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Goldilocks and the Beginning, Middle, and End
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Students will be able to retell a narrative and identify the beginning, middle, and end of a story.
- Introduce students to the idea of narrative by defining it as a record of interconnected events, or a story.
- Ask your students to pay attention to what happens in the beginning, middle, and end of the story that they are about to hear.
- Use familiar read-alouds to further define a narrative.
- Have students turn and talk to a partner in their home language (L1) or English to define narrative in their own words.
- Define the terms beginning, middle, and end with the class.
- Have students turn and talk to share the beginning, middle, and ending of one of the familiar read-alouds in your classroom.
Explicit Instruction/Teacher modeling(10 minutes)
- Either read a copy of the traditional story of Goldilocks and the Three Bears dramatically or watch the interactive story by Education.com.
- Go back over the narrative when you are finished, pointing out the beginning, middle, and end of the narrative.
- Provide students with their own copy of the read-aloud.
- Read or watch the story in students home language (L1) if possible.
- Prompt students to identify the beginning, middle, and end of the story by reviewing what happened in the story after you finish reading.
- Have students turn and talk to share one important thing that happened in the beginning, middle, and end. Then share aloud as a group.
Guided Practice(20 minutes)
- Using props, have selected students act out the story.
- Have the other students help to tell the narrative.
- If you have many aspiring actors in your class, feel free to repeat this section until everyone gets a chance to be a character!
- Model how to act out a part of the story using prompts and narration.
- Group students together and have them practice acting out different parts of the story.
- Group the class into three sections and have each section practice acting out the beginning, middle, or end.
- Encourage some students to narrate while others act. Have students trade roles.
Independent working time(10 minutes)
- Give students drawing paper and crayons or colored pencils.
- Split the class into three groups. These groups will be assigned to draw the beginning, middle, or end of the story.
- Prewrite beginning/middle/end on the board for students to utilize as they work.
- Invite students to verbally retell the beginning, middle, and end to you or another student in their home language (L1).
- Hand out individual copies of the book for support.
Intermediate: Have students trade their finished work with a partner and practice verbally explaining the beginning, middle, or end that they drew or wrote about.
Enrichment: Students can label their picture or write a sentence describing their picture.
Support: Students can work with a partner and collaborate on a picture.
You may want to take digital pictures of their creations and put together a slide show which can be displayed on an interactive whiteboard. Label their creations with the terms "beginning," "middle," and "end."
- Observe students to see if they struggle to remember what happened in the story.
- Assess their picture to see if they drew the correct portion of the story.
Beginning: When students verbally share the beginning, middle, or end of the story, take note if they are able to retell easily or need support.
- Collect student work samples to assess if they were able to capture the appropriate part of the story sequence.
- As students turn and talk to a partner, check if they are able to accurately verbalize the story sequence.
Review and closing(10 minutes)
- Have the students display their drawings.
- Ask everyone with a beginning picture to stand up, followed by the middle pictures, and finally the end pictures.
- Have students walk around the classroom and look at each other's pictures.
Beginning: When pictures are displayed, invite students to turn and talk to a partner to share what they see in the picture, using the sentence frame, "I see____ in the beginning/middle/end."
Intermediate: Invite students to share aloud what they notice in their peers' work, using the sentence starter, "I notice ____."