Literacy ideas

Race it and read activity (timed activity to identify vocab + comprehension ?s) Numeracy links
Investigate rhyme in the poem. Number 3- count in 3s/ times table/ triangular numbers
Find & highlight adjectives/ descriptive phrases, powerful verbs Data handling -Investigate what people eat for breakfast
Compare traditional version of story with Dahl’s version Tally chart/ bar graph etc.
Make a story mountain of main incidents – write alternative ending Comparison -big, medium, small (3 bears/ chair/beds)
Use the story for performance poetry Order smallest to largest & reverse
Dramatise story with puppets/masks /playscript
Write a letter of apology from Goldilocks
Science links
Set up a mock trial with judge & jury,
Healthy living- diet sensible breakfast
Write description of 3 bears’ cottage. [Follow up description of own house/
Importance of daily exercise
instructions ‘How to get to. . for parcel delivery man ]
Investigate difference frog/toad (ICT
News report ‘Bear’s House vandalised’
research?)
Art /DT links
Chairs- Van Gogh pic. Geography links
(research Chippendale?) Bird’s eye view plan of bedroom/ living room
Make a chair from . . . . Lesson ideas based on Goldilocks Map of Goldilock’s journey
Design a chair (try 3d pic.) There are loads of resources for KS1 but Map where in world bears are found?
Make stick puppets/masks for KS2 many of the ideas could be
Shades of brown -Texture picture of bear in chalks adapted for a higher level.
PE links
Warm up -small steps/ big steps, heavy/light
Statues –low/med/high level
Different movements at low/high levels
MFL links Goldilock’s escape over under etc using a partner
Story in a foreign language -good versions at
http://ngfl.northumberland.gov.uk/languages/

Thinking skills/ PSHE

Music links Why was Goldilocks in the wood?
When Goldilocks went to the house of the bears- sung as a round Why did she think it was safe to be alone there?
Sound effects for story Advice for her to ‘stay safe’
Teddy Bear's Picnic Respect for property/others
Think of a good punishment for Goldilocks.
 Goldilocks and the Three Bears.
Roald Dahl

This famous wicked little tale Three bowls brimful of porridge oats.
Should never have been put on sale. And while still standing on her feet,
It is a mystery to me She grabs a spoon and starts to eat.
Why loving parents cannot see I say again, how would you feel
That this is actually a book If you had made this lovely meal
About a brazen little crook. And some delinquent little tot
Had I the chance I wouldn't fail Broke in and gobbled up the lot?
To clap young Goldilocks in jail. But wait! That's not the worst of it!
Now just imagine how you'd feel Now comes the most distressing bit.
If you had cooked a lovely meal, You are of course a house proud wife,
Delicious porridge, steaming hot, And all your happy married life
Fresh coffee in the coffee-pot, You have collected lovely things
With maybe toast and marmalade, Like gilded cherubs wearing wings,
The table beautifully laid, And furniture by Chippendale
One place for you and one for dad, Bought at some famous auction sale.
Another for your little lad. But your most special valued treasure,
Then dad cries, 'Golly-gosh! Gee-whizz! The piece that gives you endless pleasure
'Oh cripes! How hot this porridge is! Is one small children's dining-chair,
'Let's take a walk along the street Elizabethan, very rare.
'Until it's cool enough to eat.' It is in fact your joy and pride,
He adds, 'An early morning stroll Passed down to you on grandma's side.
'Is good for people on the whole. But Goldilocks, like many freaks,
'It makes your appetite improve Does not appreciate antiques.
'It also helps your bowels to move.' She doesn't care, she doesn't mind,
No proper wife would dare to question And now she plonks her fat behind
Such a sensible suggestion, Upon this dainty precious chair,
Above all not at breakfast-time And crunch! It busts beyond repair.
When men are seldom at their prime A nice girl would at once exclaim,
'Oh dear! Oh heavens! What a shame!'
No sooner are you down the road Not Goldie. She begins to swear.
Than Goldilocks, that little toad She bellows, 'What a lousy chair!'
That nosy thieving little louse, And uses one disgusting word
Comes sneaking in your empty house. That luckily you've never heard.
She looks around. She quickly notes (I dare not write it, even hint it.
Nobody would ever print it.) But in the book, as you will see,
You'd think by now this little skunk The little beast gets off scot-free,
Would have the sense to do a bunk. While tiny children near and far
But no. I very much regret Shout, 'Goody-good! Hooray! Hurrah!'
She hasn't nearly finished yet. 'Poor darling Goldilocks!' they say,
Deciding she would like a rest, 'Thank goodness that she got away!'
She says, 'Let's see which bed is best.' Myself, I think I'd rather send
Upstairs she goes and tries all three. Young Goldie to a sticky end.
(Here comes the next catastrophe.) 'Oh daddy!' cried the Baby Bear,
Most educated people choose 'My porridge gone! It isn't fair!'
To rid themselves of socks and shoes 'Then go upstairs,' the Big Bear said,
Before they clamber into bed. 'Your porridge is upon the bed.
But Goldie didn't give a shred. 'But as it's inside mademoiselle,
Her filthy shoes were thick with grime, 'You'll have to eat her up as well.'
And mud and mush and slush and slime.
Worse still, upon the heel of one
Was something that a dog had done.
I say once more, what would you think
If all this horrid dirt and stink
Was smeared upon your eiderdown
By this revolting little clown?
(The famous story has no clues
To show the girl removed her shoes.)
Oh, what a tale of crime on crime!
Let's check it for a second time

