Shhhh...Papa bear is sleeping..!
Cover of book.
Title page of book.
Pages at start of the story.
Students spelled phonetically.
Students will create a cooperative mural or book which will demonstrates their comprehension of the folk tale:
Subject: Language ArtsStandards Addressed
California State Standards:
K2.5 Retell Familiar Stories
K1.3 Identify characters, setting and key events
K1.1 Distinguish fantasy from realistic text
Link to California State Standards for Language Arts Objectives
CTAP tips on Writing Instructional Objectives (Word.doc)
# Students will be able to retell the story identifying the four characters, the setting and the key events.
# Each student will create artwork that represents the setting, characters and/or a key event of the story.
# Working collaboratively, students will assemble their individual pieces of artwork to create a class mural or book which will illustrate the story.
# Students will write a key word or short sentence to accompany each piece of artwork .Activities
Explain to students that you will be reading a version of a folk tale and will not show them the illustrations. Ask them to picture in their mind the story that you read. You might tell them to make a "T.V." in their heads. If they unfamiliar with what a folk tale is, you may want to discuss this with them.
Read one version of Goldilocks and the Three Bears without showing the illustrations in the book.
There are many versions of the story of Goldilocks. Some versions of this story are very traditional and other have more modern settings or slant.
Review the story with the students. Discuss the first part of the story, what happened next, and what happened last.
Ask students to tell you about
the what they pictured or imagined in their mind while you read.
You might ask:
Discuss the definition and difference between "author" and "illustrator".
Explain how illustrators used images, color and details to bring a story, visually, to life. Explain how the story might be different if the illustrator had drawn or painted the pictures a different way?
Re-read the first version or another version of Goldilocks and the Three Bears this time showing the illustrations as you read. Show the illustrations from the first version you read. Compare the illustrations discussing how the artists chose to use different styles, color, details, etc. to bring the story to life. Compare the different versions and remember the mental images that were discussed previously. How do the different styles make the story feel different?
Tell the students that they
will be illustrators and that they will each illustrate a different scene
from the the Goldilocks and
the Three Bears Story. Your
class may have done this on other occasions; remind them of this connection.
Students can volunteer or teacher can assign which portion or scene of the story will be illustrated by which student. Two students might collaborate on one scene with each drawing a different part. Such as one might draw Papa Bear's bed and the other draw Mama Bear's bed. The teacher should record this information. Student names should be written on the back of the page. The teacher should closely monitor progress of the illustrations providing and guidance and feedback as needed.
Some classes or students may need extra time to finish. Provide activities for those that finish early.
At this point, the teacher can decide to make this into another day, or finish.
There are several different ways a teacher
may choose to accomplish this depending on the class ability and/or
availability of a computer. Teacher might use:
My sample shows computer word processing.
The students dictate and I type. I have them sound out the
words and tell me what letters to type. An advanced student may be
able to do the typing themselves. Print and trim the words to fit
It is now time to make the mural or book. Ahead of time, prepare:
A mural will need a long strip of butcher paper. A contrasting color works well. The length of the butcher paper will depend on the number and length of the student artwork. The artwork will be glued/mounted side edge to side edge with two or three inches in between each page. The writing will be affixed below each illustration. Allow for a cover page and final page. You may also want to place a title page that lists the names of the authors and lllustrators, (the students. Lay the paper out on the floor or attach to a wall. Illustrations may be trimmed slightly if needed. Have glue ready. Note: a mural can be cut apart and made into a book at a later time. Also, if wall space is limited and you have Fire Marshal approval, a mural could be hung from a tight wire that is strung across or diagonally across a room. Use heavy duty eye-bolts that are screwed into a wall stud. Of course, you would want to glue first before you hung the mural up high for display.
A mural alternative: If you would like to save paper, the illustrations could be made into a story board by stapling the illustrations onto the wall or bulletin board length-wise at child's eye level or perhaps in two or three rows.
A book can be prepared from larger pieces of construction paper or from butcher paper. I have had success with both but prefer to use butcher paper. A contrasting color works well. The number of book pages will depend on the number of illustrations with the addition of the cover, title page, "The End" page and back cover. Cut the pages to fit the illustration plus the writing to be glued at the bottom or top of the page and allow for binding at the left edge. The sample book is 18 x 24 inches. Illustrations may be trimmed slightly to fit better. Have glue ready. Binding can be done with staples, rings, string, yarn, etc. Laminate the pages before binding.
Working as a whole group, pass out the illustrations to each student. Have students tell you which part they illustrated as a reminder. Some may need guidance.
The mural/book will now be assembled.
Slowly retell the story and have students bring up their illustrations as the story gets to their part. The teacher glues the illustration and words onto the mural/book. The student can help press their work on. The teacher may want to glue lightly now for speed purposes then finish gluing later.
Once the mural/book is assembled, read the whole story together. Reading the mural may cause the whole class to move their bodies along as the story is read. What fun!Assessment
10 Question Assessment for Comprehension
Students can be assessed indiviually in a casual discussion format. Score one point for each correct answer.
1. What is the setting
of the story?
2. What does Mama
Bear make for breakfast?
3. Who comes to the
bear family house?
4. What was wrong
with Papa Bear's porridge?
5. After tasting
the porridge, what is the next thing that Goldilocks does?
6. What happened
to Baby Bear's chair?
goes up stairs, what does she see?
8. What was
wrong with Mama Bear's bed?
wakes up, sees something and runs out of the house. What scared Goldiocks?
10. Could real bears
live in a house and make porridge? Do you think this is a real or
pretend story. (Score 1/2 point for each question)
The following chart shows my class' results from the 10 question assessment for comprehension.
Little Golden Book, The
Three Bears, Illustrated by F. Rojankovsky
Goldilocks and the Three
Bears, Illustrated by Mireille Levert
Goldilocks and the Three
Bears, illustrated by Jan Brett
School Location: Antelope, California
Written by: M. Lomazzi
Last Revised: 04-24-01