Students will be able to describe character differences by analyzing the text of Goldilocks and the Three Bears then designing and drawing the three different bears.
ELA- CCSS.ELA-LITERACY.RL.4.3Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Drama- TH:Re8.1.4.bCompare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural perspectives. (ask students why the bears are wearing what they’re wearing, have specific items in their house, and react the way they do)
Something to turn you into Goldilocks for Teacher In Role
Warm Up: (5 Min)
Animal Circle –
Players form a circle and choose someone to slowly spin around in the middle with their eyes closed. Everyone in the outside circle silently change spots in the circle and claps once to let the middle person know they can stop spinning. The person in the middle, with their eyes still closed, points at someone and says the name of an animal. Whoever they are pointing at has to try to make the sound of that animal. The person in the middle has one try to guess who made the noise. If they are right, those players switch spots and a new round starts. If they are wrong, everyone claps once, the person in the middle spins around again, and everyone switches spots, starting another round.
Lesson: (25 Min Total)
Begin (3 min)
Teacher will begin class by telling the students that they will be reading Goldilocks and the Three Bears.
Begin by assessing the student’s previous knowledge of this book. Do they know the characters and conflict? More than likely, they will be familiar with the story and will know that it is about Goldilocks and the Three Bears that live in a house. Since they know the characters (or should at least be able to guess the characters from the title of the book), encourage the students to pay attention to the differences between the three bears.
Read the book (7 Min)
(page 4 where Goldilocks approaches the house until Goldilocks falls asleep in Little Bear’s bed. Right before the bears come home.)
As you read, point out the surrounding in the book. For example, Father Bear has fish on his pillow. Does he like to fish? Mother Bear has knitting supplies by her chair, does she enjoy knitting?
Pause (5 Min)
Before the ending of the book, analyze the things Goldilocks has done. Ask the students a few questions like…
What do you think the bears look like based off their personal items they have in their house?
Why do you think they have these items?
How big do you think these bears are?
What do you think these bears like to do?
Are these bears like people in your own family?What kind of similarities can you find?
Teacher in Role: (5 Min)
After discussing for a few minutes, tell students that Goldilocks herself will be coming to class today to answer a few of their questions. Before she comes, prep the students by asking them what questions they have for her. This will get the students thinking about questions, and you can suggest asking about Goldilocks’ surroundings and about the bears. By asking about things she’s seen around the house, the students will have a better idea of what these bears like to do and what they might look like.
Tell students that as soon as you put on your ___ you will become Goldilocks.
*put on ___*
(In role)“*Yawn* Hi, my name is Goldilocks. Sorry, I just woke up from my nap… but I was told that you have a few questions for me?”
Students will ask questions and Goldilocks will answer their questions. Goldilocks should try to direct the questions towards describing the differences between the three bears.
Goldilocks: “I think I hear someone coming back! I’ve gotta go, but it was nice talking to you!”
*take off ___*
(optional variation. Instead of Goldilocks simply leaving, have Goldilocks ask the students to help her find a place to hide. Goldilocks could say “oh no! I hear someone coming! Can you help me find a place to hide?” The students can then ask questions about her surroundings/offer suggestions on places to hide. In the end, Goldilocks will choose to hide under the blankets in the bed)
Debrief the Teacher in Role experience that students just had. (5 Min)
What did the students learn from Goldilocks? What do they think Father Bear is like? Mother Bear? Baby Bear? Do the students think they could imagine what these bears look like?
Students will now have the chance to take on the role of one of the bears. (10 Min)
Each student will be instructed to find their own place in the room.
Once everyone has their own place, the teacher will guide them through creating their own Father/Mother/Baby Bear
Guidance: Alright, imagine you are either Father, Mother, or Baby Bear. How does your bear stand? How does your bear walk? Imagine you’ve just woken up for the day. How does your bear get out of bed? Do they brush their teeth? How big is their toothbrush? It’s time to get ready for your day! What clothes do you put on? It’s a nice, sunny, day outside. Will you be working today? Staying home? Playing with friends?
If there’s time, the students can do a runway with their imagined characters. There should be a distinctive walk and they should be imagining at least one specific item of clothing as well.
Using the book descriptions, class analysis, and character creation the students went through, students will draw their own interpretations of the three little bears. Students should draw in the “costume” of the bears and any props the bears might need. The teacher will collect the papers at the end of the lesson.