HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name :
A. Tarone
Subject : 5/6 Learning Support
Start Date(s): 4/29/14
Grade Level (s): 5/6
Building : HEMS
Unit Plan
Unit Title: Goldilocks and the Three Bears – Fluency and Comprehension
Essential Questions:
What is similar about the three versions of Goldilocks and the Three Bears? What is different?
Do fairy tales always need to be told in the same way? Rewrite the ending for your favorite version.
How does point of view affect a story?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
CC.1.1.3.E
CC.1.3.3.D
CC.1.3.3.H
CC.1.3.3.C
CC.1.4.3.X
Summative Unit Assessment :
Summative Assessment Objective
Students willCompare/Contrast three versions of Goldilocks and the Three Bears, noting at
least 5 similarities and 3 differences, as a whole group.
Create a character trait web for Goldilocks with each story, identifying at least
5 character traits as a whole group.
Independently read a portion of each story with no more than 10 errors
Rewrite the ending of one version of Goldilocks and the Three Bears in a
minimum of a 5 sentence paragraph with correct capitalization and
punctuation, using vocabulary provided.
Assessment Method (check one)
__X__ Rubric ___ Checklist ____ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain) –
Day
1
2
3
4
5
Objective (s)
DOK
LEVEL
Students will- list at least 5 character traits for
Goldilocks from the original
version of the story
-identify the point of view
- read a passage of the original
story with fewer than 10 errors
1
Students will-list at least 5 character traits for
Goldilocks from Goldilocks Rocks
-Create a new ending for
Goldilocks Rocks
1, 3, 4
Students will-identify the point of view
-compare and contrast the original
story and Goldilocks Rocks using a
Venn Diagram
-read a passage of the story with
fewer than 10 errors
1, 2,
Students will-list at least 5 character traits for
Goldilocks from Goldilocks Returns
-identify point of view
-compare and contrast three
stories read so far
-read a passage of the story with
fewer than 10 errors
1, 2
Students will-read a passage with fewer than 10
errors
-read fluently and with expression
Activities / Teaching Strategies
-Read aloud an original version of Goldilocks and the
Three Bears.
-Create a character trait web to describe Goldilocks
-Describe first person and third person point of view as
a discussion.
-Pair read prepared portions of an original version of
the story. Rotate passages from the story around to all
pairs. Complete running records while listening to pairs
read.
Grouping
DAILY PLAN
W,
S
Materials / Resources
-Goldilocks and the Three Bears
Retold and illustrated by Jan Brett
-White board/markers
-Typed passages of the story from
the book
-Blank running record form
Assessment of Objective (s)
Formative- running records for
fluency check, class discussion to
create trait web
SummativeStudent Self - Assessment-
-Read aloud Believe Me, Goldilocks Rocks stopping on
page 18 when students will create their own ending to
the story. Read through created endings and finish
reading the book aloud.
-Create a character trait web for Goldilocks and Baby
Bear.
-Give a whole group summary of Goldilocks Rocks
-Discuss point of view of Rocks and compare to the
original
-With large Venn Diagram created on board, compare
and contrast the original story and Goldilocks Rocks
having students write their answers and choosing the
next person to provide and answer.
-Pair read prepared passages from the story. Rotate
passages from the story around to all pairs. Complete
running records while listening to pairs read.
W,
I
-Read aloud Goldilocks Returns
-Create a character trait web to describe Goldilocks
-Compare Goldilocks from all three stories using a large
chart on the board
-Discuss point of view and compare with the other
stories
-Pair read prepared passages from Goldilocks Returns.
Rotate passages from the story around to all pairs.
Complete running records while listening to pairs read.
W,
S
-Read aloud Dusty Locks
-Complete a reader’s theater of Dusty Locks as a whole
group.
-Read aloud Goldilocks and the Three Martians
-Complete a reader’s theater of Three Martians as
W
-Believe Me, Goldilocks Rocks! by
Nancy Loewen
-Lined paper
-Character trait web (2)
FormativeSummative- Rubric
Student Self - Assessment-
W,
S
-Believe Me, Goldilocks Rocks! by
Nancy Leowen
-White board/markers
-Typed passages of the story from
the book
-Blank running record form
Formative- running records for
fluency check, class discussion of
trait web and Venn diagram
SummativeStudent Self - Assessment-
-Goldilocks Returns by Lisa Campbell
Ernst
-Character trait web
-White board/markers
-Typed passages from the book
-Blank running record form
Formative- running records, for
fluency check, class discussion of
trait web and compare/contrast
chart
Summative-
Student Self - Assessment- Dusty Locks and the Three Bears
by Susan Lowell
-Reader’s Theater created from
above book
-Goldilocks and the Three Martians
Formative- observation of reading
skills
Summative-
whole group.
6
Students will-read fluently and with expression
-read a passage with fewer than 10
errors
Students will-create an alternate ending for any
version of Goldilocks
7
Students will
8
-Roll and Read game with passages from all stories –
students will work in pairs and play the Roll and Read
game, rotating through the stories
3, 4
-Provide a list of vocabulary words for each story that
can be used to help the students begin their rewriting
process.
-Students will work individually to write a rough draft of
a new ending for any story they choose.
-Time permitting, edit and create final draft (if not, add
another day)
S
I
by Stu Smith
-Reader’s Theater created from
above book
-Poster with Roll and Read rules
(pictures of dice with 1 whisper
read, 2 echo read, 3 choral read, 4
each read a sentence, 5 each read a
paragraph, 6 each read a page
-Previous passages used throughout
unit to read in pairs
-List of possible vocabulary words
-Lined paper
Student Self - AssessmentFormative- observation of reading
skills
Summative-
Student Self - AssessmentFormative –
Summative – Rubric
Student Self- Assessment-