1. CTAP 295 Teaching with Technology Mary Lomazzi Goldilocksand the Three Bears Antelope Meadows Elementary School

2. Lesson Introduction Students will create a cooperative mural or book which will demonstrate their comprehension of the folk tale: Goldilocks and the Three Bears. Subject: Language Arts Topic: Story Comprehension Grade Level: Kindergarten Student Lesson name and URL: http://ctap295.ctaponline.org/~mlomazzi/student

3. Standards Addressed California State Standards: K2.5 Retell Familiar Stories K1.3 Identify characters, setting and key events K1.1 Distinguish fantasy from realistic text Link to California State Standards for Language

4. Instructional Objectives # Students will be able to retell the story identifying the four characters, the setting and the key events. # Each student will create artwork that represents the setting, characters and/or a key event of the story. # Working collaboratively, students will assemble their individual pieces of artwork to create a class mural or book which will illustrate the story. # Students will write a key word or short sentence to accompany each piece of artwork.

5. Overview of Assessment Pre Test Students can be given a pre test to check for comprehension knowledge of the story. I used my “10 Question Assessment for Comprehension.” Post Test After completion of the lesson, a post test can be administered. It is the same questions and format as the pre test, “10 Question Assessment for Comprehension.” Rubric I did not make a rubric for my assessment. The questions had short answer responses that would be very easy for a teacher to judge if the student answered correctly. Questions were scored one point for each correct answer.

6. Introductory Activities Day One: Read one version of Goldilocks and the Three Bears without showing the illustrations in the book. Review and discuss the story, what happened first, next, and last. Ask students to tell you about the what they pictured or imagined in their mind while you read. Day Two Read another version of the story and compare the illustrations for each. Discuss the differences, and how the illustrations are used by authors to bring a story to life. The students will now choose and illustrate one scene from the story. Overview of Assessment and Rubrics Pre Test Students can be given a pre test to check for comprehension knowledge of the story. I used my “10 Question Assessment for Comprehension” Rubric I did not make a rubric for my assessment. The questions had short answer responses that would be very easy for a teacher to judge if the student answered correctly. Questions were scored one point for each correct answer.

7. Overview of Lesson Plan Day One I.Introductory Activity: Read and discuss story II. Activity: Discuss and show role of illustrator III.Activity: Choose and illustrate portions of the story Day Two I.Introductory Activity: Read and discuss another version of the story II.Activity: Retell the story as students come up and affix their illustrations to the mural or book III.Activity: Students can then add hand or computer written words or sentences to their illustration. IV.Conclusion: Final reading of the story after the book/mural is assembled, laminated and bound.

8. Lesson Implementation

9. Overview of Internet Integration Links I used: http://ctap295.ctaponline.org/~mlomazzi/student California State Standards Language Arts CTAP word document on Tips for writing instructional objectives. http://www.penguinputnam.com/catalog/reader/books/295_descrip tion.html http://www.janbrett.com/goldilocks_book.html

10. Overview of Other Technology Integration Software I used: Microsoft Excel Netscape Navigator / Communicator Adobe Photo Delux 2.0, EasyPhoto 2.7 Also: Sony Digital Camera

11. Student Performance Sample of Questions for Assessment 10 Question Assessment for Comprehension Students can be assessed individually in a casual discussion format. Score one point for each correct answer. 1. What is the setting of the story? answer: Cabin/house in the woods. 2. What does Mama Bear make for breakfast? Answer: Porridge or hot cereal. 3. Who comes to the bear family house? answer: A little girl named Goldilocks.

12. Results The chart shows my class' results from the 10 question assessment for comprehension.

13. Analysis of Student Performance Data

14. What I Learned From This Class  Patience with my learning style and speed.  Patience with individual teachers’ teaching styles and the realization that they will probably tell me different ways to accomplish the same task.  The equipment needs to be working right!  The classroom and home equipment needs to be similar and compatible.  Not to kick the electrical plug out of the outlet unless you have saved!  There is still a lot to learn!

15. Thank You!