1. Topic-
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| Goldilocks and the Three Bears |
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2. Content-
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| Position words- on,in,under,behind,and beside using Goldilocks and
the Three Bears. |
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3. Goals: Aims/Outcomes-
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1. Students will be able to understand the following concepts: on,in,under,behind,
and beside.
2. Students will be introduced to opposites using the concepts listed
above. |
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4. Objectives-
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1. Students will be able to understand the following concepts: on,in,under,behind,
and beside.
2. Students will complete a drawing of the bears on the box, in the
box, under the table, and beside the box.
3. Students will follow the teacher and do the following things with
the bears: Put bear on head, put bear on lap, put bear under their
arm, and place bear beside their face. |
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5. Materials and Aids-
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*Book "Goldilocks and the Three Bears
*1 Teddy Bear per student
*A take home sheet so parents can assist the child at home. |
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6. Procedures/Methods-
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A. Introduction-
1. Put the bears for each student in a dark trash bag. Make sure
that students can see the bag.
2. Discuss with the students how heavy the bag is.
3. Ask the students if there is anything on,in,under,behind,and beside
the bag.
4. Explain to the students how there must be something in the bag,
because of the weight of the bag.
5. Tell the students that they might be able to guess what is in the
bag while reading the book. |
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B. Development-
1.Show the book to the students. Ask the students what they think
the book is about.
2. Read the Title, author, and illustrator of the book. Noting what
each are.
3. Discuss with the students the cover of the book.
4. Have the students state what they see on the cover of the book,
see if they might be able to tell you what the book is about. |
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C. Practice-
1.Start reading the book to the students.
2.While reading the book discuss with the students the following:
Did Goldilocks eat porridge that was under the bowl, beside the bowl,
behind the bowl, on the bowl, or in the bowl.
3.Asks students the same type of questions about the chairs and also
the beds. Noting Little Susie's answers. |
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D. Independent Practice-
1. Explain to the students the concepts again, on, in, under, behind,
and beside.
2.Give each student a paper that has a box on it.
3.Tell students that they are to draw a bear that is on the box. Pick
up when complete
4.Tell students that they are to draw a bear that is in the box. Pick
up when complete.
5. Tell students that they are to draw a bear that is under the box.
Pick up paper when complete.
6.Tell students that they are to draw a bear that is beside the box.
Pick up paper when complete.
7.When done, have student sit in a circle.
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E. Accommodations (Differentiated Instruction)-
1.Little Susie is a visual learner, so she might need some examples
of what is correct for each position word when drawing the bear on
paper.
2.With little Susie being a visual learner, make sure that she is
paying attention when you are giving the directions and modeling where
the bear is to go in the closing.
3.Make sure that the students know that they are to try their best
on the drawing and that as long as the position of the bear is correct
the actual drawing of the bear will not be graded. |
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F. Checking for understanding-
1. After reading the book to the students, pick up the trash bag
and have the students guess what is in the bag. (note what the students
guess)
2. Pull out one bear and show the students what was in the bag, see
if students had good guesses or not.
3. Pass out a bear to each student.
4. Have the students hug their bears. Teacher is explaining to the
students where they are to put the bear.
5. Teacher is to model first, then student is to do it. The whole
time the teacher is telling the students the following: Put bear on
head, put bear on lap, put bear under their arm, and place bear beside
their face. |
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G. Closure-
1. Repeat the game using different place but still the same concepts:
on, in, under, behind, and beside.
2. Review with the students by placing the bear somewhere in the classroom,
and have each student take turns stating where the bear is, using
the concepts: on, in, under, behind, and beside.
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7. Evaluation-
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1. The teacher will note the concepts that Little Susie knows when
directed to put the bear some where.
2. When little Susie is asked where the bear is placed around the
room, the teacher will note Susie's response. Susie is to use the
position concepts that were taught.
3. The teacher will look at the students and little Susie's drawing
of the bear. Paying attention to wear the Bear was positioned based
on where the position word states. |
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