything different that happened in Believe Me, Goldilocks Rocks?

Assessments/Differentiation: Discuss the story Believe Me, Goldilocks Rocks with students.
Try to have students point out similarities and differences between The Three Bears and
Believe Me, Goldilocks Rocks.

Closure (2 min.):
Consolidation/Assessment of Learning: Monitor students as they are creating their bears. If they
get time to tell their favourite part of the story, encourage them to tell it in as much detail as
possible.

Feedback From Students: Students will hand in their bears to be hung underneath their picture.

Feedback To Students: Good job Kindergarten! Youre all doing fantastic!

Transition To Next Lesson: Students will be allowed to play until they go to library

Reflection: