Subject: Language Arts
Title: "Goldilocks and the Three Bears"
by Debra P. Bubenzer
Grade Level: Kindergarten
Performance Expectations:
  

The students will develop problem solving skills and become aware of “stranger danger”.

The students will identify the concepts of small, medium, and large and sequencing.

Materials:

“Goldilocks and the Three Bears”

Objects that come in three different sizes (Ex.: bowls, spoons, jars, socks, balls…)

Pudding mix, milk, plastic cups and spoons

Procedures:

1. Introduction :

Ask the children what they would do if they found a stranger in their house. Listen to feedback and tell them to listen closely to the story of “Goldilocks and the Three Bears”. While reading the story, stop and ask what will happen next and why.

2. Development:

Discuss Goldilocks’ behavior and ask such questions as “What do you think about what Goldilocks did?”. “Was it a good idea to go into someone’s house?” “What else could she had done when she saw that nobody was home?” Discuss with students basic stranger danger rules. Sort objects according to size. They will need to compare all three of the like objects to classify them properly. Each student can make his/her own pudding in a cup in order: 1st. put 2 tsps. of pudding mix; 2nd. pour milk till cup is a little more than half full; 3rd. stir well and 4th. eat it up! (I have found that pudding is liked more by the students instead of a hot cereal for porridge).

3. Closure:

Discuss with the class the importance of stranger danger and how things come different sizes and review sizes. Also, review the sequencing steps to making pudding.

Adaptations/Consideration:

This is a wonderful story to help reinforce so many skills: matching; groups of three; measuring; ordinal numbers; opposites; story dramatization.

References:

Bogen , Bonnie and Mary A. Sobut. “Whole Language Literature Activities for Young Children”. The Center for Applied Research in Education; N.Y., 1993.