877-542-5504 877-542-5504

Want to Help Fellow Teachers?

Please help us grow this free resource by submitting your favorite lesson plans.

Lesson Plan #:AELP-STT0007
Submitted by: Karen Shanahan
Endorsed by: Professor Chatel Date: October 11, 1999

Grade Level(s): 1


  • Language Arts/Story telling

Description: This is a lesson about constructing and deconstructing a story.

Goals: By participating in the lesson, the students will reconstruct a story in its correct order, after becoming familiar with its content.

Objective(s): Students will be able to correctly identify the sequence of the story “The Three Bears.”


  • Book-Barton, B. (1997) The Three Bears. Library of Congress Cataloging-in-Publication Date
  • 12 cards containing the pictures and the words that depict the story
  • Poster board
  • Double-sided velcro to attach the cards to the poster board
  • Procedure: Initiation/Set:

    Begin the whole group lesson by asking the students if they have ever heard or read the story, “The Three Bears.” If children reply yes, proceed to ask them if they can recall what happened in the story. If the children reply no, probe deeper into their thinking by adding some clues to what the story is about. For example, that there is a little girl named Goldilocks who visits a house belonging to three bears. This hint should spark the children’s minds into acknowledging that the story could also be entitled “Goldilocks and the Three Bears.” Generate a brief discussion about the story-including the setting, the different characters, and the plot. Tell the students that they will be reading “The Three Bears” in their small reading groups today. Followed by an activity rearranging given story cards according to how the story unfolded.


    1. Read the book, “The Three Bears” by Byron Barton in smalgroups. Have each student take turns reading aloud.

    2. While reading the story, stop periodically to reinforce the whole group discussion about the setting, the characters, and the plot.

    3. After the story is completed, describe to the children the activity they will be participating in.

    4. Show the students the pre-made cards with pictures and words from the story on them.

    5. Read each card so that the students will be aware of what is written on each card.

    6. Then lay the cards face up and not in order on the table.

    7. Tell the children they will have to decide the order that the story should be in as a group.

    8. Ask the students what was the first event that took place in the story.  Allow them to use the book and the cards for assistance if needed.

    When the small group has agreed upon what the correct card is, have them hold it up for the teacher to see.  If necessary, the teacher will offer help in reading uncertain or questionable words.

    9. Have a student place the card in its appropriate numbered place on the poster board provided.  The card will then be read aloud.

    10. Repeat the process in number 9 with the eleven remaining cards.  As more cards are added onto the poster board, all the cards will be read out loud.

    11. While reading from the poster board, the children will monitor their ability to correctly sequence the story.

    12. When the activity is finished, re-read the entire story together, using what the students have constructed with the cards.

    13. If there are any mistakes with how the story was ordered, the children will work together to correct them.


    After the activity, the teacher will read the story aloud again using what the students have created on the poster board.  Afterwards, the teacher will talk with the children to find out what they thought about the activity.  Ask them if they enjoyed the activity or not and what they feel was gained from it. If students had problems, ask them what their concerns are and what could be done to correct them. For example, if they had trouble being able to sequence the story having it pieced out on so many cards, the activity could be altered to meet their needs. Then go over with the children the strategies they used in concluding where each card should go. For example, if they relied on using the story book as a reference, using the pictures and the words on the cards, or if it was done solely by memory.Converse with the students for as long as necessary about what they have just experienced and learned by doing the activity.

    Assessment: During the activity, the teacher will be present to make sure the children understand the concept of placing the cards in sequence to how the story was written. The teacher will judge the student’s individual ability to be able to put the story cards in order, based on their level of involvement and participation in the activity. (If the children are able to accomplish this, then the objective will have been met).