Lesson Plans
Text Talk Lesson for Goldilocks and the Three Bears
Author and Illustrator: James Marshall
Publication Date: 1998
ISBN: 0-14-056366-0
Summary:
There was a little girl named Goldilocks. She appeared to be a sweet girl, but looks can be deceiving. One day, her mother sent her to buy some muffins in the next village. Her mother specifically asked her not to cut through the forest. Meanwhile, there is a house deep in the forest that belonged to three bears. After deciding that their breakfast porridge was much too hot, they went on their bicycle for a ride. Just as they leave, Goldilocks comes upon their house while cutting through the forest. She enters the house and proceeds to eat their porridge, break their furniture, and sleep in their beds. When the bears return they find the mess that Goldilocks had made. When they go upstairs they find Goldilocks asleep in Baby Bear’s bed. She is woken up by Papa Bear’s yelling and she immediately escapes through the window, never to be seen again.
Questions:
Cover:
Read the title of the book to the students and then show them the cover.
Ask the students if they have ever heard of this story before.
Page 2 (ask after, “I promise,” said Goldilocks): Do you think Goldilocks will listen to her mother? (no, she will use the short cut…) Show pictures at end of page.
Page 6 (ask after Papa Bear says “I’ve burned my tongue!”: What do you think the word scalding means? (hot, burning, on fire, etc….) Show pictures at end of page.
Page 11(ask at end of page): Do you think it is a good idea for Goldilocks to eat something that is not hers? (no)
What does this tell us about her? (she is not a good girl, she is disrespectful, she is rude/mean etc…) Show pictures (pages 10-11) after the students have responded to the questions.
Page 12 (ask after, “they must have kitties,” : Do you think the fur is from a cat? (no)
What could it be from? (animals, bears) Show pictures at end of page.
Page 16 (ask after “I could take a little snooze,”): What does the word tuckeredmean? (tired, sleepy, worn out) Show pictures at end of page.
Page 19 (ask at end of page): How do you think the Bears will feel when they find Goldilocks in their home? (angry, upset, mad, shocked, confused, etc…) Show pictures (pages 18-19) after the students have responded to the questions.
Page 23 (ask at end of page): Where do you think the Bears will find Goldilocks? (comprehension question: upstairs, in the bed, in baby bears bed) Show pictures (pages 22-23) after the students have responded to the questions.
Summary/extension question: Do you think Goldilocks feels bad about what she has done? Why was it wrong for her to do these things?
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Text Talk Lesson for Cloudy With a Chance of Meatballs
Author: Judi Barrett
Illustrator: Ron Barrett
ISBN: 978-0-689-30647-1
Summary:
There once was a little town named Chewandswallow. In this town there were no grocery stores because the food fell from the sky. It would pour bacon, eggs, pancakes, syrup, and juice for breakfast. Hot dogs, and baked beans would blow in from the northwest for lunch. Lamb chops, peas, and baked potatoes would fall right around dinner time. All of this seemed too perfect, and one day things took a turn for the worst. Food would fall from the sky, but it seemed to be all mixed up. There would be overcooked broccoli, pea soup fog, oversized pancakes, and tomato tornados. The people of Chewandswallow knew they had to abandon their town. So they built boats out of stale bread and peanut butter. They sailed far away from their magical town, all the way to a new land (with grocery stores!)
Questions:
Cover:
Read students the title of the book and show them the cover.
Ask the students what they think the book will be about.
Page 3 (ask after “landed right on Henry.”):
What do you think landed on Henry?
Think back to what Grandpa was doing.
Show picture at end of page.
Page 5 (ask at end of page):
What do you think a Tall-Tale is?
Can you think of any other stories that are Tall-Tales?
Show pictures after the students have responded to the questions.
Page 7 (ask at end of page):
What kinds of food do you think fall from the sky?
Show pictures after the students have responded to the questions.
Page 12 (ask at end of page):
What would be your first reaction if you looked out the window and saw your breakfast falling from the sky?
Would you be nervous, excited, scared?
Show pictures after the students have responded to the questions.
Page 15 (ask at end of page):
Do you think the town of Chewandswallow is doing a good job at cleaning up the extra food?
What were some of the things they do with the extra food?
Show pictures after the students have responded to the questions.
Page 18 (ask after “awful things were happening.”):
What do you think is going to happen?
Show pictures at end of page.
Page 21 (ask at end of page):
Why do you think the people of Chewandswallow were sneezing?
Show pictures after the students have responded to the questions.
Page 25 (ask at end of page):
What do you think the word necessities means?
Show pictures after the students have responded to the questions.
Summary/extension question:
What do you think happened to the town of Chewandswallow?
Has your opinion of food falling from the sky changed?
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DTRA LESSON
Frog and Toad: Cookies
Opening Questions:
Teacher: The title of this book is Frog and Toad Together, the story we are going to read is Cookies. Where do you think these cookies came from?
Student: They made them.
Teacher: Okay. What do you think they are going to do with the cookies?
Student: Eat them.
Teacher: Do you like eating cookies?
Student: Yes, a lot.
Teacher: Why don’t you read, and stop at the end of page 31.
Stop 1:
Teacher: Good Job. Did Frog and Toad eat the cookies?
Student: Yes.
Teacher: What do you think will happen to the rest of the cookies?
Student: They will eat all of them.
Teacher: What do you think will happen next?
Student: They will go on an adventure outside with the cookies.
Teacher: Let’s find out, continue to read and stop at the end of page 35.
Stop 2:
Teacher: Have Frog and Toad eaten all the cookies yet?
Student: Almost, they have eaten a lot of cookies.
Teacher: Do you think they will keep eating the cookies?
Student: Yes, until they are all gone.
Teacher: Do you remember what will power means?
Student: Not doing something.
Teacher: Good job, will power is trying not to do something. What do you think is going to happen next?
Student: They are going to eat the rest of the cookies.
Teacher: Let’s keep reading to find out, read to the end of page 39.
Stop 3:
Teacher: Have Frog and Toad eaten all the cookies now?
Students: No they are in the box.
Teacher: Do you think that putting the box of cookies on a shelf was a good idea?
Student: No, they can still get it.
Teacher: What do you think is going to happen to the box of cookies, now?
Student: They will eat the rest!
Teacher: Well, let’s finish the story and see what happens. Please read to the end of the story, page 41.
Stop 4:
Teacher: Who ate the rest of the cookies?
Student: The birdies.
Teacher: Good, is this what you thought would happen?
Student: No, I thought they would eat the rest of the cookies.
Teacher: Do Frog and Toad have will power now?
Student: Yes, they did not eat the rest of the cookies.
Teacher: What do you think Frog and Toad will do now?
Student: Go eat the cake!
Teacher: Good job, you did an excellent job at reading this story.
1.
re3030 | February 21, 2010 at 4:56 pm
RE: Goldilocks and the Three Bears
Ali,
I like your prediction questions and the points you have chosen to stop in the story. Please note the following:
You should introduce the cover after reading the title. Are you planning to jump to the second page without introducing the story by going over the cover? You should have stopped after reading the first page where the neighbor says “that is what you think.”
When you do you plan to show the pictures? You did mention the importance of not showing the pictures while reading the book but I dont see it your lesson plan.
I think you should ask questions that check on children’s comprehension. There may be only one question of this type in your lesson plan. Our goal is to make sure that they are following the story.
~Dr. Ari