Design for Learning

Instructor: Rebecca Hastings

Lesson Title: Goldie Locks or Goatilocks?
Curriculum Area: Language Arts

Grade Level/Cooperating Teacher: 1st/ Gartman

Date: February 25, 2016
Estimated Time: 60 min

Standards Connection:
18.) Identify basic similarities in and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures). [RI.1.9]
Learning Objective(s):
Students will individually identify and record two similarities and two differences about Goldie
Locks and the Three Bears and Goatilocks and the Three Bears on the given organizer with
complete accuracy.
Learning Objective(s) stated in kid-friendly language:
Today we are going to find two similarities and two differences between Goldie Locks and the
Three Bears and Goatilocks and the Three Bears.
Evaluation of Learning Objective(s):
Students will be given an organizer to identify two similarities and two differences between
Goldie Locks and the Three Bears and Goatilocks and the Three Bears. They will write their
answers on the organizer and must complete this task with complete accuracy.
Engagement:
The teacher will begin the lesson by asking students to recall information they remember about
fairytales. Once information has been recalled, the students will decide if Goldie Locks and the
Three Bears is a fairytale. Okay boys and girls, can I get everyone to come join me on the carpet
ready to listen and learn? Today we are going to read and discuss Goldie Locks and the Three
Bears and compare it with another version of the story. We are going to find what information is
alike and what information is different. Before we read and compare these stories, we first must
decide if they are fairy tales or not. Can anyone tell me any factors that make a story a fairytale?
Students will respond. Those were all facts that you all have recognized about fairy tales! When
thinking about those factors, do you think Goldie Locks and the Three Bears could be a fairytale?
Lets look and see! The teacher will now use her semantic analysis chart to decide if Goldie Locks
and the Three Bears is a fairytale. This chart has all of the different features a story needs to have
in order to be a fairytale. Lets go through this chart and see what features Goldie Locks and the
Three Bears has and does not have that would make it a fairytale. If all of these boxes are
checked, we will know it is a fairytale! Does this story begin with the line once upon a time? It
does! So lets put a check in this box showing us that the story does begin with once upon a
time. Next, does the story have make believe characters? Make believe characters means that
the characters are people or animals that you would not encounter in everyday life: for example,
a witch, fairy, or talking animals. Does it have any of these characters? Thats right! It has
talking bears. Lets put a check in this box so we can remember that it has make believe
characters. The teacher will continue with this same dialog to go through the rest of the semantic
analysis on fairy tales. Okay class, what can we observe about Goldie Locks and the Three Bears
by looking at this chart? Do we have any boxes that are not checked? We dont! What does this
mean? Thats right! Because all of these boxes are checked, we can know that Goldie Locks and
the Three Bears is a fairy tale.
Learning Design:

I. Teaching:
The teacher will now guide the students in recalling the details from the traditional Goldie Locks
and the Three Bears. She will use a t-chart to record the students thinking and findings. Now that
we know what a fairytale is and that the story of Goldie Locks is a fairytale, lets talk about the
details of this story. Do you remember who the characters were in this story? You are right. The
characters were Goldie Locks, Mama Bear, Papa bear, and Baby bear. Lets write this on our tchart to record our thinking. Now lets think about where does this story takes place. What do you

