Goldilocks Revisited
ASCA Standard:
Assessment:
Essential Questions:
Engagement (Hook):
Counselor enters the room and says: “Ladies and gentlemen of the jury, today I will present
to you the case of Goldilocks. Your charge will be to determine the feelings of Goldilocks
and her victims, the Bear Family and to decide if she demonstrated positive character traits
in the situation.”
Instructor Procedures:
1. After the introduction, counselor reads the story of Goldilocks or briefly summarizes the story.
2. Students are broken into groups of four. Counselor explains that each group will deliberate on Goldilocks’ fate. Did she consider the feelings of the Bear Family and did she demonstrate positive character traits?
3. Counselor explains that each group will identify the steps that Goldilocks took and the possible feelings that were exhibited by both Goldilocks and the Bear Family.
4. Counselor now needs to review the actions of Goldilocks (entering an unknown home, helped herself to food, sat in and destroyed furniture, slept in someone else’s bed). Counselor asks for the traits that Goldilocks
exhibited and feelings shown. Counselor records responses on the chart paper (titled “Goldilocks”) in a compare/contrast manner.
5. Counselor asks the students to look back at the situations. Identify the actions of the Bear and ask what feelings and character traits the Bear Family exhibited because of Goldilocks actions. Counselor records on
chart paper titled “Bear Family”.
6. The counselor asks for suggestions of better decisions she could have made. If Goldilocks decisions had been different, how would the characters’ feelings be different?
7. In summation, the counselor explains that every individual has a variety of feelings and that every individual will use different character traits in different situations. What is most important is that each person chooses wisely and positively, keeping in mind the impact that personal choices have on those around us. Counselor then reviews that charge of the “jury” and has students deliberate. Did she consider the feelings of the Bear Family and did she demonstrate positive character traits?
Lesson taken from: http://www.missouricareereducation.org/doc/guidelsn/PS1-Gr2-Unit1-Lesson1.pdf
- Personal/Social Development - A: Students will acquire the knowledge, attitude and interpersonal skills to help them understand and respect self and others.
- Goldilocks and the Three Bears
- Chart Paper
- Markers
Assessment:
- Each cooperative learning group will determine Goldilocks' fate: did she consider the feelings of others and did she demonstrate positive traits in her decisions?
Essential Questions:
- Why do people need to know about feelings?
- How do people know how to act?
Engagement (Hook):
Counselor enters the room and says: “Ladies and gentlemen of the jury, today I will present
to you the case of Goldilocks. Your charge will be to determine the feelings of Goldilocks
and her victims, the Bear Family and to decide if she demonstrated positive character traits
in the situation.”
Instructor Procedures:
1. After the introduction, counselor reads the story of Goldilocks or briefly summarizes the story.
2. Students are broken into groups of four. Counselor explains that each group will deliberate on Goldilocks’ fate. Did she consider the feelings of the Bear Family and did she demonstrate positive character traits?
3. Counselor explains that each group will identify the steps that Goldilocks took and the possible feelings that were exhibited by both Goldilocks and the Bear Family.
4. Counselor now needs to review the actions of Goldilocks (entering an unknown home, helped herself to food, sat in and destroyed furniture, slept in someone else’s bed). Counselor asks for the traits that Goldilocks
exhibited and feelings shown. Counselor records responses on the chart paper (titled “Goldilocks”) in a compare/contrast manner.
5. Counselor asks the students to look back at the situations. Identify the actions of the Bear and ask what feelings and character traits the Bear Family exhibited because of Goldilocks actions. Counselor records on
chart paper titled “Bear Family”.
6. The counselor asks for suggestions of better decisions she could have made. If Goldilocks decisions had been different, how would the characters’ feelings be different?
7. In summation, the counselor explains that every individual has a variety of feelings and that every individual will use different character traits in different situations. What is most important is that each person chooses wisely and positively, keeping in mind the impact that personal choices have on those around us. Counselor then reviews that charge of the “jury” and has students deliberate. Did she consider the feelings of the Bear Family and did she demonstrate positive character traits?
Lesson taken from: http://www.missouricareereducation.org/doc/guidelsn/PS1-Gr2-Unit1-Lesson1.pdf