Goldilocks and the

Three Bears 9
Lesson Objectives
Core Content Objectives
Students will:
Demonstrate familiarity with the story “Goldilocks and the Three
Bears”
Identify the characters, plot, and setting of “Goldilocks and the
Three Bears”

Language Arts Objectives

The following language arts objectives are addressed in this
lesson. Objectives aligning with the Common Core State
Standards are noted with the corresponding standard in
parentheses. Refer to the Alignment Chart for additional standards
addressed in all lessons in this domain.
Students will:
Describe familiar things, such as bears and their habits, and with
prompting and support, provide additional detail (SL.K.4)
Explain the meaning of “Do unto others as you would have them
do unto you” (L.K.6)
Explain that “Goldilocks and the Three Bears” is fantasy
because bears do not live in houses, sleep in beds, or eat food
that people eat
Prior to listening to “Goldilocks and the Three Bears,” identify
orally what they know and have learned about bears, such as
what they eat, where they live, and where they sleep
Orally share a different ending to the story “Goldilocks and the
Three Bears”

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 Core Vocabulary
peep, n. A quick and secret look at something or someone
Example: Bill took a peep around the corner to see if he was being
followed.
Variation(s): peeps
startled, v. Surprised because of an unexpected event
Example: I got startled when I turned the corner and heard the barking
dog.
Variation(s): startle, startles, startling
suddenly, adv. Very quickly and unexpectedly
Example: We were playing outside when it suddenly started raining.
Variation(s): none
wee, adj. Very small
Example: Carl found a wee beetle under a rock.
Variation(s): none

At a Glance Exercise Materials Minutes

What Do We Know?
Introducing the Read-Aloud Interactive Read-Aloud 10
Purpose for Listening
Presenting the Read-Aloud Goldilocks and the Three Bears 10
Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Wee 5
Complete Remainder of the Lesson Later in the Day
Image Cards 1–10;
Character, Setting, and Plot chart paper, chalkboard, or
whiteboard
Extensions 15
Sayings and Phrases: Do Unto
Others as You Would Have Them Do
Unto You

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 Goldilocks and the
Three Bears 9A
Introducing the Read-Aloud 10 minutes
What Do We Know?
Show image 9A-1: Bear

Tell students that the animal in the image is called a bear. Tell them
facts about real bears who live in the wild:
• Bears eat berries, plants, honey, and fish.
• Bears live in the forest.
• Bears sleep in caves.

Interactive Read-Aloud
Tell students that you will need their help during the read-aloud.
Preview refrains and actions that you would like them to repeat
during the read-aloud:
• When tasting soup, “Too hot!” “Too cold!” “Just right!”
• When sitting in chairs, “Too hard!” Too soft!” “Just right!”
• When sleeping in beds, “Too rough!” “Too silky!” “Just right!”
Tell students that you will be reading some parts of the story using
different types of voices. Have students help you practice using a
great big voice, a middle-sized voice, and a wee little voice.

Purpose for Listening

Tell students they are going to hear a story about a pretend family
of bears. Tell students that the family of bears in this story does
not act like real bears in the wild do. Ask them to listen carefully to
find out where the bears in the story live, what they eat, and where
they sleep. (If some students are already familiar with this story, tell
them to listen to see how this version might be different from the
one they know.)

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Presenting the Read-Aloud 10 minutes
Goldilocks and the Three Bears
Show image 9A-2: The three bears at the table

Once upon a time, there were three bears who lived in a house
in the woods.
Papa Bear was a great big bear. Mama Bear was a middle-sized
1 Wee means very small. bear. And Baby Bear was a wee little bear. 1
2 Porridge is like oatmeal. Each bear had a bowl for his porridge. 2 Papa Bear had a great
big bowl. Mama Bear had a middle-sized bowl. And Baby Bear
had a wee little bowl.
One morning Mama Bear made some nice porridge. She put it
into the bowls and set them on the table. But the porridge was too
hot to eat. So, to give the porridge time to cool, the bears all went
out for a walk.
Show image 9A-3: Goldilocks approaching the house

