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Golditwins and the Three BearsLesson 1

Pages Drama Book WorkbookBook cover, pp. 2-3 pp. 2-3

Objectives At the end of this lesson, the student will be better able to1) understand the story elements; characters and settings2) remember the characters’ names and looks3) have an interest in the story that they are going to read.

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance filesClass Time 50 minutes

Procedure & Teacher Talk PPT

Warm Up(6 min.)

1. Greeting (2 min.)Greet the class and begin with the title song.T: Hello everyone. Welcome to Ready, Action! Class.Let’s sing Ready, Action! Song together. Ready?(Play the song)

2. Warmer: Wake Up (4 min.)T: When I say “Start,” you find space and walk.When I say “Stop,” then you stop.(try and you can add up more instructions.)Now, when I say “Clap,” you clap your hands.When I say “Jump,” you jump.(mix them all to energize your students.)

Main activity(30 min.)

3. Story element (10 min.)*Students are not able to understand the concept of characters and setting at once, but it is important to repeat this lesson when starting a new story so that they can catch the idea gradually.

T: We are going to read a new book.Every story has characters and setting.Characters are people like you and me and animals. Who is this? (Ss: a girl.)How about this animal? (Ss: duck.)How about these? (Ss: bears, boy,...)Setting is where and when. Like these pictures, it can be a town, a pond, a castle, or a forest.

*If possible, please elicit these words (town, pond, and castle) from students by pointing out. The last page is optional for higher level or older students.

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T: Are you ready, are you ready? Are you ready to play?Ss: We are ready! We’re ready! We’re ready to play!Teacher & Ss: Ready, Action!

Main Activity Quiz TimeAsk students if they know the characters, setting, and the title.T: Who do you see? (Ss: Grandma, Grandpa, Gingerbread Man)

Where are they? (Ss: outside.)Do you know the title(name) of the story? (Ss: Gingerbread

Man.)Listen! The title of the story is Gingerbread Man(Ss: The title of the story is Gingerbread Man)

*Optional (for higher level or older students)----------------------------------Make a storyWho do you see? (Ss: princess, frog prince, ball, pond.)What do you think will happen? Try to make a story using thesepictures.

4. Jump into the story (20 min.)T: Let’s look at the book we are going to read this month.

Can you find the title? Point it out with your finger!(*T’s modeling is required. Show them where the title is.)How about the characters? Where are they? What about the setting?

T: Look at this page. (pp. 2-3) Wow, there are a lot of characters.How many characters are here?Let’s count them together. One, two, three, four, five, six, seven. How many are there? (Ss: seven.)

T: (Showing Goldilocks) What is the color of her hair? (Ss: yellow.) How about the girl’s hair? (Ss: yellow.) Do they look alike or different? (Ss: alike.) Why do you think so? Are they sisters? (Ss: yes.)

T: (Showing Mr. Owl) What is the color of his fur? (Ss: brown) What is he doing? (Ss: He is pointing his fingers.) Do you think he is smart? (Ss: yes.) When can you see owls? Night or day? (Ss: night.)

T: (Showing Papa Bear, Mama Bear, and Baby Bear.) Is he the biggest or the smallest bear in the family? (Ss: biggest.) Who is the smallest bear in the family? (Ss: Baby Bear.)

T: (Showing narrator) What is he wearing? (Ss: ???) It is an overall. He is a narrator. He is a boy and he will tell the story.

Game: Who’s missing?T: Now we are playing a game called What’s missing, All the

characters are here. I will erase one character and you have to find it. Let’s try. Please close your eyes (*T deletes one character.) Open your eyes. What’s missing? (Ss: Goldisocks) Good. (*Finish all three games.)

OptionalIf the students belong to a higher level, play “Guess who I am” game. Show them all the characters. Pick one and describe it.T: This character wears an overall. He is a boy.

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(*T does the motion showing student what a narrator does.Who am I? (Ss: Narrator) That’s right. He is the narrator.

Workbook(10 min.)

5. Workbook time (10 min.)Have students open their workbook p.2.

Before Reading- Characters (p.2)Go over names one by one and have them match it to the right character. (If they have time, give them color pencils to color the characters.)

- Warm Up: Put on the stickers. (p.3 top)Show them the Drama book cover again and where the title is. When Ss point out the right one, ask them to remove the “Title” sticker and stick it to the workbook. Also, ask them to name the characters and put the stickers on “Baby Bear” and “Goldilocks.”

