{"id":5979,"date":"2021-02-19T19:56:55","date_gmt":"2021-02-19T19:56:55","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?p=5979"},"modified":"2021-02-19T20:24:12","modified_gmt":"2021-02-19T20:24:12","slug":"goldilocks-and-the-three-bears-by-becca-cardon","status":"publish","type":"post","link":"https:\/\/tedb-old.byu.edu\/?p=5979","title":{"rendered":"Goldilocks and the Three Bears"},"content":{"rendered":"

Goldilocks and the Three bears<\/strong><\/p>\n

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Author:<\/strong> \u00a0Becca Cardon<\/p>\n

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Lesson Objective:<\/strong><\/p>\n

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.<\/p>\n

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National Standards:<\/strong><\/p>\n

ELA- <\/strong>CCSS.ELA-LITERACY.RL.4.3<\/strong><\/a>Describe 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).<\/p>\n

Drama- TH:Re8.1.4.b<\/strong>Compare 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\u2019re wearing, have specific items in their house, and react the way they do)<\/p>\n

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Supplies:<\/strong><\/p>\n

Colored pencils<\/p>\n

Three Little Bear outlines<\/strong><\/a><\/p>\n

Goldilocks and Three Bears book<\/p>\n

Something to turn you into Goldilocks for Teacher In Role<\/p>\n

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Warm Up: (5 Min)<\/strong><\/p>\n

Animal Circle \u2013<\/p>\n

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.\u00a0The person in the middle, with their eyes still closed, points at someone and says the name of an animal.\u00a0Whoever they are pointing at has to try to make the sound of that animal.\u00a0 The person in the middle has one try to guess who made the noise.\u00a0 If they are right, those players switch spots and a new round starts.\u00a0 If they are wrong, everyone claps once, the person in the middle spins around again, and everyone switches spots, starting another round.<\/p>\n

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Lesson: (25 Min Total)<\/strong><\/p>\n

Begin (3 min)<\/strong><\/p>\n

Teacher will begin class by telling the students that they will be reading Goldilocks and the Three Bears.\u00a0<\/p>\n

Begin by assessing the student\u2019s previous knowledge of this book.\u00a0 Do they know the characters and conflict?\u00a0 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.\u00a0 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.<\/p>\n

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Read the book (7 Min)<\/strong><\/p>\n

(page 4 where Goldilocks approaches the house until Goldilocks falls asleep in Little Bear\u2019s bed.\u00a0 Right before the bears come home.)<\/p>\n

As you read, point out the surrounding in the book.\u00a0 For example, Father Bear has fish on his pillow.\u00a0 Does he like to fish? Mother Bear has knitting supplies by her chair, does she enjoy knitting?<\/p>\n

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Pause (5 Min)<\/strong><\/p>\n

Before the ending of the book, analyze the things Goldilocks has done.\u00a0 Ask the students a few questions like\u2026<\/p>\n