• Generate ideas and topics while making a plan for writing.

• Contribute to a shared writing experience.

• Use graphic organizers when planning.

Per class

• Chart paper and markers

• Computer with Internet access, projection device and either Windows Media or RealVideo player installed

• Goldilocks and the Three Bears (RealVideo) video clip  (View)

• Goldilocks and the Three Bears (Windows Media) video clip

    (View)
• Main Idea Graphic Organizer  (View)

Per student team/group of 2

• Planning Organizer  (View)

Not Specified

• Goldilocks VSC Objectives  (View)

• graphic organizer - a simple diagram used to help plan our writing
• supporting detail - an idea that supports the main idea

Set-up Directions:

One computer with a projection device and Internet access will be necessary to view the Thinkport video clip, Goldilocks and the Three Bears. Each student pair will need a copy of the Planning Organizer worksheet. Students will work in heterogeneous pairs for the writing part of this activity, so choose the groupings ahead of time, pairing strong writers with less strong writers. Two pieces of blank chart paper are needed.

Teacher Presentation & Motivation:

Say, "What if I told you we were going to have a birthday party today? Instead of having a party every time one of you has your special day, we'll just have one big party for everyone. Could we have the party today?" After soliciting responses, teacher says, "It would be very difficult to have the party today because we haven't planned it yet. We don't have what we need and nobody except us knows about the party. We can't just have a party on a moment's notice, right? That's just what happens in our writing. If we dive right in and begin our writing without planning, our writing will be a disaster, just like an unplanned party. So let's see how party planning and writing planning are alike."

Activity 1 - Let's Have a Party

Students will use a who/what/where/when/why/how graphic organizer called Planning Organizer to plan an imaginary party and then use the same organizer to identify elements of Goldilocks and the Three Bears after viewing the Thinkport video clip.

Teacher says, "Let's list some things we would need to know to plan for our big birthday party." Teacher writes who/what/where, etc. on chart paper as shown on the Planning Organizer worksheet. After soliciting responses and completing the chart as a class, teacher says, "Now let's watch a Goldilocks and the Three Bears video and see if we can complete the same kind of chart about that story. The writer of Goldilocks probably organized the details of the story in this way before writing out the whole story. While you watch the video, look for the who/what/where/when/why/how details. After the video, we'll talk about these details of the story." 

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

The focus for viewing the Goldilocks and the Three Bears video clip is for students to recognize important details of the Goldilocks and the Three Bears story.

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?

Students view the video clip as a whole class. Teacher may guide concept attainment throughout the viewing, asking students to indicate certain details when they come up in the video. For example, she may say, "Touch your nose when you know where the story takes place; signal a thumbs-up when you know who all of the characters are in the story, etc."

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?

Distribute the Planning Organizer to student pairs. Depending upon the writing ability of students, students may work together in pairs completing the chart or you may guide students through the Planning Organizer on chart paper and have students copy details on their worksheet. Teacher writes responses on chart paper next to the birthday party planning chart paper, pointing out the similarities in planning. Again say, "The writer of Goldilocks needed to know all of these details before writing the story."

Wrap Up:

Teacher says, "Tomorrow we will use this same chart to help us write a new ending to the Goldilocks story."

Set-up Directions:

One computer with Internet access and a projection device will be needed for this activity. Bookmark the Sequels to Goldilocks Web site. The teacher will also need one piece of chart paper and a marker.
 

Teacher Presentation & Motivation:

Teacher says, "Yesterday we talked about planning parties and planning writing. Can you remind me what things we need to think about when planning our writing?" After soliciting responses (the 5 W's and H), teacher says, "These are just some of the ingredients of a story. But what if this isn't the whole story? Let's watch two video clips and see what might have happened AFTER Goldilocks ran from the three bears."

Activity 1 - New and Improved Goldilocks

Students will watch two video clips of alternate endings or sequels to Goldilocks and the Three Bears. They will then come up with a whole class ending, using the 5 W's and H approach.

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

Students will listen for who/what/where/when/why/how details as they watch two alternate endings for Goldilocks and the Three Bears.

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Teacher says, "As you watch the different story endings, listen for who/what/where/when/why/how. After the video clips, we will talk about these elements and then come up with yet another new ending." Teacher plays video clips from the Sequels to Goldilocks Web site. Students may watch the original story again (click on Watch Now underneath Goldilocks and the Three Bears) or you may go right to the alternate endings by clicking on Juliette or Abby.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?

Teacher says, "Is this how you thought the rest of the story went?" After soliciting responses, teacher facilitates a discussion of how the class would like to see the story continue. Class contributes ideas for an alternative ending while the teacher writes them in who/what/where/when/why/how format on chart paper.

Wrap Up:

Teacher says, "Tomorrow we'll take your ideas from today and write a whole new ending for Goldilocks and the Three Bears."

Set-up Directions:

The chart paper with the 5 W's and H from the previous day's activity will need to be within view of all students for this activity. Additional chart paper will be used as well. The Main Idea Graphic Organizer document may be used as a guide for chart paper work.

Teacher Presentation & Motivation:

Teacher says, "Yesterday we talked about and planned what happened to Goldilocks once she ran from the bears. Today we'll write about it using your ideas from yesterday."

Activity 1 - The Whole Story

In this activity, students will write a sequel to Goldilocks and the Three Bears. Teacher posts the who/what/where/when/why/how chart from yesterday's activity.

Teacher says, "In addition to using who/what/where/when/why/how, we will also look at the main idea of the story. This is kind of like the theme of a party. It helps us focus on what's going to happen in the story just like a party theme helps us focus on what decorations, what games and what kind of cake to have at a party. Let's look at the main idea of our new ending."

Teacher draws a main idea graphic organizer on the board (you may use the Main Idea Graphic Organizer in the Materials section as a guide). Teacher says, "The main idea is the main thing we want to happen in our story. If this was the Goldilocks story we know, the main idea might be that Goldilocks goes into the bear's house when they're not home. The details might be that she 1. breaks their chairs, 2. eats their porridge and 3. sleeps in their beds. Let's brainstorm some new ways the story could keep going after they catch her sleeping in their beds. Let's come up with some main ideas."

Teacher solicits suggestions for main ideas and lists them on chart paper. Class selects one main idea to use for their sequel. Teacher solicits suggestions for details in the same manner. Teacher posts the w/w/w/w/w/h chart and solicits additional contributions including additional characters and other. Using the charts completed by the class, teacher facilitates a shared writing using the ideas the class has selected. This may be written on chart paper to be displayed in the classroom.

Wrap Up:

Teacher says, "We have learned many things about stories. Can you help me complete this chart for the next time we write?" Teacher writes w/w/w/w/w/h on the chalk board and asks students to tell what words go with the letters. Teacher fills in the words in the chart.