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This lesson is on the Who, What, When, Where, Why, and How, uses Goldilocks

Subject:

Language Arts  

Grades:

PreK, K, 1, 2, 3  


   Language Arts
Goldilocks and the Three Bears
Creative-Problem Solving Lesson Plan
Submitted by: Colleen Barrett
Saint Joseph College
West Hartford, CT
Adapted from Teaching PreK-8
Article by Jerry Flack

June 15, 1998

Grade level:  Primary grades 1-3

Objective:
  

· The students will seek answers to the 5 Ws + H: who, what, when, where, why and how.

· The students will generate ideas (solutions) to the problem.

· The students will develop an action plan for the most effective solution.

   Materials:
One copy of Goldilocks by Janice Russell
Easel Paper
Crayons or Markers

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.

Development/Procedures:

Invite the students to help the bears solve their problem. First, ask them is their a problem. Yes, the bears’ home has been trespassed and damage has been done to their belongings. 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^Ã’ problem. 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^Ã’ 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.

Evaluation:

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 bears^Ã’ problem. Once students learn creative-problem solving, they can use it to confront problems outside of the classroom.

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Colleen

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