PA Academic Standards for the Arts and Humanities:
9.1.3.B - Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts (theatre: stage productions, read and write scripts, improvise, interpret a role, design sets, direct)
9.1.3.E - Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
9.1.3.G - Recognize the function of rehearsals and practice sessions
PA Common Core Standards for English Language Arts
CC.1.3.3.A - Determine the central message, lesson, or moral in literary text; explain how it is conveyed in the text.
CC.1.3.3.C - Describe characters in a story and explain how their actions contribute to the sequence of events.
CC.1.4.3.M - Write narratives or develop real or imagined experiences or events.
CC.1.4.3.O - Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
CC.1.4.3.U - With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Materials
—copy of Goldilocks and the Three Bears (preferably a big book)
—2 sheets of chart paper and various colored markers
—copies of student-created script for each student (once completed)
—large sheet of paper and various colored paints (to create a setting)
—video camera and TV/screen to play recording on
Objectives
1. Students will identify the characters, setting, problem, main events, solution, and main message of a given story.
2. Students will work together to create a play using similar elements (including the message) in a current setting.
3. Students will perform their play with a created set and props.
Procedure
1. Re-read the story of Goldilocks & the Three Bears.
2. As you read, work with the class to fill out a story map on chart paper: characters, setting, problem, main events, solution, moral of story.
Application
3. Post the story map in front of the class and create a new map for the re-enactment. Say “we want to tell the same story with the same message, but in a different setting and with different characters.” Ask:
A) Who will we have instead of Goldilocks? What will we call her or him? What will she/he look like? What words could we use to describe them? Instead of bears, what will we use? People or different animals?
B) Where will our story take place? In a house, apartment, hotel, etc?
C) What will we use instead of porridge? Some other food, or an object we really like such as a tablet? Should we still use chairs and beds, or should we use something else?
Elaboration
4. The next day, work in small groups to re-write the story using new characters & setting. After the first group finishes the first part of the story, the next group will continue the story. (This will be completed in teacher-guided small groups during centers).
5. Choose volunteers to perform the story as characters and narrators. As they rehearse, others will paint a scene on long paper, create props with what is available, and brainstorm what characters should wear.
6. On the third day, re-enact the script & videotape for review. Those not performing will serve as an audience.
Evaluation
7. On the fourth day, revisit the story maps. Ask the class “did our script and play tell the same story as Goldilocks? Did it tell the same message-that our actions have consequences, and we should’t touch other people’s things without asking?”
Each student will be asked to fill out their own copy of the story map for the class-created play and explain to the teacher how each element connects to Goldilocks. Their answers will be notated and reviewed by the teacher.
9.1.3.B - Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts (theatre: stage productions, read and write scripts, improvise, interpret a role, design sets, direct)
9.1.3.E - Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
9.1.3.G - Recognize the function of rehearsals and practice sessions
PA Common Core Standards for English Language Arts
CC.1.3.3.A - Determine the central message, lesson, or moral in literary text; explain how it is conveyed in the text.
CC.1.3.3.C - Describe characters in a story and explain how their actions contribute to the sequence of events.
CC.1.4.3.M - Write narratives or develop real or imagined experiences or events.
CC.1.4.3.O - Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
CC.1.4.3.U - With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Materials
—copy of Goldilocks and the Three Bears (preferably a big book)
—2 sheets of chart paper and various colored markers
—copies of student-created script for each student (once completed)
—large sheet of paper and various colored paints (to create a setting)
—video camera and TV/screen to play recording on
Objectives
1. Students will identify the characters, setting, problem, main events, solution, and main message of a given story.
2. Students will work together to create a play using similar elements (including the message) in a current setting.
3. Students will perform their play with a created set and props.
Procedure
1. Re-read the story of Goldilocks & the Three Bears.
2. As you read, work with the class to fill out a story map on chart paper: characters, setting, problem, main events, solution, moral of story.
Application
3. Post the story map in front of the class and create a new map for the re-enactment. Say “we want to tell the same story with the same message, but in a different setting and with different characters.” Ask:
A) Who will we have instead of Goldilocks? What will we call her or him? What will she/he look like? What words could we use to describe them? Instead of bears, what will we use? People or different animals?
B) Where will our story take place? In a house, apartment, hotel, etc?
C) What will we use instead of porridge? Some other food, or an object we really like such as a tablet? Should we still use chairs and beds, or should we use something else?
Elaboration
4. The next day, work in small groups to re-write the story using new characters & setting. After the first group finishes the first part of the story, the next group will continue the story. (This will be completed in teacher-guided small groups during centers).
5. Choose volunteers to perform the story as characters and narrators. As they rehearse, others will paint a scene on long paper, create props with what is available, and brainstorm what characters should wear.
6. On the third day, re-enact the script & videotape for review. Those not performing will serve as an audience.
Evaluation
7. On the fourth day, revisit the story maps. Ask the class “did our script and play tell the same story as Goldilocks? Did it tell the same message-that our actions have consequences, and we should’t touch other people’s things without asking?”
Each student will be asked to fill out their own copy of the story map for the class-created play and explain to the teacher how each element connects to Goldilocks. Their answers will be notated and reviewed by the teacher.