EL Support Lesson

What Happened to the Bunny?

Kindergarten students will love listening to this classic story about a missing toy! Can be used as a stand alone lesson to introduce elements of a story or as a support lesson for the **Setting, Characters, and Events in Goldilocks and the Three Bears** lesson plan.
This lesson can be used as a pre-lesson for theSetting, Characters, and Events in Goldilocks and the Three BearsLesson plan.
GradeSubjectView aligned standards
This lesson can be used as a pre-lesson for theSetting, Characters, and Events in Goldilocks and the Three BearsLesson plan.
Academic

Students will be able to identify the setting, characters, and events in a short story.

Language

Students will be able to identify and restate elements of a fiction text using visual supports.

(2 minutes)
Teach Background Knowledge TemplateWrite Student-Facing Language Objectives ReferenceVocabulary Cards: What Happened to the Bunny?Glossary: What Happened to the Bunny?
  • Gather the class together and display the cover of a familiar read aloud text such as "The Three Little Pigs" and ask students to think about what they know about this story.
  • Ask students to turn and talk to share what they know with a partner using the sentence starter, "I know _____."
(5 minutes)
  • Write three columns on a piece of chart paper labeled Characters/Setting/Events.
  • Model thinking aloud to share what you know about the story, using this as an opportunity to define new vocabulary words. You can say, "I know that this story is about three pigs and a big bad wolf. These are called the characters. Characters are the people or animals who a story is about."
  • Ask the students to share (either aloud or to a partner) where the story takes place (e.g., the houses, a town, etc.) and define setting.
  • Ask the students to share (either aloud or to a partner) what happens in the story (e.g., the pigs build houses, the wolf blows them down, etc.) and define event.
(10 minutes)
  • Explain that today you will be reading aloud a new story and that the class should be listening to figure out the characters, setting, and events.
  • Read aloud the text to the class.
  • Pause as you read to note who the story is about (thinking aloud or explicitly depending on your class needs), where the story takes place, and what major events happen.
  • Have the students help you fill in the columns for this story by having students pair-share their ideas then share aloud with the class.
(15 minutes)
  • Tell students that you will now pass out an index card for them to draw a picture of their favorite event from the story, making sure to include the characters and setting of the event. Provide an example as needed. For example, when Trixie's daddy is looking through the washing machine.
  • Pass out an index card to each student.
  • Ask students to hold up their cards to show their work.
  • Have students turn and talk to share the event, setting, and character with a peer.

Beginning

  • Practise identifying character, setting, and event in a smaller group by rereading the text and allowing students to point to characters/setting/events on the page.

Advanced

  • Have students practise retelling the story including the events that happened in order. Ask students to share the characters, setting, and events as they retell their story to a peer.
(5 minutes)
  • As students are working and sharing with their peers, assess if they are able to identify the elements of a story using the target vocabulary words.
  • Collect work samples to check student understanding and ability to follow directions.
(3 minutes)
  • Close by gathering the class together to celebrate student work and review today's concepts.
  • Ask students what their favorite part of the story was, and as they share identify the event/setting/character of their favorite part.

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