-Warm Up: Look and Match. (p.3 Bottom)Find and match related characters to their items.

Fun 1 (p.24)When the students finish their workbook and have extra time, get Ss to do it “Fun 1.” They can do it at home, too. Help find Golditwins go to the house.

Wrap-up(4 min.)

- Ask them if they remember any characters and the title of the story.

- Talk about what characters they like most so far.

Homework: Go over the names of the characters.

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Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) predict what is going to happen in the story

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance filesClass Time 50 minutes


Warm Up(6 min.)

1. Greeting (2 min.)Greet the class and begin with the title song.T: Hello everyone. Welcome to Ready, Action! Class.

Let’s sing Ready, Action! Song together. Ready?(Play the song)

2. Warmer: Imagine (4 min.)T: Imagine that you were a bear in the story. Do you know how

bears walks? How do they eat? (*Model bear walking and eating to Ss.)When I say “Walk,” you walk like a bear.When I say “eat,” you eat like a bear.When I say “stop,” then you stop.(*You can add more instructions)Now when I say “roar,” you roar like a bear.When I say “dance,” you dance like a bear.(mix up the commands to energize your students.)


3. Review (2 min.)T: Do you remember what we learned last time?

What is the title of the story? (Ss: Golditwins and the three bears.)

Who are the characters? (Ss: Goldilocks, Goldisocks, Mr. Owl, …)

Where does the story take place? Is it in a city? Is it in a house? (Ss: house.)

4. Words (4 min.)T: Let’s look at some words from the book. Who are they? (Ss:

family.) Yes, what is the first letter of the word “family”? (Ss: F.) What sound does F make? (Ss: fff) How many syllables are there? (Ss: …) Let’s count it by clapping. Are you ready? Family 3 syllables.

Main Activity T: What are they doing? (Ss: walking.) Yes, what is the first letter

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of the word “walk”? (Ss: wwww) How many syllables are there? (Ss: 1) Let’s check. Are you ready? Walk 1 syllable.

T: What do you call brothers or sisters who are look exactly same? (Ss: twins) Good. What is the first letter of the word “twins”? (Ss: tttt) How many syllables are there? (Ss: 1) Are you sure? Twins 1 syllable. Wow!

T: What is it? (Ss: home) What is the first letter of the word “home”? (Ss: hhhh) How many syllables are there?(Ss: 1) Home, 1 syllable! Great!

*Even though students are done with learning phonics, it might still be confusing. So, it is advisable to check their phonemics & syllabic awareness while covering new words.

*Optional (for higher level or older students)----------------------------------Ask them about twins. Ask them to think of anyone they know are twins.T: Do you know anyone who are twins?

5. Jump into the story (24 min)Picture Walk(p.4-5)T: Look at the picture. Who can you see? (Ss: Papa Bear, Mama

bear and Baby Bear) Where are they? (Ss: at the house.) What are they doing? (Ss: They are going for a walk.) What is on the table? (Ss: soup.) What is Mr. Owl doing? (Ss: he is sitting on a tree.)

Read and Sing(pp.4-5)1st Reading: Teacher reads each line and Ss point to each line while listening.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Get Ss to read by themselves.4th Reading: Divide students into four groups and assign each character to each group. Get Ss to read the narrator part together and read their assigned part. Switch the characters and get Ss to practice.

Extra Activity *Cross-curricular activity (5 min.)MatchWhose is it? Match the object to the correct character.

*Craft: bear family paper chain.Materials: colored paper, scissors.

1. Fold the paper like an accordion.2. Draw the shape of the bear and cut it out.3. Spread out the bears.4. Cut one of the bears to make Baby Bear.5. Decorate the bears with colored papers.

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Workbook(10 min.)

6. Workbook time (10 min.)Have students open their workbook p. 4.

Chant in Action (p.4 top)Play the audio or read the chant. While listening, get Ss to point out and chant together.

Words in Action (p.4 bottom)Ask Ss about the words and get Ss to match the right words with the correct pictures.

Stick and read three times (p.5).This time the words are in sentence form. Ask Ss to place the correct stickers and have Ss read the sentences three times together. Check the answers.

Fun 2 (p.25)When Ss are done with workbook and have extra time, get Ss to do “Fun 2.” Ss can take their work home. Color the picture.

Wrap-up(4 min.)

