Sequencing The Three Billy Goats Gruff

 Designed by: Nancy Boggs-Walker    School: A.C. Moore Elementary

Grade Level: 1      Subject(s): Reading

Core Curriculum Objective(s): Sequence events in a story (1CM6, 1.F.5). Identify story elements (1AL6, 1.F.4, 1.F.6)

 Overview: The students will listen to the teacher read The Three Billy Goats Gruff. The students will retell the story in their own words by acting it out in the correct sequence. Then the students will work in groups to discuss the story elements (character, setting, and plot). They will then decide which events occurred in which order (beginning, middle, end). They will discuss the main events of the story (what's important and what's not). The next day they will read different versions of The Three Billy Goats Gruff make a mural of the story by working in cooperative groups to show the beginning, middle, and end. They will share the mural with other classes also so they will have a different audience's interpretation of the story. The teacher may elect to use different versions of The Three Billy Goats Gruff to compare and contrast.

Focus/Essential Question(s): In what sequence did each event in the story occur? How are the story elements (characters, setting) different in the beginning, middle, and end?

Time Frame: 2 - 30 minute class periods

Resources/Materials: 
The Three Billy Goats Gruff by Janet Stevens 
Bulletin Board paper for mural 
Paint, crayons, markers, or chalk (to illustrate mural) 
Pencils 
Other versions of The Three Billy Goats Gruff by Robert Bender, Tim Arnold, Glen Rounds, Tom Roberts, Paul Galdone 

(Optional) Web Sites: http://www.mcps.org/ces/ca/index.htm Three Billy Goats Gruff

Culminating Assessment

= 100 pts. 85-100 pts = ++ Excellent 75-84 pts = + Satisfactory 74/lower = - Needs improvement

Instructional Activities:

1 -30 minute class period
1) Discuss with the students how authors write stories in sequence and ask them if they know what this term means. 

2) Introduce the students to sequencing by acting out a simple sequence scene. Tell the students to observe what order you performed the following activities. For example, you may first get a chair and sit down in it. Second, clap hands once. Third, snap fingers once. Forth, stomp feet once. Last, stand up and put chair back. Ask the students to recall what order these events occurred. Tell them sequencing means putting things in the correct order they occurred. 

3) The teacher and students will discuss how they will be assessed using a rubric. Using the rubric in this lesson as a guideline, discuss with the students what will be expected of them. Adjust by adding or taking away from the rubric. Tell the students to gather together to listen carefully to a story about three billy goats. Afterwards they will retell the story by acting it out in the correct order. 

4) Read The Three Billy Goats Gruff by Janet Stevens. Discuss the book by assigning different groups different story elements (setting, characters, problem or plot, solution). The teacher will give the students choices as to what elements they want to discuss and what scenes they want to act out. This can be done by having students write down or sign up for different groups. They will meet and discuss these elements. Each student in the group will write about their element so they will each have at least 1-2 sentences to contribute to the class discussion. 

5) Then after the story elements have been discussed as a class, each group will retell the story events by acting it out using beginning, middle, and end. One group may act out the beginning, another acts out the middle, and the third group acts out the end. Each group should name at least 1 event from the beginning, middle, and end of the story. After acting it out, pose the question, what is different in each part? How are the characters (the 1st, 2nd, and 3rd billy goat) different? Each group should elect a writer to write down responses so they can remember details. 

6) Tell each group to decide which scene they want to illustrate on class mural the next day.

2nd 30-minute class period

1) First review what was done on the previous day or class period. Discuss story elements, sequencing, and what the main events of the story are. Teacher may read story again or choose groups of children to read different sections. Teacher and students may read different versions of The Three Billy Goats Gruff and compare/contrast with a venn diagram. 

2) The students will draw the beginning, middle, and end of the story into different sections of the bulletin board paper. The teacher should have already divided the paper into 3 equal parts allowing enough room for each group to contribute equally to each section. Students will draw in pencil first, then go back and color in with a different medium, such as watercolor or tempera paint, crayons, markers, pastels, or chalk dipped in water. 

3) Encourage the students to make their individual contribution unique and original by using their imagination and creativity. 

4) After students have finished the mural, and it has dried, the students will display the mural and retell the story. It may be presented to another class also so the students will have a different audience's interpretation. The mural may then displayed permanently in the classroom or in the hall. 

5) Discuss what was learned in terms of how things might have worked better as well as how we all have to work together to be successful.