Shannon Hart

School of Education
The College of New Jersey
November 4, 2014

Reading: Goldilocks Retelling 2

This lessons main focus is to teach students about story retelling.
1. Grade: Mrs. Martinos Kindergarten class
2. Lesson Essential Question(s): What are the parts of the story? How can you use acting
to retell a story?
3. Standards:
CCSS.ELA-LITERACY.RL.K.2
With prompting and support, retell familiar stories, including key details.
CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major events in a
story.
4. Objectives:
5. Assessment:
Objectives

Assessment

Students will be able to retell Students will work together to retell Goldilocks and The Three
a story.
Bears by acting it out.

6. Materials: Goldilocks and The Three Bears, character bibs

7. Pre-lesson assignments and/or prior knowledge: Students have already begun making
predictions about stories and naming the setting and characters. Students have already
retold Goldilocks and The Three Bears using pictures and flowcharts.
8. Lesson Beginning: The lesson will begin with a review of Goldilocks and The Three
Bears. The class will review the flowchart from the previous day to insure that students
remember the sequence of events.

9. Instructional Plan:

The class will be called to the carpet, one table at a time.

The teacher will ask students what it means to retell something.

The class will review the flowchart from the previous day to insure that students
remember the sequence of events.

The teacher will explain that the class will be acting out Goldilocks and The Three
Bears in small groups.

The teacher will ask for a few students to come up and help model the activity.

The teacher will explain that each student will have a bib with a character on it, and
will need to act as that character.

Students will work together to retell Goldilocks and The Three Bears through acting.

After the groups have created their skits, each group will come to the rug to act it out
for the class.

The teacher will ask students why they think it is important to be able to retell a story
using different strategies such as charts and acting.

o Differentiation: The class will make a flow chart to insure that students understand how
to act out their parts. This will also give students an opportunity to ask questions about
the activity or about the story. Students will work with small groups throughout the
activity to help them to gain a better understanding of the story. The more advanced
students can help the less advanced students to understand the concept of retelling.
o Questions:

What happens first in the story?

What happens next?

How does the story end?

Who are the characters in the story?

What is the setting?

o Classroom Management: Students will be sitting at the carpet where the teacher can
move students who may be disruptive when sitting next to others. Materials will be
distributed and collected by the teacher in order to avoid excess movement and
distractions. Students will move to and from the carpet one table at a time. Groups will
work in different areas around the room to create their skits. If students seem to be
unfocused or tired, the teacher will have them get up and stretch for thirty seconds before
resuming the lesson. At the beginning of the lesson, the students will be reminded to
raise their hand if they have a question, answer, or something to say. If students become
loud, they will be reminded to lower their volume. If necessary, the give me five
method will be used to get the students attention and redirect them back to the activity.
o Transitions: In order to transition between activities, the teacher will give clear
instructions for the activity before directing students where to go. When the students
have finished making their skits, the teacher will have each group come up and perform
their skit in front of the class.
Closure: At the conclusion of the lesson, each group will come to the rug to act it
out for the class. The teacher will also ask students why they think it is important to be
able to retell a story using different strategies such as charts and acting. The knowledge
and skills that the students will take away from this lesson will help with reading
comprehension.

10.