remember? Yes! It takes place in the bears home. Did you know that their house was located in
the forest? So it is located in the bears house in the forest. What should I write on the t-chart to
describe the setting, or place, that our story takes place? A house in the forest. Thats great! The
next question I have for you is what was the problem in this story? In most stories, do we come
across some type of problem? We do dont we? Many times that creates the main events in the
story. In our story today, what was the problem? Those were all great comments and ideas about
the story. Goldie was walking through the forest and came across the bears house. She was
hungry and tired and used their stuff without asking. Was that something she should have done?
Should Goldie have eaten their food and slept in their beds without their permission? No, she
shouldnt have. Thats right. What happened when the bears got home? They were upset werent
they! If you came home from school and a girl was asleep in your bed that you did not know, how
would that have made you feel? I would have been upset and freaked out just like the bears. After
saying these things, what do we think is the problem in this story? I agree with you. We know that
Goldie should not have eaten the bears food or slept in their chairs or beds, which made the
bears mad. Lets write this on the t-chart so we can visualize that as our problem. If we have a
problem, we need a solution. Do you remember what happened at the end of the story to solve
our problem? Wow! You all have a great memory. The bears came home from their adventures
and found Goldie Locks in their bed! What did Goldie do when they found her? She was scared,
jumped out of the bed, and ran out of the house! If you were sleeping in a strangers house, and
they came home and found you, what would you do? I would have been scared and started
apologizing a ton. I might have ran away as well. After discussing these things, what can we
decide is our solution? Great thinking. The bears came home and Goldie Locks ran away. What
should I write on the t-chart to represent our solution? Goldie Locks ran away. I think that is a
great statement. You all have done a great job remembering what happened in the traditional
Goldie Locks and the Three Bears. Now that we have talked about the traditional one, we are
going to read a different version! This version is called Goatilocks and the Three Bears. Lets turn
our listening ears on and listen to this story! While you are listening to the story, I want you to
think about the traditional Goldie Locks and the Three Bears and see what similarities and what
differences there are between the two versions. The teacher will read Goatilocks and the Three
Bears to the class. Did you all enjoy this story? Do you remember what I asked you to do when
listening to the story? Thats right! I told you to think about the traditional version and see if you
could find any things that were the same and anything that was different. Did any of you find
things that were similar? Did you find anything that was different? Lets record our findings on
our chart so we can visually compare them better! First, who were the characters in this story?
Thats right! We have Goatilocks, Mama bear, Papa bear, Baby bear. Lets write this on our tchart so we can compare it with the traditional characters in a minute! Now, where did this story
take place? What was the setting? Where did the events happen? Yes! It did take place at the
bears house, but do you remember where the bears house is located? It all took place at the
bears house in Goatilocks neighborhood. Lets write this on the t-chart. What should I write?
The place where all of the events took place was in the bears house in Goatilocks neighborhood.
Okay for my next question, what was the problem in this story? Thats right! Goatilocks ate all of
the bears food, sat in their chairs, and slept in their bed! Did the bears know this was
happening? They didnt. Was this a good thing for Goatilocks to do? It wasnt! What should she
have done instead? She should have asked them if she could use their stuff! So what do we think
the problem is in this story? Goatilocks ate and used the bears things without asking. Do we
have a solution to this problem? We do! Can anyone tell me what the solution is? The bears did
come home and found Goatilocks sleeping on their floor. What did she do when they found her?
She ran out of the house and went home! Did the story stop there? Did this surprise you? What
happened next? Goatilocks brought the three bears flowers! Was this something kind that she
did? It was! Did the bears forgive her after she brought them this gift? They did, and it was a
happily ever after ending. What should I write on our t-chart for our answer? Good thinking.
Goatilocks ran away, but then she brought flowers! The class will now compare the two different
versions of the story. Whenever they find a similarity, the teacher will circle the fact. Whenever
they find a difference, the teacher will underline the fact. Okay boys and girls, are you ready to
compare and contrast the two stories? Have you already noticed some things that are different
between the two? Lets look at our t-chart and see what we can find there! For the characters, do
we see anything that is the same? We do! What is the same? Mama bear, Papa bear, and Baby
bear are both written on the chart in each column. Does this mean that they are found in each
story? If they are found in each story, does that mean the bear characters are similar? It does!

Because they are the same, I am going to circle their names on the chart. Whenever I circle
something that means they are the same. What else do we see in the character box? Thats right.
One is Goldie Locks and one is Goatilocks. Were they the same characters? They werent. One is
a human girl, and one is a female goat. What does this tell us about the characters? The bears
were the same, but the main character was different! I am going to underline Goldie Locks and
Goatilocks, because they are different from each other. Whenever we find something that is
different between the two stories, I am going to underline it. How about the setting or the place
where it took place? Are they the same or are they different? They are both at the bears house! If
both of them are at the bears house, what does that tell us? They are both the same, and we have
found a similarity. What should I do to the setting on the t-chart? Should I underline or circle
the bears house? I am going to circle it, because they are similar! Now lets look at the
problem. What happened in the traditional story? Goldilocks ate the bears food, sat in their
chairs, and slept in their beds without their permission. Is this what happened in the other
version? It is! Both Goldie Locks and Goatilocks did the same thing, which created the same
problem. If they are the same, should I circle or underline that section on the t-chart? I should
circle it, because they are the same! Finally, lets look at our solution. What was the solution in
the traditional story? The bears came home, and Goldie Locks ran away. Did she ever come
back? She did not. What happened in the other version? Goatilocks ran away, but then she came
back bringing flowers. Did Goatilocks and the bears become friends by the end of the story?
They did! Were these solutions the same or were they different? They were different! Did both of
these solutions give an ending to the story? They did, but did they have to be the same? They
dont! What should I do to these facts on our chart? I should underline them, because they are
both different! Wow, friends. You all have done a great job finding the similarities and differences
between the two versions of Goldie Locks and the Three Bears. Can anyone tell me one thing that
was the same between the two books? Yes! What was one thing that was different between the
two? Awesome! Do you think it is fun when writers change the original story a little bit by giving
it different characters or places? Would you like to have a chance to change Goldie Locks and
the Three Bears to be your own version? That is what we are going to do!

II. Opportunity for Practice:

The teacher will have the students go back to their desk and do a MadLibs worksheet based off of
Goldie Locks and the Three Bears. The students will fill in the blanks with their own descriptors
or characters to create a new version of the story. They can then compare their story to the
traditional version. Boys and girls, I am going to have to go back to your desk for the next part of
our lesson. I am going to give you a worksheet that is titled MadLibs. When you see this sheet,
you are going to notice that it looks like a cloze passage. The passage is the story of Goldie Locks
and the Three Bears, but you are going to be able to fill in new details of the story. This will
allow you to make your own version of Goldie Locks! Are you ready to get started? The students
will go back to their tables, and the teacher will pass out the worksheets. Once the students
complete their worksheet, they will be asked to compare it to the original story. The teacher will
walk around the class and assist the students in whatever way they need.

