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Dusty Locks and the Three Bears

In the classroom/library:
Introduction
GRADE LEVEL: Kindergarten
SUBJECT: Reading, Listening and Speaking, Writing, Fine Arts
OVERVIEW: Students will listen to the story Dusty Locks and the Three Bears by Susan Lowell. Students will then be able to recognize the elements of sequencing by participating in a dramatization of the story, and then make a picture to explain what their part was in the re-enactment.
PURPOSE: The purpose for this lesson is to engage the students in understanding the concept of placing the events of a story in the correct sequence.
Outcomes
Students will:
1. Listen to original story of Goldilocks and the Three Bears to establish prior knowledge.
2. Then during the following class, students will listen to the Southwest version, Dusty Locks and the Three Bears.
3. Break into groups based on their part (i.e. props and character).
4. Re-enact the story.
5. Draw a picture describing the setting of the book.

Standards:
Reading
Strand 2: Comprehending Literary Text
Concept 1: Elements of Literature
PO 2. Identify elements of a story, including characters, setting, and key events.
PO 3. Retell or re-enact a story, placing the events in the correct sequence.
PO 4. Determine whether a literary selection, that is heard, is realistic or fantasy.

Listening and Speaking
Standard 3: Listening and Speaking
1. Tell or retell a personal experience or creative story in a logical sequence. (LS-R1)
2. Follow simple directions. (LS-R2)
3. Listen and respond to stories, poems, and non-fiction. (LS-R4)

Writing
Strand ?
Concept 5: Literary Response
o Literary response is the writer's reaction to a literary selection. The response includes the writer's interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. (K-W3-C5)
PO 1. Participate in a group discussion, based on a literature selection, that identifies the:
a. Character(s)
b. Setting
c. Sequence of events

Strand 1 Writing Process
Concept 5 Publishing
Publishing involves formatting and presenting a final product for the intended audience. (K-W1-C5)
PO1. Share a finished piece of writing.

Fine Arts Standard
Theatre
Standard 1: Creating Art
Students know and are able to do the following:
PO 2. Use dialogue and movement as a character while responding to teacher and/or peers

o Sustain a pretend scene (e.g., from literature or students' personal experiences), using appropriate language or movement with the teacher role-playing or giving cues. (AT1-R3)
PO 2. Use language that is appropriate to one's character throughout the scene
PO 3. Use a range of movement that is appropriate to one's character
PO 4. Respond in character to cues given within a scene

Resources:
Goldilocks and The Three Bears retold and illustrated by Jan Brett
Dusty Locks and The Three Bears by Susan Lowell, illustrated by Randy Cecil
Goldilocks and The Three Bears retold by Janet Hillman, illustrated by Pat Renolds

Materials:
Construction paper, crayons, markers, 3 different size bowls and spoons, 3 different size towels, 3 different size chairs, 3 different size cans, sequencing cards.

Process:
Introductory Set
Ask the students questions to get them motivated in the lesson the week before the actual dramatization.
1. Has anyone ever read Goldilocks and the Three Bears?
2. Ask students what their favorite part of the story was?
Day of dramatization
1. Ask students if they remember the story from the previous week?
2. Ask students if they can remember which details came first in the story.
3. Ask students where the story took place and who the characters were.
4. Tell students that today, they are going to hear a different version of Goldilocks and the Three Bears called Dusty Locks and the Three Bears by author Susan Lowell.
After reading Dusty Locks and the Three Bears, the students will dramatize the story using sequencing cards and props. After the dramatization is finished, students will draw a picture of the setting of the book.

Objective/Purpose
Students will:
1. Listen to original story of Goldilocks and the Three Bears to establish prior knowledge
2. Then during the following class, students will listen to the southwest version of the story, Dusty Locks and the Three Bears.
3. Break into groups based on their part (i.e. Props and character)
4. Re-enact the story.
5. Draw a picture describing the setting of the book.

Input
Step 1: Before Dusty Locks and the Three Bears is read
1. Show the cover of the book. Ask students to compare it to the book read the week prior.
2. Ask them if they think Dusty Locks will check out the three bears house in the same order as Goldilocks?
Step 2: Start reading the book.
1. Ask the students what is different about what Dusty Locks saw in the three bears house and what Goldilocks saw?
Step 3: Stop at book marked page
1. Ask students to predict what might come next
2. Ask them in what order should Dusty Locks go?
Step 4: Continue reading to the end
1. Ask students if their prediction was right about the order that Dusty Locks checked out the house
2. Review what just happened to Dusty Locks and the order that she checked out the house.
3. Ask them if they would have checked out the house in a different order and why?

Modeling
1. Show the students my picture of my role in the story telling
2. Tell them why I chose to draw that picture
3. Tell the students the process in which they are going to complete the drawing
4. Let them know that if they finish early, they can go to the rug and read

Check for Understanding
1. Ask them if they understand the directions before we start the dramatization
2. Ask them what they are going to do first, second and third.
3. Ask them if they understand what they are suppose to be drawing
4. Leave the example of my drawing up on the board so they can refer back to it

Guided Practice
1. Help them get ready for the dramatization
2. Monitor their drawing

Independent Practice or Homework
None

Closure
1. Review with the students what they learned about sequencing (step by step)
2. Review a segment of the book,
3. Review where the story takes place
4. Remind them that their work will be published.

Assessment
Students will explain why they drew their picture and explain it to one of their classmates.

Extensions/Modifications
For the following class, read another book that uses sequencing, such as The Old Women Who Swallowed a Fly by Simms Tabeck. Then have students create their own story using a sequencing format.