Plan: Discuss with the children how stories begin and end. When they hear the words upon a they understand that a story is about to begin “Once time,” and they must listen carefully. When they hear the words THAT is the they understand that the story has ended. “and end,” When the children understand the use of these phrases, they will be encouraged to take turns telling a story using the and discussed “beginning” “ending” phrases. Use a soundtrack to reinforce the of a “start story:” It is story time. In my box, I have a story that to tell to you. the story of I’m going It’s “ (show the item) and (show the items) “Goldilocks The Three Bears.” Tell the story keeping the structure simple. Move the items on the story table to involve the children, keeping their interest. Encourage the children to use the items to illustrate points in the story. Emphasize parts of the story that the children can join into such as: is a “Father big bear;” in Mother is “The porridge Bear’s bowl too cold;” tiny chair is and “Baby Bear’s just right;” big bed is too “Father Bear’s hard.” Add phrases that describe the reactions of the Bears when they find their porridge bowls, chairs, and beds, including: has been eating my porridge/ who drank my “Someone soup?” has been sleeping in my bed/ who slept in my and “Someone bed?” has been sitting in my chair/ who sat in my chair/who broke my “Someone chair?.” Imitate the voices of the Bears. Reinforce the ending phrase THAT is the “and end.” The story will be told a second time using the story box to reinforce sentence structure. Course 2 To learn vocabulary: oral comprehension: Skills Father Bear, Mother Bear, Baby Bear, Goldilocks, is “who it?,” “It is…” Materials Items from the story box or flashcards of the characters Success Ability to listen actively criterion Time 30 minutes Plan: Children repeat the words after the teacher, experimenting with their voices to become aware of intensity, tempo, pitch, and nuance. Ask children to copy you: imitate the voice of a bear, a mouse,
Plan: Discuss with the children how stories begin and end. When they hear the words “Once upon a time,” they understand that a story is about to begin and they must listen carefully. When they hear the words “and THAT is the end,” they understand that the story has ended. When the children understand the use of these phrases, they will be encouraged to take turns telling a story using the discussed “beginning” and “ending” phrases. Use a soundtrack to reinforce the “start of a story:” It is story time. In my box, I have a story that I’m going to tell to you. It’s the story of “ “Goldilocks (show the item) and The Three Bears.” (show the items) Tell the story keeping the structure simple. Move the items on the story table to involve the children, keeping their interest. Encourage the children to use the items to illustrate points in the story. Emphasize parts of the story that the children can join into such as: “Father is a big bear;” “The porridge in Mother Bear’s bowl is too cold;” “Baby Bear’s tiny chair is just right;” and “Father Bear’s big bed is too hard.” Add phrases that describe the reactions of the Bears when they find their porridge bowls, chairs, and beds, including: “Someone has been eating my porridge/ who drank my soup?” “Someone has been sleeping in my bed/ who slept in my bed?” and “Someone has been sitting in my chair/ who sat in my chair/who broke my chair?.” Imitate the voices of the Bears. Reinforce the ending phrase “and THAT is the end.” The story will be told a second time using the story box to reinforce sentence structure. Course 2 Skills To learn vocabulary: oral comprehension: Father Bear, Mother Bear, Baby Bear, Goldilocks, “who is it?,” “It is…” Materials Items from the story box or flashcards of the characters Success criterion Ability to listen actively Time 30 minutes Plan: Children repeat the words after the teacher, experimenting with their voices to become aware of intensity, tempo, pitch, and nuance. Ask children to copy you: imitate the voice of a bear, a mouse,
GOLDILOCKS_AND_THE_THREE_BEARS_Ang_.docx