Goldilocks Perspectives

Lesson Overview

In this 60-minute drama lesson, Year 5 students will explore the familiar tale of Goldilocks and the Three Bears through the lens of character perspectives and motivations. This introductory session, "The Case of Goldilocks: Setting the Scene," encourages students to critically examine the story's main events and consider how different characters might interpret these events. The lesson culminates in group devised skits that present the story from varied viewpoints, laying the groundwork for upcoming courtroom drama explorations.

Alignment with Victorian Curriculum (2023)

This lesson aligns with the Victorian Curriculum content descriptor:

AC9ADR6C01 - Develop characters and situations, and shape and sustain dramatic action to communicate ideas, perspectives and/or meaning in improvised, devised and/or scripted forms.

Elaborations include exploring character motivations and perspectives, collaborative devising, and using viewpoints to consider dramatic purposes and intentions relevant to Years 5 and 6 students.

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Learning Objectives

By the end of the lesson, students will be able to:

• Explain the motivations and perspectives of Goldilocks, the Three Bears, and the forest animals using examples from the story.
• Identify and describe key events that could be seen differently depending on character viewpoint.
• Collaboratively devise and perform short skits representing differing character perspectives.
• Demonstrate understanding of conflict and perspective as fundamental dramatic concepts.

Victorian Curriculum References

• AC9ADR6C01: Exploring physical, fictional or emotional spaces to create characters and respond to situations (E1).
• Using viewpoints to ask questions about characters’ intentions and relationships (E4).
• Working collaboratively to devise drama, presenting different perspectives (E3, E5).
• Focusing on performance skills and clearly communicating character intentions (E2, E3).

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Resources Needed

• Printed copies or a digital version of "Goldilocks and the Three Bears" story.
• Whiteboard/blackboard or chart paper and markers.
• Basic props or costume pieces to suggest characters (e.g., hats, scarves).
• Space in classroom or drama room for group work and performance.
• Timer to manage activity segments.

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Lesson Structure

1. Introduction & Warm-up (10 minutes)

• Warm-up game: “Freeze and Tell” — students walk freely in space, freeze on teacher’s clap, and briefly share one word that describes a character from the story (Goldilocks, Papa Bear, etc.).
• Brief story recap: Teacher reads or narrates the story of Goldilocks and the Three Bears focusing on the main events.
• Highlight that stories can be told from different points of view leading to different interpretations.

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2. Group Discussion: Character Perspectives (15 minutes)

• Use a whiteboard/chart to draw a simple story timeline with key events (e.g. entering the house, eating porridge, breaking chair).
• Facilitate group discussion asking:
  • What might Goldilocks be thinking or feeling?
  • How might the Bears feel about what happens?
  • What about the forest animals?
• Encourage students to use evidence from the story and imagination.
• Prompt with questions like:
  • “Why do you think Goldilocks entered the house?”
  • “How would you feel if you were the Bears?”
  • “What might the forest animals say about this?”

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3. Group Formation and Planning (5 minutes)

• Divide class into three groups of 10 students.
• Assign each group a different perspective to portray:
  • Group 1: Goldilocks’ viewpoint.
  • Group 2: The Three Bears’ viewpoint.
  • Group 3: The forest animals’ viewpoint.
• Each group spends a few minutes planning a short skit (3-4 minutes) showing the story from their assigned perspective. Encourage inclusion of emotions and motivations.

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4. Devising Skits and Rehearsal (20 minutes)

• Groups use the space and props creatively to devise and rehearse their skits.
• Teachers circulate, guiding students to:
  • Use clear vocal projection and expressive movement.
  • Explore conflicts within their perspective.
  • Respond collaboratively to peer suggestions.
• Encourage students to think about the audience and how to communicate their character’s viewpoint effectively.

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5. Performances (7 minutes)

• Groups perform in front of the class.
• Each presentation should focus on showing the story uniquely from their character’s perspective.

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6. Reflection and Discussion (3 minutes)

• Whole class discussion on the skits observed.
• Ask:
  • How did each group’s story differ?
  • What new insights did you gain about the characters?
  • Why is it important to consider different perspectives in drama?
• Highlight how this understanding relates to the idea of conflict and prepares them for imagining a courtroom scenario.

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Assessment/Feedback

• Observe student participation in discussions and group work.
• Assess ability to convey character motivations and perspectives in performances.
• Use questioning during reflection to gauge understanding of conflict and viewpoint.
• Provide positive, specific feedback on collaboration, creativity, and clarity of communication.

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Teacher Tips for Success

• Promote inclusivity by ensuring every student has a role in their group.
• Model thoughtful consideration of varying perspectives before activities.
• Scaffold expressive skills by demonstrating varied voice and body language.
• Encourage respectful listening during reflections to build empathy.

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By engaging Year 5 students in this dynamic exploration of character perspectives and dramatic conflict, teachers will effectively lay the foundations for the "Goldilocks on Trial" unit in alignment with Victorian Curriculum drama standards. This lesson fosters critical thinking, empathy, collaboration, and creativity — key capabilities for young drama learners.

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References

• Victorian Curriculum Drama: AC9ADR6C01 - Developing characters, perspectives and dramatic action (Years 5-6)
• Victorian Curriculum Drama: AC9ADR6P01 - Rehearsal and performance skills (Years 5-6)