Overview of Resources in the Goldilocks Pack (ages 4-7)
Overview
The main intention of this topic is for children to write their own version of a traditional story, applying skills in
sentence construction that they will have developed during the topic. Using the story of Goldilocks and the Three
Bears as a focus, they will develop skills in sequencing and the oral re-telling of stories. They will explore
characterisation and dialogue through role-play and discussion and will practise sentence construction and
punctuation.
Children will then plan their own versions of the Goldilocks story, creating new events and introducing
characters, events and dialogue. They will aim to create a clear flow to their own story pathways. They will write
their stories, developing sentence construction and punctuation, reflecting on their work and responding to
feedback as their stories develop. Finished stories may be shared as part of a story reading session or act as a
springboard for subsequent creative work.
Alongside the lesson plans, interactives and resources, there are additional materials for a topic-related class
writing table and activity sheets for role-play.
Details of resources within this teaching pack:
Goldilocks and the Three Bears – Lesson plans (Word doc)
The unit covers ten sessions. Although you may prefer to select some of the pack’s resources to support
your own lesson plans, these documents provide a lesson-by-lesson programme for you to use off-theshelf or to adapt.
Goldilocks and the Three Bears – Interactive Storybook (Reading Level A) (IWB)
The traditional tale of Goldilocks and the Three Bears. This Reading Level A book has colourful
illustrations and optional audio support for each page.
Goldilocks and the Three Bears – Interactive Storybook (Early Reader) (IWB)
A simple version of the story of Goldilocks and the Three Bears, with colourful illustrations and full sound
support. This Early Reader book has shorter sentences, a shorter word count and simpler sentence
construction, making it ideal for younger, lower ability or SEN pupils.
Goldilocks and the Three Bears – Printable Story Texts (2 x Word docs)
These documents provide alternative, printable versions of the interactive books above, including text,
images and captions. Reading Level A and ‘Early Reader’ are both included.
Overview of Resources in the Goldilocks Pack (ages 4-7)
Goldilocks and the Three Bears – Story Pathway (IWB) [Lesson 1]
This story pathway interactive enables children to develop oral story telling through the use of images
and vocabulary from the Goldilocks and the Three Bears story. Firstly, pictures from the story are
sequenced, following the pathway. Children can suggest important vocabulary such as connectives,
verbs or speech and these can be typed on the interactive post-its to be attached at appropriate places
along the pathway. Children may then use the completed pathway to scaffold their oral story telling of
the story.
Goldilocks and the Three Bears – Story Pathway Images (2 x Word docs – small and large
version of images) [Lesson 1]
These images can be cut up and used when children are creating their own story pathways on large
pieces of sugar paper or rolls of paper. A story pathway line should be drawn on the paper and images
should be sequenced and can be glued to the paper when sequencing is complete. Children may write
important story vocabulary directly on to the pathway or onto post-its. Children can use the completed
pathways to scaffold their oral telling of the story.
What will we have to do?
•
Remember the story
•
Talk about
•
Plan your poster
- what will it look like?
- what materials will you need?
- who will do what?
•
Make your poster – pause and check
•
Debrief
- the setting
- the characters
- what happens in the beginning, middle and end
Goldilocks and the Three Bears Challenge (PPT) [Lesson 2]
In this group challenge, children are asked to create posters about the story of Goldilocks and the Three
Bears. Following the slides in the PowerPoint, children will go through the process of discuss the setting,
the characters and what happens in the beginning, middle and end of the story. They will plan their
posters and consider what they need to include to meet the challenge. Groups will present their posters
and then go through a process of discussing outcomes and giving feedback.
Three Bears – Sentence Verbs (IWB) [Lesson 3]
In this interactive activity, children will explore the use of voice for characterisation. Selecting one of the
three bears, a prop and a verb for speech, children can role-play a given sentence in pairs or small
groups. They may then listen to the recorded version on the interactive. This activity will lead on to
further role-play work to act as a basis for writing.
Bear Dialogue Prompt Cards (PDF) [Lesson 3]
These printable prompt cards follow on from the previous activity and involve children working in pairs or
small groups to explore voice and characterisation in role-play. Children play a fun game where one
child selects a bear, a pro and a speech verb card. They deliver one of the key speech sentences and
the others have to guess which cards the child has selected from the way he or she delivers the speech.