Crime One, the prosecution's case:

She breaks and enters someone's place

Crime Two, the prosecutor notes:

She steals a bowl of porridge oats
Crime Three: She breaks a precious chair
Belonging to the Baby Bear.
Read it and Race activity (upper KS2)
Crime Four: She smears each spotless sheet Skim and scan the passage to highlight (Cross out or tick as you
With filthy messes from her feet. find them and put up your hand when you’ve found all the words to
get your time.)
A judge would say without a blink, prosecutor
'Ten years hard labour in the clink!' delinquent
brazen
distressing
precious
clink
catastrophe
appetite
appreciate Write down below some examples of descriptive ‘adjectival
revolting phrases’
Time taken __________
Then read the text carefully and answer the following questions
What name does Dahl call Goldilocks?
____________________________________________________
Why do the bears go out?
____________________________________________________ Write below some examples of ‘powerful verbs’
What is Mother’s ‘most special valued treasure’?
____________________________________________________
What does Goldilocks forget when she goes to sleep ?
____________________________________________________
Which, in your opinion is the worst crime? Why?
____________________________________________________

because______________________________________________

____________________________________________________ List of lesson ideas based on the poem

There loads of resources for KS1 around but for KS2 many of the
Write below some examples of rhymes in the poem. idea could be simply adapted at a higher level.
Literacy
Investigate rhyme in the poem.
Find descriptive phrases / powerful words
Compare traditional version of story with Dahl’s version
Make a story mountain of main incidents – write alternative ending
Use the story for performance poetry
Dramatise story with puppets/masks /playscript
Write a letter of apology from Goldilocks
Set up a mock trial with judge & jury. Respect for property/others
Write description of 3 bears’ cottage. [Follow up description of own Think of a good punishment for Goldilocks.
house/ instructions ‘How to get to. . for parcel delivery man ] Music
News report ‘Bear’s House vandalised’ When Goldilocks went to the house of the bears- sung as a round
Numeracy Sound effects for story
Number 3- count in 3s/ times table/ triangular numbers Teddy Bear's Picnic
Data handling -Investigate what people eat for breakfast
Tally chart/ bar graph etc.
Comparison -big, medium, small (3 bears/ chair/beds)
Order smallest to largest & reverse
Science link
Healthy living- diet sensible breakfast
Importance of daily exercise
Investigate difference frog/toad (ICT research?)
Art /DT link
Chairs- Van Gogh pic.
(research Chippendale?)
Make a chair from . . . .
Design a chair (try 3d pic.)
Make stick puppets/masks
Shades of brown -Texture picture of bear in chalks
Geography link
Bird’s eye view plan of bedroom/ living room Objective: Creative-Problem Solving Lesson Plan
Map of Goldilock’s journey PSHE/thinking skills/literacy
Map where in world bears are found? Objectives
· The students will seek answers to the 5 Ws + H: who, what, when,
where, why and how.
MFL · The students will generate ideas (solutions) to the problem.
Story in a foreign language -good versions at · The students will develop an action plan for the most effective
http://ngfl.northumberland.gov.uk/languages/ solution.
PE
Warm up -small steps/ big steps, heavy/light Start by asking the students what they would do if they found a
Statues –low/med/high level stranger had been in their house.
Different movements at low/high levels Listen to the feedback and tell them to listen closely to the
Goldilock’s escape route, over/under etc using a partner traditional story of "Goldilocks and the Three Bears". While reading
Thinking skills/ PSHE the story, stop and ask what will happen next and why?
Why was Goldilocks in the wood? Development activities
Why did she think it was safe to be alone there? Invite the students to help the bears solve their problem.
Advice for her to ‘stay safe’
First, ask them is there a problem? Yes- the bears' home has been
trespassed and damage has been done to their belongings. Students
can pretend to be newspaper reporters in pursuit of a hot news story
as they gather the facts (ie. who, what, where, when, why and how).
Once the facts are reviewed, the students can help the bears by
posing a problem statement: How might father, mother and baby
Bear keep Goldilocks away from their home?
Students will generate ideas (solutions) to the bears’s problem. Once
students have generated ideas help them move further into the
creative problem-solving process by having them plan ways for the
Three Bears to enact the students’s best solution. When students
have determined the best solution, they can devise an action plan.
For example, the students can create illustrations of how their
solutions would stop Goldilocks and other intruders.
Review with the students the three elements of problem solving:
1) identifying the problem;
2) producing ideas; and
3) evaluating and implementing solutions. Relate these elements
back to Goldilocks and the Three Bears. lesson plan from Kidszone
