Lesson Plan on Goldie Locks: Who, What, Where, When, and Why

“Big Idea” this lesson plan supports:
 Understanding the words: Who, what, where when, and why

Title
Goldie Locks, who what where when why

GSE’s/GLE’s/Framework

• CCSS.ELA-Literacy.RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 
• 2.Communication and collaboration 
• b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

Objective(s)

• Students will have IPADS to read Goldilocks by Janice Russell
• Students will already know how to get to the story on the IPAD
• Students will listen to the story, and answer questions posed by the teacher.
• Students can pretend to be newspaper reporters in pursuit of a hot news story as they gather the facts (ie. who, what, where, when, why and how).
• Once the facts are reviewed, the students can help the bears by posing a problem statement: How might Papa, Mama and Baby Bear keep Goldilocks away from their home?
• Students will generate ideas (solutions) to the bears problem. By answering the question on their IPADS, the answers will be displayed on the smart board.
• Once students have generated ideas help them move further into the creative problem-solving process by having them plan ways for the Three Bears to enact the students best solution.
• When students have determined the best solution, they can devise an action plan. For example, the students can create illustrations of how their solutions would stop Goldilocks and other intruders.

Materials 
An Electronic copy of Goldilocks by Janice Russell
IPADS
Easel Paper
Crayons or Markers Smart Board

Anticipatory Set
Begin by asking the students what they would do if they found a stranger had been in their house. Listen to the feedback and tell them to listen closely to the story of “Goldilocks and the Three Bears”. While reading the story, stop and ask what will happen next and why.

Procedures

• Invite the students to help the bears solve their problem.
• First, ask them is there a problem?
• (Yes, the bears’ home has been trespassed and damage has been done to their belongings)
• Teacher will pose a problem statement: How might Papa, Mama and Baby Bear keep Goldilocks away from their home?
• Teacher will direct Students to generate ideas (solutions) to the bears problem. By answering the question on their IPADS, the answers will be displayed on the smart board.
• (Once students have generated ideas) Help them move further into the creative problem-solving process by having them plan ways for the Three Bears to enact the student’s best solution.
• (When students have determined the best solution, they can devise an action plan. For example, the students can create illustrations of how their solutions would stop Goldilocks and other intruders.) 

Note for extension of this lesson plan: After the students have finished helping the Three Bears with their problem, they can move on by helping other fairy tale characters with their problems. How might Little Red Riding Hood solve the problem of the pesky wolf without having to seek the help of the woodcutter? How might Jack improve his financial lot without having to steal from or slay the giant?

Closure
Review with the students the three elements of problem solving: 1) identifying the problem; 2) producing ideas; and 3) evaluating and implementing solutions. Relate these elements back to Goldilocks and the Three Bears.

Assessment
This should be done throughout the lesson by assessing student participation during the discussion of the fairy tale. The number of ideas (solutions) students contributed to help solve the bear’s problem. (Every student has a different color when they put their ideas on the smart board, so you know how much each student participated.) Once students learn creative-problem solving, they can use it to confront problems outside of the classroom.