Goldilocks and the Three Bears.
Each child finds a space and sits down. Each child or a group of children are assigned a specific word and a corresponding action. The narrator/teacher reads the story aloud, and when the children hear their word, they must jump up and do their actions. The words are in bold to assist the teacher/narrator.
Goldilocks: Skip around the space.
Bear/Bears: Walk slowly and growl.
Bowl/Bowls: Clasp fingers together and stick out arms to make a round shape.
Porridge: Wiggle body up and down.
Chair/s: Squat down and stick out arms.
Bed/s: Lies straight on the floor.
First: Holds up one finger.
Second: Holds up two fingers.
Third: Holds up three fingers.
Narrator: Once upon a time, there was a girl called Goldilocks. One day, she decided to go for a walk in the woods. Soon, she became tired. She saw a little cottage in the woods. She knocked, but there was no answer, so she decided to go inside and rest.
At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl.
“This porridge is too hot!” she exclaimed.
So, she tasted the porridge from the second bowl.
“This porridge is too cold,” she said.
So, she tasted the third bowl of porridge.
“Ahhh, this porridge is just right,” she said happily, and she ate it all up.
After she’d eaten the three bears’ breakfasts, she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet.
“This chair is too big!” she exclaimed.
So she sat in the second chair.
“This chair is too big, too!” she whined.
So she tried the third and smallest chair.
“Ahhh, this chair is just right,” she sighed. But just as she settled down into the chair to rest, it broke into pieces!
Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the third bed, and it was just right. Goldilocks fell asleep.
As she was sleeping, the three bears came home.
“Someone’s been eating my porridge,” growled the Papa bear.
“Someone’s been eating my porridge,” said the Mama bear.
“Someone’s been eating my porridge, and they ate it all up!” cried the Baby bear.
“Someone’s been sitting in my chair,” growled the Papa bear.
“Someone’s been sitting in my chair,” said the Mama bear.
“Someone’s been sitting in my chair, and they’ve broken it all to pieces,” cried the Baby bear.
They decided to look around some more, and when they got upstairs to the bedroom, Papa bear growled, “Someone’s been sleeping in my bed,”
“Someone’s been sleeping in my bed, too,” said the Mama bear
“Someone’s been sleeping in my bed, and she’s still there!” exclaimed Baby bear.
Just then, Goldilocks woke up and saw the three bears. She screamed, “Help!” And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the woods. And Goldilocks never returned to the home of the three bears.
Introduction: Show the children pictures. Tell there are 8 different types of bears. There are eight species in the bear family: The Asiatic Black Bear, Brown Bear, North American Black Bear, Panda Bear, Polar Bear, Sloth Bear, Spectacled Bear, and the Sun Bear.
Warm up: The warm up is a movement activity called “Does a Bear Live in the Woods?”
A clear space is needed. The teacher explains to the class that when they come across a bear in the woods they must lie down on the ground and keep very still. One child volunteers to be the bear. The bear goes to one end of the clear space and turns his/her back on the rest of the class. All the other children try to sneak up behind the bear. When the bear turns around all the children must lie very still on the ground. If the bear sees you, moving s/he pulls you away to join him/her. Then there are two bears. Eventually all the children are caught moving and become bears.
Tell the children that they are going to explore different voices. We need to change our voices to show different emotions or become different characters.
Get the group to repeat the following lines together in their normal voices
Who has been sitting in my chair?
Who has eating my porridge?
Who has been sleeping in my bed.
Now get the children to say the lines the following ways:
Role Play: “Now we are going to warm up our bodies. Everyone find a space and walk around the room as yourself. When I say freeze I will call out different ways of walking….
Grumpy daddy bear
Kind mummy bear
Happy baby bear
Sculpting: Divide the class into pairs. One of the pair is the sculptor the other us the clay. Get the sculptor to mould the clay into
How goldilocks felt when the bears found her.
How did baby bear feel when he saw that his porridge had been eaten.
How did mummy bear feel when she saw that someone had been sleeping in her bed.
How daddy bear fell when he saw Goldilocks sleeping in the bed.
It can be abstract. The teacher/children look at each sculpture and guess how the characters are feeling.
When Goldilocks Went to the House of the Bears
When Goldilocks went to the house of the bears, (The children walk on the spot.) Oh, what did her blue eyes see? (The children point to their eyes.)
A bowl that was huge and a bowl that was small and a bowl that was tiny and that was all. (Children make increasingly smaller shapes with their arms to represent each bowl.) And she counted them – one, two, three! (They use one finger to point – as if counting each bowl.)
When Goldilocks went to the house of the bears, (Walk on the spot.)Oh, what did her blue eyes see? (Point to their eyes.)
A chair that was huge and a chair that was small, and a chair that was tiny and that was all. (Use hands to show the different heights and the size of each chair, getting smaller all the time.) And she counted them – one, two, three! (Use their fingers to point, as if counting each chair.)
When Goldilocks went to the house of the bears, (Walk on the spot.) Oh, what did her blue eyes see? (Point to their eyes.)
A bed that was huge and a bed that was small and a bed that was tiny and that was all. (Use their hands to show the increasingly smaller length and size of each bed.) And she counted them – one, two, three! (Use their fingers to point, as if counting each bed.)
When Goldilocks went to the house of the bears. (Walk on the spot.) Oh, what did her blue eyes see? (Point to their eyes.)
A bear that was huge and a bear that was small and a bear that was tiny and that was all. (Use hands to show the increasingly smaller height and size of each bear.)
Closure: The Bears are Coming
The teacher tells the children before we had the internet, cars, computers, trains, planes, washing machines, hoovers, people had to chop wood. Talk about type of jobs people did in the olden days. All the children then have to find some physical action, based on an old fashioned job like wood chopping, hunting, or washing clothes and begin doing this action somewhere in the room.
The teacher/volunteer then leaves the room momentarily and returns as the bear. Once the bear arrives, the children must freeze where they are, and the bear must try to make the other children laugh. If a child laughs they’ve come a bear and the bears work together until they have made everyone laugh. The bears cannot touch the frozen children!
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