While they were gone, a little girl named Goldilocks came to the
3 Peep means Goldilocks took at
quick look in through a hole or house.
window in the door. The word First she looked in at the window. After a quick peep in at the
peep can have other meanings.
The word peep also means the door, she knocked, but no one answered. 3
sound young birds make. Now, you might think that she should turn right around and go
4 Do you think Goldilocks should home. But no—
go into the bears’ house?
Goldilocks walked right into the house! 4
Show image 9A-4: Goldilocks trying the porridge

She was very glad when she saw the three bowls of porridge.
First she tasted the porridge in the great big bowl, but it was too
5 [Have students repeat, “Too hot. 5
hot!”]
Then she tasted the porridge in the middle-sized bowl, but it
6 [Have students repeat, “Too was too cold. 6
cold!”]
Then she tasted the porridge in the wee little bowl, and it was
7 [Have students make a satisfied just right. 7 She liked it so much that she ate it all up!
expression and say, “Just right!”]

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 Show image 9A-5: Goldilocks and the chairs

Then Goldilocks saw three chairs and decided to sit down to rest.
8 [Have students repeat, “Too First she sat in Papa Bear’s great big chair, but it was too hard. 8
hard!”]
Then she sat in Mama Bear’s middle-sized chair, but it was too soft. 9
9 [Have students repeat, “Too
soft!”] Then she sat in Baby Bear’s wee little chair, and it was just right. 10
10 [Have students make a satisfied She sat and sat till suddenly—crack!—the chair broke.
expression and say, “Just right!”]
Goldilocks picked herself up and looked for another place to
rest. She went upstairs and found three beds.
Show image 9A-6: The three beds

First she lay down on Papa Bear’s great big bed, but the
11 [Have students repeat, “Too blankets were too rough. 11
rough!”]
Then she lay down on Mama Bear’s middle-sized bed, but the
12 [Have students repeat, “Too blankets were too silky. 12
silky!”]
So she lay down on Baby Bear’s wee little bed, and the
13 [Have students make a satisfied blankets were just right. 13
expression and say, “Just right!”]
She covered herself up, and then fell fast asleep.
Show image 9A-7: The bears return

About this time the three bears came back from their walk. They
14 or quickly and unexpectedly went straight to the table, and suddenly 14 Papa Bear cried out in
15 [Say Papa Bear’s lines in a great big his great big voice, “Someone has been eating my porridge!” 15
voice.]
Then Mama Bear looked at her dish, and she said in her middle-
16 [Say Mama Bear’s lines in a middle- sized voice, “Someone has been eating my porridge!” 16
sized voice.]
Then Baby Bear looked at his dish, and he said in his wee little
voice, “Someone has been eating my porridge, and has eaten it
17 [Say Baby Bear’s lines in a wee little all up!” 17
voice.]
Then the three bears began to look all around them. Papa Bear
said in his great big voice, “Someone has been sitting in my chair!”
Then Mama Bear said in her middle-sized voice, “Someone has
been sitting in my chair!”
Then Baby Bear said in his wee little voice, “Someone has been
sitting in my chair and has broken the bottom out of it!”
The three bears ran upstairs to their bedroom.

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 Show image 9A-8: The three bears finding Goldilocks

Papa Bear said in his great big voice, “Someone has been
sleeping in my bed!”
Then Mama Bear said in her middle-sized voice, “Someone has
been sleeping in my bed!”
Then Baby Bear looked at his bed, and he cried out in his wee
little voice, “Someone has been sleeping in my bed—and here she
is!”
Baby Bear’s squeaky little voice startled 18 Goldilocks, and she
sat up wide awake.
18 or surprised Show image 9A-9: Goldilocks running from the house

When she saw the three bears, she gave a cry, jumped up, and
ran away as fast as she could. And to this day, the three bears
have never seen her again.