- Ask Ss to read pp.4-5 together (choral reading)- Sing one more time and finish the lesson.

Homework: Read pp.4-5 (3 times)

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Objectives At the end of this lesson, the student will be better able to1) match lines to the characters who said them2) express their thoughts and opinions with gestures.3) predict what is going to happen in the story.

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance files, a bouncing ball.

Class Time 50 minutes


Warm Up(6 min.)


2. Warmer: Catch my name (4 min.)Review the character’s names in the story.T: (Write each character name on a paper strip then have Ss pick

one.) Has everyone got a character? Okay, let’s make a circle. You are going to say “Hello, I’m Goldilocks.” And pass this ball to the person next to you. (modeling! And everybody tries it.) Alright, now you know everyone’s character name. This time, say your name and the name of the person you are throwing to. For example, “Goldilocks to Goldisocks.” Don’t forget to make eye contact before throwing the ball to the person. (*Tip: Have Ss raise their one hand up until they receive the ball. This is to get everyone a chance.)


3. Review (6 min.)Story elements (2 min.)T: (Showing the book cover page) What is the title of the story?

(Ss: Golditwins and the three bears) The title of the story is Golditwins and the three bears. Who are the characters? (Ss: Goldilocks, Goldisocks, Mr. Owl, …)

Collective role (4 min.)When Teacher says a character, everyone pretends to be that character.

*Optional (for higher level or older students)----------------------------------Guess the character: Teacher describes a character verbally or with motion, then students should guess which character the Teacher was referring to.

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Main Activity 4. Words in Sentence (4 min.)T: Let’s review the words we have learned in our last lesson. The bear

___ is home (Ss: family). Right! Let’s read the whole sentence. (Ss: The bear family is home.) Good! How many syllables does “family” have? (clapping) Three!

T: The bear family is _____ (Ss: home). Let’s read the whole sentence together. (Ss: The bear family is home.) How many syllables does “home” have? (Ss: one).

T: Let’s go for a ______ (Ss: walk). Let’s read the whole sentence together (Ss: Let’s go for a walk). How many syllables does “walk” have? (Ss: one).

T: We are _____ (Ss: twins). Let’s read the whole sentence together (Ss: We are twins). How many syllables does “twins” have? (Ss: one). Perfect!

5. Jump into the story (20 min.)Picture Walk(p.6-7)T: Where are they? (Ss: in the forest.)What are they doing? (Ss: they are playing.)How are they? Are they happy? (Ss: Yes, they are very happy.)I think so. Do they look alike? (Ss: Yes.) What do you call brothers or sisters that look alike? (Ss: twins.) What do you think will happen next? Let’s read the story together and find out.*You do not have to ask all these questions. Just pick some questions.

Read & Sing(p.6-7)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after the Teacher.3rd Reading: Ss read by themselves.4th Reading: Divide students into four groups and assign each character. Have Ss read the Narrator part together and read their own part. Switch the characters and practice further.

Optional: Who said?Read a line and ask students who said the line.Ex) “Have fun!” Who said this line? (Ss: Mr. Owl.)

Dance and sing along*When students use their body, they learn faster with a lot of fun.T: Now, we are going to sing and dance together. Are you ready? Stand up!(Play the video “Golditwins” When everybody stands up, have them follow the dance and sing along.)GolditwinsSocks and Locks! Socks and Locks!We are twins! We are twins! (repeat)Let’s rock it, rock it, rock it, rock it!Let’s shake it, shake it, shake it, shake it! (repeat)Golditwins. Yeah!

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Extra Activity *Optional (for higher level or older students)----------------------------------*cross-curricular activity (5 min.)

[Math]Twins, triplets, quadruplets … do you know about them?

T: Twins. How many people? (Ss: 2)Triplets. How many people? (Ss: 3)Quadruplets. How many people? (Ss: 4)

Workbook(10 min.)

6.Workbook time (10 min.)Have students open their workbook p.6.

Story in Action (p.6 top)Play the audio or read the lines to the Ss. While listening get Ss to point out and read together. Then ask Ss to put the stickers.

Read and circle. (p.6 Bottom)Encourage Ss to read and find the right answer. Go over the answers together.

Read and match. (p.7)Get Ss to read each speech bubble and guess who said what.