III. Assessment
For assessment, students will write two similarities and two differences about Goldie Locks and
the Three Bears and Goatilocks and the Three Bears on the given worksheet. Okay class, now
that you have had a lot of practice comparing the two different versions of Goldie Locks and the
Three Bears and have had a chance to create your own version, you are now going to write two
things that were the same in Goldie Locks and the Three Bears and Goatilocks and the Three
Bears in the box that says similarities. In the box that says differences, you are also going to
write two things that were different between the two versions. Everyone can get their paper to
write the similarities and differences on!

IV. Closure:
As a closure, the students will be able to share their MadLibs stories with the class. Students will
listen attentively while hearing the creativity of their classmates. Would everyone like to share
their version of Goldie Locks and the Three Bears with the class? To wrap up our time on this
story, I would like to hear what everyone came up with! One at a time you will have the
opportunity to share your story with us. Who would like to go first? The students will share their
stories, and the lesson will be brought to a close.

Materials and Resources:

Goldie Locks and the Three Bears
Goatilocks and the Three Bears
Fairytale Semantic Feature Chart
Goldie Locks versus Goatilocks T-Chart
Markers
MadLibs passage
Similarities and Differences assessment worksheet
Differentiation Strategies (including plans for individual learners):
Green: Students will be challenged to read another version of Goldie Locks and the Three Bears
and compare and contrast the two stories. They will create their own chart to share this thinking.
They will be challenged to find more details that are different than the basic characters, setting,
problem, and solution.
Red: Students will be given a Venn diagram and pre-written cards that have similarities and
differences already written. The students will place the differences under the correct version of
the book on the Venn diagram, and they will put the similarities in the middle section of the
diagram.
Data Analysis:
The students were able to complete the similarities and differences assessment worksheet at the
end of this lesson. During the lesson, the students were engaged and answering questions well.
They frequently had answers, and the answers were correct most of the time. The students really
understood both fairytale stories, and they found interest in comparing the two. While we did not
go into detail to compare minor differences that were also present in the story, we did compare
the major parts. The students were able to recognize these differences without a lot of prompting
from the teacher. When the students completed the final assessment, they all achieved the
objective. While some students recorded more similarities and differences than others, all
students achieved the objective by naming at least two.
Reflection:
If I were to teach this lesson again, I would be more prepared to give a more detailed lesson.
Because the students were in first grade, I did not know fully what to expect from them with
expectations. I knew they would be able to find similarities and differences, but I did not expect
them to answer some of these so easily. These students had been equipped already with
knowledge of determining the difference between two different fairytales. I would like to
challenge these students and see if they could find minor details that were different or similar as
well. Overall, I believe this lesson went well. The objective was accomplished, and the students
seemed to really grasp what was meant to be understood. The students were well behaved and
attentive during this lesson, but part of that may be because it was in a small group.

Samford University
Design for Learning

Goldilocks MadLibs
Once upon a time, there was a little girl named __________. She went for a walk in
the _______. Pretty soon, she came upon a ________. She knocked and, when no
one answered, she walked right in.
At the table in the kitchen, there were three _____________. Goldilocks was
hungry. She tasted the __________ from the first bowl.
"This _______ is too hot!" she exclaimed.
So, she tasted the _________ from the second bowl.
"This ________ is too cold," she said
So, she tasted the last ________.
"Ahhh, this ____________ is just right," she said happily and she ate it all up.
After she'd eaten the three bears' _________ she decided she was feeling a little
tired. So, she walked into the living room where she saw three _______. Goldilocks
sat in the first _______ to rest her feet.
"This ______ is too big!" she exclaimed.
So she sat in the second _________.
"This ________ is too big, too!" she whined.
So she tried the last and smallest ________.
"Ahhh, this _______ is just right," she sighed. But just as she settled down into the
_______ 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 ______, but it was too hard. Then she lay in the second ______,
but it was too soft. Then she lay down in the third ______ and it was just right.
Goldilocks fell asleep.
As she was sleeping, the three ________ came home.
"Someone's been eating _________," growled the Papa _____.
" Someone's been eating _________," said the Mama _______.
" Someone's been eating _________, and they ate it all up!" cried the Baby _____.
"Someone's been sitting in my_________," growled the Papa _____.
"Someone's been sitting in my_________," said the Mama ______.
"Someone's been sitting in my_________, and they've broken it all to pieces," cried
the Baby ______.
They decided to look around some more and when they got upstairs to the bedroom,
Papa _______ growled, "Someone's been sleeping in my ______,"
"Someone's been sleeping in my _____, too" said the Mama ______
"Someone's been sleeping in my ______ and she's still there!" exclaimed Baby ___.
Just then, ________ woke up and saw the three ______. She screamed, "Help!"
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(Choose your own ending)

Fairytales

Once
Upon A
Time

Make
Believe
Characters

Animals

Good
versus Evil

Unusual
Events

Goldilocks
and the
Three
Bears

Goldie Locks and the Three

Goatilocks

Bears

Characters

Characters

Setting/Place

Setting/Place

Problem

Problem

Solution

Solution

NAME: _______________________________________________

Forest

Similarities (Alike)

Differences