Racism. No Way - Anti-racism education for Australian schools

1.10: Goldilocks – the real story

Lesson overview

Theme:Understanding Prejudice
Age Group:Year 1
Learning Area:English
Outcomes:EN1-1A

Content descriptor

Students engage in conversations and discussions, using active listening behaviours, showing interest and contributing ideas, information and questions.

Teachers notes

  1. This activity is intended to assist students to distinguish between facts and opinions. As the lesson aims to distinguish between facts and opinions, use this opportunity to make a grammar link – the order of adjectives. Fact adjectives before opinion adjectives. E.g. a small, comfortable chair. Hot, delicious porridge.
  2. As a follow up activity, you may wish to read and compare an alternative version of Goldilocks and the Three Bears, such as the version by Ian Beck which provides an alternative ending to the traditional tale.
  3. A range of traditional fairy tales, including Cinderella, Snow White and the Seven Dwarves and Hansel and Gretel, provide opportunities to explore fair and unfair behaviour.

Resources

Goldilocks and the Three Bears

Activity

  1. Explain to students that sometimes our opinion or what we think about something or someone is incorrect and unfair. Elicit some examples.
  2. Read or tell the story of Goldilocks and the Three Bears. Ask the students what the author thought of Goldilocks. Tell the students that some people think that Goldilocks was naughty. What are some other possible opinions? (destructive, untrustworthy, sneaky, rude etc.)
  3. Discuss with the class: “If Goldilocks’ parents thought that she was naughty and untrustworthy how might they treat her?”
  4. What are some other explanations for her behaviour? What would Goldilocks say?
    1. he had run away from home and was looking for somewhere to stay.
    2. She was lonely and was looking for someone to play with.
    3. She was hungry, so she ate the porridge.
    4. She didn’t break the chair. It was already broken.
    5. She’d been up all night looking after her sick sister, was tired and hungry and was looking for food and shelter.
  5. Invite one student to be Goldilocks. Ask other students to interview Goldilocks about her experiences. e.g. Why did she go into the woods?
  6. As a whole class rewrite the story from Goldilocks’ point of view giving the real reasons for her behaviour.