Title: Bears' House Vandalized, Witnesses say Blonde Girl
Plenary Spotted Fleeing from the Scene!
This should be done throughout the lesson by assessing student Overview: The students will approach a familiar story (Goldilocks
participation during the discussion of the fairy tale. The number of and the Three Bears) from the perspective of a newspaper reporter.
ideas (solutions) students contributed to help solve the bears’s Children will learn and apply the 5 W's + 1 H (Who, What, When,
problem. Once students learn creative-problem solving, they can use Where, Why and How).
it to confront problems outside of the classroom. Resources:
5 W's, headline, interview, lead, news story, reporter
[Extension of this lesson plan: After the students have finished - one or two sample newspaper clippings
helping the Three Bears with their problem, they could move on to - story of Goldilocks and the Three Bears
helping other fairy tale characters with their problems. How might - white board or flip chart and markers
Little Red Riding Hood solve the problem of the pesky wolf without - paper and pencil
having to seek the help of the woodcutter? How might Jack improve Objectives: Students will be able to:
his financial lot without having to steal from or slay the giant?] read news stories for information about the 5 W's + 1H.
understand simple newspaper vocabulary.
conduct a simple interview and make point form notes to record the
results.
create their own news story lead.
Pre-lesson preparation
Search through newspapers for one or two simple articles that Have the children form pairs.
children will enjoy. Examples might be human interest stories or Point out our headline (Bears' House Vandalized...). In each pair,
sports stories. Make sure the sample follows the traditional 'Inverted one of the children should act as the reporter and the other should
Pyramid' -- the 5 W's + 1 H should be answered within the first 2 act as a bear. The reporter should interview the bear to discover the
paragraphs of the story. Prepare bulletin board or table display. answer to each of the 5 W's + 1 H and record the answers in point
Present a Bulletin Board or Table display. form. Use notes template]Then the children should switch roles so
Include a picture or book of Goldilocks and the Three Bears, the each has a chance to be the reporter.[
words Who?, What?, When?, Where?, Why? and How? prominently Once all of the children have their point form answers recorded,
displayed, newspaper clippings and the headline (title) of our lesson have them return to their desks. Ask the children to complete their
plan ("Bears' House Vandalized...") job as reporters for your class and write the lead to go with the
headline. Remind them that the lead should be written in complete
Starter Class discussion / brainstorming session. sentences with no more than 2 paragraphs.
Ask the children 'What is a newspaper?', 'Why do people read Plenary
them?', 'What types of things are written in them?', 'Who writes Recreate the point sheet on the board and have the class fill in the
news stories?' Note their answers onboard/flipchart.. answers to the 6 important questions.
OR
Explain to the children, that a news story is written by a reporter. Chose a few students to read their news story leads out loud in front
The reporter interviews people and observes events to answer the of the class.
questions Who, What, When, Where, Why and How. Reporters call [Extension activities]
these questions the 5 W's + 1 H and try to include them in each news Have the students imagine they are a police officer reading the
story. interview with the three bears. Provide suggestions for the bears as
to what they should do next? How should they prevent these events
Show the children a sample newspaper clipping. from happening in the future?
Point out the headline. Ask the children what the headline does? In a news story, the 5 W's + 1 H should be answered right away -
Does it capture their attention? Does it answer any of the 5 W's + 1H either in the headline or in the first two paragraphs of the article.
questions? Reporters call this the 'Inverted Pyramid'
Read the first paragraph. How many of the 5 W's + 1H do you know Examine an 'Encyclopedia Brown' mystery story. When are the
now? Continue through the article a paragraph at a time until all of 5W's + 1H answered in this story? How is this different from a news
the 5 W's + 1H questions are answered. story? Why is it different? Would it be a good mystery story if the 5
W's and 1 H were answered in the first two paragraphs?
Write Who? What? When? Where? Why? and How?on the board. Repeat the process with another fairy tale, for example "Little Red
Beside each, write the answer to the question from your sample Riding Hood". Have the children invent their own headline this
clipping and where in the news story you found the answer time.
(headline, paragraph 1, paragraph 2). Explain to the children that the
first two paragraphs of a newspaper article are called the 'Lead'.
Reporters try to answer all 5 W's + 1H within the lead.
[OPTIONAL: Read a fairly short version of Goldilocks and the Three
Bears to the children to refresh their memory of the story.]
Activities: