Goldilocks and Three Bear collaborative activity

Goldilocks and the Three Bears

A collaborative activity for English at Foundation and KS1.

Contents

Goldilocks and the Three Bears PowerPoint
Goldilocks and the Three Bears picture sequencing cards

Goldilocks and the Three Bears picture sequencing cards numbered
Goldilocks and the Three Bears text sequencing cards
Goldilocks and the Three Bears picture/text/sequencing cards
Instructions on how to make ‘Bear Expressions’ and ‘Goldilocks
expression activities
Three Bears expressions cards
Goldilocks expression cards
Goldilocks and the Three Bears character finger puppets

Teacher’s notes

Goldilocks and the Three Bears
This PowerPoint can be used as a whole class or group activity to introduce
the story to the pupils. Pupils should be encouraged to join in with the
repetitive phrases in the story to help reinforce the language and assimilate
the sentence structures. Reading aloud will help to develop pupil reading
skills and confidence.

Extension
Pupils may like to create their own versions of the story. They can change
the breakfast e.g. porridge to breakfasts from other parts of the world or
change the setting.
http://www.emas4success.org/acrobat/NewToEnglish/TeachingMaterials/fo
od_classification.pdf

Goldilocks and the Three Bears sequencing cards
The picture sequencing cards can be used as a paired or small group activity.
Put the cards face down. Each pupil takes turns to pick up a card and
describe their card to the others. Pupils then have to sequence the cards in
the correct order and take it in turns to talk about their card in the correct
order thus retelling the story. There is a set of numbered pictures which can
be used for checking.

Extension
• Let the pupils pick a limited number of cards which then still have to be
put into the story sequence and let the pupils talk through the sequence.

Goldilocks and the Three Bears text sequencing cards
The sequencing text cards can be used to sequence the story. First each
pupil reads out their text card to the others. Then the pupil put their cards in
the correct order of the story. The cards should be reread by the group once
they have finished sequencing to check the order. This is valuable reinforcing
of vocabulary. Sequencing can be checked through the PowerPoint version.

Goldilocks and the Three Bears Picture/text/sequencing cards
This version acts as an intermediate activity between the picture sequencing
and text sequencing activities.

Three Bears expression cards

Please refer to the instructions: Instructions on how to make ‘Bear
Expressions’ and ‘Goldilocks expression activities pdf.

Many expressions can be created by turning either the top pages or bottom
pages. The children can imitate the expressions made and name the
expression. Some of the expressions could be sleepy, surprised, angry,
happy, cross, smiley, sad and bored.

Extension
• To ask the children to turn the pages until they find the bear that looks
happy, sad, bored……
• To choose an expression and relate it to the children’s experience and
asking them:

™ when they have felt that way

™ how was the situation resolved.

™ How they felt at the end.

™ Younger children may like to illustrate their feeling and then to talk
about their picture.

™ You could also ask the children when in the story did the bear feel
happy or angry …

Goldilocks and the Three Bears character finger puppets

The finger puppets can be used in groups of four. Each pupil has a character
finger puppet. The pupil’s role play the story using the finger puppets. They
perform the play to the rest of the class.
Extensions

• Hot seating – telling the story from a character’s point of view.

Goldilocks and t

the Three Bears

Once upon a time the
called Goldilocks. Sh
the woods. She was l

ere was a little girl
he went for a walk in
lost.

2

Suddenly, she saw a cot
on the door but when no
Goldilocks walked right

ttage. She knocked
o one answered.
in!

3

She saw a table with th
was very hungry so sh
the big bowl. “Ooh thi
said Goldilocks.

hree bowls on it. She
he tasted the porridge in
is porridge is too hot!”

4

She tasted the porridge
“Yuk! This porridge is to

in the medium bowl.
oo cold” said Goldilocks.

5

She tasted the porridge
“Mmm! This porridge is
hot and it’s not too cold

in the little bowl.
just right! It’s not too
d,” said Goldilocks.

6

She went into the living
three chairs.

g room and she saw

7

Goldilocks sat on the big
said . It was too hard.

g chair. “Ouch!” she

8

Goldilocks sat on the me
“Oops!” she said. It was

edium sized chair.
s too soft.

9

Goldilocks sat on the litt
“Ahh! This chair is just r
and it’s not too soft” sai
But then the chair broke

tle chair.
right. It’s not too hard
id Goldilocks.
e!

10

Goldilocks ran into the b
three beds.

bedroom and she saw

11

Goldilocks sat on the big
“Huh! This bed is too lum

g bed.
mpy” said Goldilocks.

12

Goldilocks sat on the me
“Eek! This bed is too sp

edium bed.
pongy” said Goldilocks.

13

Goldilocks sat on the litt
This bed is just right. It’
it’s not too spongy” said
went to sleep.

tle bed. “Oooh!
’s not too lumpy and
d Goldilocks. Then she

14

The three bears went ba

ack home.

