Goldilocks and the Bears

Lesson Overview

• Year Group: Reception
• Subject: English
• Duration: 60 minutes
• UK Curriculum Area: EYFS (Early Years Foundation Stage) – Communication and Language, Literacy, Understanding the World

This lesson introduces Reception children to Goldilocks and the Three Bears, developing their listening, comprehension, and language skills through an interactive storytelling experience. Activities will integrate speaking, role-play, and early writing skills.

---

Learning Objectives

By the end of the lesson, pupils will:

• Listen attentively to the story and answer simple questions.
• Understand basic story structure (beginning, middle, end).
• Explore descriptive language (e.g. hot, cold, big, small, soft, hard).
• Participate in role-play to retell the story.
• Attempt mark-making and emergent writing related to the story.

---

Key Vocabulary

• Hot, cold, big, small, soft, hard
• First, next, last
• Bears, porridge, chair, bed
• Happy, sad, surprised

---

Resources

• Large storybook of Goldilocks and the Three Bears
• Three bowls, spoons, and a pretend porridge set
• Three chairs and three pillows (to represent beds)
• Printed character masks for role-play
• Whiteboards and markers
• Large story sequencing cards

---

Lesson Breakdown

1. Warm-Up Activity (10 mins) – Introducing the Story

Objective: Activate prior knowledge and introduce key vocabulary.

• Hook Question: “Have you ever tried something that was too hot or too cold? What did it feel like?”
• Show images of opposites (big/small, soft/hard) and ask children to describe them.
• Introduce the storybook and predict: “What do you think happens in this story?”
• Introduce new vocabulary and explain meanings with real-life objects.

---

2. Story Time (15 mins) – Engaging with the Text

Objective: Listen to and recall key parts of the story.

• Read Goldilocks and the Three Bears dynamically, using different voices for each bear.
• Pause to ask questions: “What do you think will happen next?”
• Use physical props (e.g. different-sized bowls) to help children visualise the story.
• Encourage children to join in with key repeated phrases: "Who's been sitting in my chair?"

---

3. Interactive Role-Play (15 mins) – Bringing the Story to Life

Objective: Retell the story using actions and dialogue.

• Assign children roles (Goldilocks, Papa Bear, Mama Bear, Baby Bear) using masks.
• Recreate scenes using props (e.g. letting children pretend to eat porridge, sit in chairs, lie in ‘beds’).
• Encourage children to use expressive language: “This porridge is too hot!”
• Allow groups to rotate so multiple children get a chance to act.

---

4. Story Sequencing and Discussion (10 mins)

Objective: Reinforce understanding of story order and key events.

• Lay out large sequencing cards (showing key parts of the story in mixed order).
• Ask pupils to help put them in the correct order together.
• Discuss simple comprehension questions:
  • “What did Goldilocks do first?”
  • “Why were the bears surprised?”
  • “Was Goldilocks right or wrong? Why?”

---

5. Mark-Making Activity (10 mins) – Emergent Writing

Objective: Encourage early writing linked to the story.

• Give children mini whiteboards to draw their favourite moment from the story.
• Support them in writing mark-making captions (e.g. initial letter sounds, simple words like "hot" or "big").
• Ask willing pupils to describe their drawings.

---

Assessment Opportunities

• Can children recall key aspects of the story?
• Are they able to use new vocabulary in discussions?
• Do they engage confidently in role-play, expressing ideas through speech and action?
• Observe their mark-making – are they attempting to label their drawings?

---

Differentiation

• For EAL/SEN Pupils: Use visual aids, gesture-based storytelling, and simplify language where needed. Support with one-on-one adult assistance during mark-making.
• For More Able Pupils: Encourage them to retell the story in their own words or dictate a sentence to an adult.

---

Plenary (5 mins) – Reflection and Story Review

• Discuss: “What was your favourite part of the story and why?”
• Quick thumbs up/down activity: “Would you eat porridge like Goldilocks?”
• Round-up: “What did this story teach us about trying other people’s things without asking?”

---

Teacher Reflection

• Which parts of the lesson engaged children the most?
• How well did they use storytelling language and new vocabulary?
• Were all pupils actively participating?

---

Extension Ideas

• Home Link: Ask children to retell the story to their families using gestures or drawings.
• Creative Corner: Set up a role-play area in the classroom where children can continue acting out the story.
• Sensory Exploration: Make real porridge in a future lesson for a sensory-tasting activity.

---

A Totally ‘Bearilliant’ Lesson for Young Learners! 🐻