62 Stories: Supplemental Guide 3B | The Three Billy Goats Gruff
Use a Sharing activity for follow-up. Directions: I am going to ask you
some questions about what you would long for in different situations. Be
sure to begin your responses with “I would long for... ”- What would you long for on a hot summer day?
- What would you long for on a really cold day?
- What would you long for when it starts raining really hard?
- What would you long for when you are really tired?
End-of-Lesson Check-In
The Three Billy Goats Gruff
Choose four students to focus on and record their scores on the Tens
Recording Chart. For this type of informal observation, you should
give a score of zero, five, or ten based on your evaluation of students’
understanding and language use.
0 Emergent understanding and language use
5 Developing understanding and language use
10 Proficient understanding and language use- Have students place Response Cards 1 through 3 on their lap. Say
a few key words from any of the stories from the past three lessons
(e.g., birds, Ducky Lucky, den, pig, big, bad wolf, huff, puff, troll) and
ask students to hold up the Response Card that relates to the words
you say. - Have students focus on one story and explain to their partner which
parts of the story could happen in real life and which parts of the
story are fantasy. - Give students a Character, Setting, Plot Map (three-circle chart)
and an image sheet for “The Three Billy Goats Gruff” (Instructional
Master 3B-1). Have them identify the characters of the story. Students
can draw or cut and paste images of the characters onto the first
circle. Next, have them identify the settings of the story. Students can
draw or cut and paste images of the settings onto the second circle.
Finally in the third circle, have students draw a picture of an event
from the story. - Have students talk to their partner or with home language peers
about the characters, setting, and plot of the story, using their
Character, Setting, Plot Map.