Lesson plan

Goldilocks and the Beginning, Middle, and End

Let your class act out! Students will reenact Goldilocks and the Three Bears while learning about narratives and story plots.
Need extra help for EL students? Try the Draw Beginning, Middle, and End and Making Connections in a Fiction Text pre-lessons.
EL Adjustments
Grade Subject View aligned standards
Need extra help for EL students? Try the Draw Beginning, Middle, and End and Making Connections in a Fiction Text pre-lessons.
  • Students will be able to retell a narrative and identify the beginning, middle, and end of a story.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
  • Introduce students to the idea of narrative by defining it as a record of interconnected events, or a story.
  • Ask your students to pay attention to what happens in the beginning, middle, and end of the story that they are about to hear since they will have to retell it later.
(10 minutes)
  • Either read a copy of the traditional story of Goldilocks and the Three Bears dramatically or watch the interactive story by Education.com.
  • Go back over the story when you are finished, pointing out the beginning, middle, and end of the narrative.
(20 minutes)
  • Provide props to small groups of students to act out the story.
  • Remind students of the rules for small group discussions by creating a poster titled "Group Work."
    1. Work together
    2. Take turns
    3. Use quiet voices
  • Students should continue their conversation through multiple exchanges as they work together to retell the story. They can take turns sharing details one at a time.
(10 minutes)
  • Give students drawing paper and crayons or colored pencils.
  • Split the class into three groups. These groups will be assigned to draw the beginning, middle, or end of the story.
  • Remind students to follow the Group Work rules as they create their posters.


  • Students can work with a partner and collaborate on a picture.


  • Students can label their picture or write a sentence describing their picture.

You may want to take digital pictures of their creations and put together a slide show which can be displayed on an interactive whiteboard. Label their creations with the terms "beginning," "middle," and "end."

(10 minutes)
  • Observe students to see if they struggle to remember what happened in the story.
  • Assess their picture to see if they drew the correct portion of the story.
  • Monitor student conversations to make sure they help each other retell the story, take turns retelling, and continue the conversation.
(10 minutes)
  • Have the students display their drawings.
  • Ask everyone with a beginning picture to stand up, followed by the middle pictures, and finally the end pictures.
  • Have students walk around the classroom and look at each other's pictures.

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