Bear Dialogue and Bear Dialogue Written Speech (2 x Word docs) [Lesson 3]
Following on from developing an understanding of speech through role-play, children will begin to write
speech in speech bubbles. If children are ready for an extension activity, they can begin to write
sentences with punctuated speech and appropriate verbs.
Goldilocks – Sentence Corrector [Lesson 4]
This interactive activity allows children to correctly punctuate sentences, identifying errors in the
sentences presented and choosing from different forms of punctuation. Children will develop their
understanding of the use of capital letters to begin sentences, full stops, question marks, exclamation
marks and capitalisation for names.
Overview of Resources in the Goldilocks Pack (ages 4-7)
Goldilocks Key Images and Goldilocks Writing Frame More Images (2 x Word docs) [Lesson 4]
The Key Images document allows children to practise their skills in writing correctly punctuated
sentences. Children look at the pictures and aim to orally create a sentence. Responding to feedback on
their oral sentences, they then aim to write sentences, using correct punctuation. A space next to the
picture is available if children are able to write speech in a speech bubble to go with that part of the story
and the character or characters shown. If children are ready for an extension activity, they may work on
producing correctly punctuated speech in their sentence writing. A long story template, Writing Frame
More Images is also available – ideal for enthusiastic writers who might need further structural support.
Dialogue Focus – Goldilocks (IWB) [Lesson 4]
This interactive may be used as a mid-way point between using speech bubbles to write speech and
independently writing correctly punctuated sentences using speech. It scaffolds speech sentence writing,
allowing children to type the speech and then presents whole sentences. Speech verbs and adverbs are
included.
Goldilocks – Scene Spotlight (IWB) [Lesson 5]
Use this versatile activity to discuss feelings and associated facial expressions. Children can also
consider body language for different feelings, for example, the shoulders, hands, feet etc. Facial
expressions can be selected from the interactive to link with feelings.
Goldilocks – Story Scene Prompt Cards (PDF) [Lesson 5]
These printable story scene prompt cards can be used to develop ideas in role-play which will then
transfer to extending writing. As a whole class, a child will select a card, for example ‘The porridge was
too hot’. The child would then act out the part of Goldilocks tasting the porridge which was too hot. Focus
will be on facial expressions, actions and possible words. Children will be guided through using the root
sentences to develop fuller sentences, describing facial expressions and actions.
When Goldilocks Came to School – Prompt Cards (PDF) [Lesson 6]
These printable prompt cards can be used to encourage children to use their imagination to describe
how a character would behave in different situations, using their knowledge of that character. Children
should work in small groups and select a card, for example, ‘helping to get the paints ready for art’.
Groups may then discuss what might happen if Goldilocks was to do this and role-play the event. This
activity can be used to lead into writing about the character in a new scenario.
Goldilocks – The Next Adventure Template (PDF) [Lesson 7]
This printable template can be used for children to plan their own story, based on that of Goldilocks.
Children can use the template to plan their own versions of the story, changing the animal characters in
the story and the things Goldilocks does in the house.
Writing area activities:
Goldilocks – Writing Area Activity Cards (PDF)
A document containing various activities which can be provided as independent activities, for example
on a class writing table. The document includes activity cards, story starter cards, challenge words from
the story and pictures to promote sentence writing.
Overview of Resources in the Goldilocks Pack (ages 4-7)
Goldilocks – Vocabulary Mats (2 x PDFs – 12 words, 17 words)
Two levels of vocabulary mats, containing useful words related to the story for use in independent
writing.
Drama activities:
Goldilocks – Role-Play Area Cards (PDF)
A set of guidance notes for role-play. Each part of the story is described and questions encourage
children to think about the thoughts, feelings and actions of characters. Ideal for group work, developing
an understanding of characters, feelings and events in the story.
Additional activities:
Goldilocks – Character Comparer (IWB)
An activity to create character profiles, making comparisons between different characters and the part
they play.
Goldilocks – Sequence and Retell (IWB)
Sequence the story scenes onto the timeline and play back. Progress to the second screen (click the
pencil icon) to retell the story in your own words. Either type text straight in or print off with blank spaces
to write in away from the computer.