15

They found Goldilocks a
Just then Goldilocks wo
three bears. “Help!” scr

asleep in the little bed.
oke up and saw the
reamed Goldilocks.

16

Goldilocks ran all the wa
went back to the house

ay home and never
of the three bears.

17

Goldilocks and the Three Bears: Picture Sequence



Goldilocks and the Three Bears: Picture Sequence
12

56

9 10

13 14

34
78
11 12
15 16

Goldilocks and the Three Bears: Text sequencing

Once upon a time there was a Suddenly, she saw a cottage.
little girl called Goldilocks. She knocked on the door but
She went for a walk in the when no one answered.
woods. She was lost. Goldilocks walked right in!

She tasted the porridge in the She went into the living room
little bowl. “Mmm! This and saw three chairs
porridge is just right. It’s not too
hot and it’s not too cold,” said
Goldilocks.

Goldilocks sat on the little chair. Goldilocks ran into the bedroom
“Ahh! This chair is just right. and she saw three beds.
It’s not too hard and it’s not too
soft” said Goldilocks.
But then the chair broke!

Goldilocks sat on the little bed The three bears went back
“Oooh! This bed is just right. home.
It’s not too lumpy and it’s not too
spongy” said Goldilocks.
Then she went to sleep.

She saw a table with three She tasted the porridge in the
bowls on it. She was very medium bowl. “Yuk! This
hungry so she tasted the porridge is too cold” said
porridge in the big bowl. “Ooh Goldilocks.
this porridge is too hot!” said
Goldilocks.

Goldilocks sat on the big chair. Goldilocks sat on the medium
“Ouch!” she said. It was too sized chair. “Oops!” she said. It
hard. was too soft.

Goldilocks sat on the big bed. Goldilocks sat on the medium
“Huh! This bed is too lumpy” bed.
said Goldilocks. “Eek.! This bed is too spongy”
said Goldilocks.

They found Goldilocks asleep in Goldilocks ran all the way home
little bed. Just then Goldilocks and never went back to the
woke up and saw the three house of the three bears.
bears. “Help!” screamed
Goldilocks.

Goldilocks and the Three Bears Picture/Text Sequencing

Once upon a time there was a Suddenly, she saw a cottage.
little girl called Goldilocks. She knocked on the door but
She went for a walk in the when no one answered.
woods. She was lost. Goldilocks walked right in!

She tasted the porridge in the She went into the living room
little bowl. “Mmm! This porridge and saw three chairs.
is just right! It’s not too hot and
it’s not too cold,” said
Goldilocks.

She saw a table with three She tasted the porridge in the
bowls on it. She was very medium bowl. “Yuk this
hungry so she tasted the porridge is too cold” said
porridge in the big bowl. Goldilocks.
“Ooh this porridge is too hot!”
said Goldilocks.

Goldilocks sat on the big chair. Goldilocks sat on the medium
”Ouch!” she said. It was too sized chair. “Oops!” she said. It
hard. was too soft.

1

Goldilocks sat on the little chair. Goldilocks ran into the bedroom
“Ahh! This chair is just right. It’s and saw three beds.
not too hard and it’s not too soft”
said Goldilocks. But then the
chair broke.

Goldilocks sat on the little bed The three bears went back
“Oooh! This bed is just right. home.
It’s not too lumpy and it’s not too
spongy” said Goldilocks. Then
she went to sleep.

Goldilocks sat on the big bed. Goldilocks sat on the medium
“Huh! This bed is too lumpy” bed. “Eek! This bed is too
said Goldilocks. spongy” said Goldilocks.

They found Goldilocks asleep in Goldilocks ran all the way home
little bed. Just then Goldilocks and never went back to the
woke up and saw the three house of the three bears.
bears. “Help!” screamed
Goldilocks.

2

Goldilocks and the Three Bears
Instructions on how to make ‘Bear Expressions’ and ‘Goldilocks Expressions’ activities

This is the Bear expression sheet and there is a similar
one for Goldilocks

You will need a guillotine, a stapler and a pair of scissors
to make the Bear/Goldilocks expression booklets.

Guillotine each of the bears along the cutting line. It is
important that one of the cutting lines is along the bear’s
shoulder each time. Do the same for the Goldilocks
sheet.

When each of the expression
cards have been cut they
should look like this.

Put the bear expression card showing the cutting line around the
shape at the top and align all the other cards underneath it.
Make sure that all the bear shoulders on each of the cards are in
the same place. Do the same with the Goldilocks cards.

Once all the cards are aligned.
Staple the sheets together using
the dotted line around the
character shapes as a guide.

Cut around the character shapes
using the dotted lines as a guide.
Make sure that you cut through all the
layers of paper.

Your character shapes should
look like this now.

Cut along the middle line on the
character shapes but not all the
way to the other end or you will
end up with two pieces!

The pages of the character
shapes should move freely.

How many different expressions can you make for the Bear
and Goldilocks by turning over the pages?