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes
1. Literal Who are the characters in this story? (The characters
in this story are Papa Bear, Mama Bear, Baby Bear, and
Goldilocks.)
2. Literal Where do the bears in this story live? (The bears in this
story live in a house.) What do the bears in this story eat? (The
bears in this story eat porridge.) Where do the bears sleep?
(The bears in this story sleep in beds.)
3. Inferential How do the bears in this story act like people? (The
bears in this story act like people by talking, eating people
food, sitting in chairs, and sleeping in beds.)
4. Literal What does Goldilocks do when she arrives at the bears’
house? (Goldilocks goes into their house without being invited,
eats their porridge, sits in their chairs, and sleeps in their beds.)
5. Inferential How does Goldilocks decide which porridge, chair,
and bed she likes best? (She tries each porridge, chair, and bed
before deciding she likes Baby Bear’s things the best.)

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 6. Literal What happens when the bears get home? (They find
that someone has been eating their porridge, and Baby Bear’s
porridge has been eaten up. Then, they find that someone has
been sitting in their chairs, and Baby Bear’s chair is broken. Last,
they find Goldilocks in Baby Bear’s bed. Goldilocks runs home.)
[Please continue to model the Think Pair Share process for
students, as necessary, and scaffold students in their use of the
process.]
I am going to ask a question. I will give you a minute to think about
the question, and then I will ask you to turn to your neighbor and
discuss the question. Finally, I will call on several of you to share
what you discussed with your partner.
7. Evaluative Think Pair Share: Pretend that you are Goldilocks.
What would you have done differently? How might the story
have ended differently? (Answers may vary.)
8. After hearing today’s read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you
may wish to allow for individual, group, or class research of
the text and/or other resources to answer these remaining
questions.]

Word Work: Wee 5 minutes

1. In the read-aloud you heard, “And Baby Bear was a wee little
bear.”
2. Say the word wee with me.
3. Wee means very, very small.
4. The wee glass was too small to use for juice.
5. What kinds of things are wee? Try to use the word wee when
you tell about it. [Ask two or three students. If necessary,
guide and/or rephrase the students’ responses: “ is/are
wee because it is/they are very small.”]
6. What’s the word we’ve been talking about?

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 Use a Making Choices activity for follow-up. Directions: I am going to
name some objects. Decide whether the object is wee or not. If the
object is wee, say, “That’s a wee .” If the object is not wee, say,
“That’s not wee.” Remember to answer in complete sentences.
1. a seed (That’s a wee seed.)
2. a house (That’s not wee.)
3. a pebble (That’s a wee pebble.)
4. a truck (That’s not wee.)
5. a bear (That’s not wee.)
6. a crumb (That’s a wee crumb.)

Complete Remainder of the Lesson Later in the Day

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 Goldilocks and the
Three Bears 9B
Extensions 15 minutes
Character, Setting, and Plot
Use a three-circle map to review the story elements of character,
setting, and plot. Draw three circles on chart paper, a chalkboard,
or a whiteboard, labeling the first circle “Characters,” the next
circle “Setting,” and the last circle “Plot.”
Explain that you are going to talk about the read-aloud and that
you are going to write down what students say, but that they are
not expected to be able to read what you write because they are
still learning all the rules for decoding. Emphasize that you are
writing what they say so that you don’t forget, and then tell them
that you will read the words to them.
Ask students who the characters in the story are, then draw a
simple picture of each in the “Characters” circle. Repeat this with
“Setting” and “Plot” in the two remaining circles.
You may also wish to review and/or discuss characters, plot,
and setting in this and previous read-alouds utilizing Image
Cards 1–10.

Sayings and Phrases:

Do Unto Others as You Would Have Them Do Unto You
Explain to students that the saying, “do unto others as you would
have them do unto you” means you should treat other people with
the same kindness, respect, and consideration with which you
would like to have them treat you. That means if you like people
sharing with you and treating you nicely, then you should share
with other people and be kind to others.

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Have students think about the read-aloud they heard earlier by
asking the following questions:
• If you were one of the three bears, would you want someone
coming into your house while you weren’t there?
• Do you think that Goldilocks thought about the phrase, “do unto
others as you would have them do unto you” before she went
into the bears’ house?
• What do you think Goldilocks should have done?

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