*Optional: _________ and _________ go for a walk (7 min.)Prepare a sketchbook. On every piece of paper, put a different character. Divide students into teams and have each team stand in line. The teacher will flip the papers and Ss will make a sentence. Within 1 minute, the team that makes the most sentences will win.

T: (Showing the Papa Bear and Mama Bear)Ss: Papa Bear and Mama bear go for a walk.

Wrap-up(4 min.)

Ask Ss to read pp. 6-7 together (choral reading)Sing the song one more time and finish the lesson.

Homework: pp.6-7

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Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) recycle expressions from the book.

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance files.Class Time 50 minutes


Warm Up(6 min.)


2. Warmer: Tableau (4 min.)Review the character’s names in the story.T: Imagine that you were Baby Bear and saw Goldilocks and

Goldisocks.How would you act? What would you do?(Teacher’s modeling is required) I would feel very angry, so I would act like this! (Acting angry) And Freeze. Alright? Let’s try it together.

Main activity(30 in.)

3. Review (6 min.)Through this activity, students can practice expression from the book.

1. Do the interactive questions using the PPT.2. Get Ss to read aloud the sentences and choose the right

answer.3. Continue until Ss get the characters right.

4. Words (4 min.)T: What is this? (Ss: hot.)

What if the first letter of the word “hot”? (Ss: h) What sound does h make? (Ss: hhhh) How many syllables are there? (Ss: 1)Let’s count it by clapping. Are you ready? Hot, 1 syllable.Can you tell me where you can find something hot in the classroom? (Ss: pointing to the heater) Great!

T: What is this? (Ss: cold.)

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What is the first letter of the word “cold”? (Ss: c) What sound does c make? (Ss: cccc) How many syllables are there? Idea 1 syllable.

Main Activity Can you tell me where you can think of something cold? (Ss: ice cream.)

T: What is this? (Ss: soup.)What is the first letter of the word “soup”? (Ss: s) What sound does s make? (Ss: ssss) How many syllables are there? Soup, 1 syllable.What is your favorite soup? (Ss: clam chowder)

T: What is this place? (Ss: kitchen.)What is the first letter of the word “kitchen”? (Ss: k) What sound does k make? (Ss: kkkk) How many syllables are there? Kitchen, 2 syllables.What do you do in a kitchen? (Ss: cook.)

*Even though Ss have finished learning phonics, it might be still confusing for them. So, it is advisable to check their phonemic & syllable awareness while going over new words.

5. Jump into the story (20 min.)Picture Walk(pp.8-9)T: Where are they? (Ss: at the house.) Whose house is it? (Ss: bear family.) What is coming out of the house? (Ss: smell.)Who is talking to Golditwins? (Ss: Mr. Owl) What are the Golditwins doing? (Ss: They are going inside.)

(pp.10-11)T: What is on the table? (Ss: soup.) How many soups are there? (Ss: Three soups.) Whose soup is the biggest? (Ss: Papa Bear.) Whose soup is smaller than Papa Bear’s soup but bigger than Baby Bear’s soup? (Ss: Mama Bear.) Whose soup is very hot? (Ss: Papa Bear’s soup.) Whose soup do they like? (Ss: Baby Bear’s soup.)

Read and Sing(pp.8-9)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after the Teacher.3rd Reading: Ss read by themselves.4th Reading: Divide students into four groups and assign each character. Have Ss read the Narrator part together and read their own part. Switch the characters and practice further.

(pp. 10-11)1st Reading: Teacher reads each line and Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Ss red by themselves.4th Reading: Then play the song and have them sing together. (2 times)

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Main Activity Dance and sing along*When students use their body, they learn faster with a lot of fun.T: Now, we are going to sing and dance together. Are you ready? Stand up!(Play the video “The Soup” When everyone stands up. Get Ss to follow the dance and sing along.)

The SoupThis soup is too hot, too hot, too hot. Hot! (Repeat)This soup is too cold, too cold, too cold. Cold! (Repeat)This soup is just right, just right, just right. Yummy! (Repeat)

Workbook (10min)

6. Workbook time (10 min.)Have Ss to open their workbook p.8

Chat in Action (p.8 top)Play the audio or read the chant to Ss. While listening, get Ss to point out and chant together.

Words in Action (p.8 bottom)Have Ss read the words and ask them to match the pictures to the correct words.

Stick and read three times. (p.9)The words they have reviewed are presented in sentence form. Ask Ss to place the correct stickers and have them read the sentences three times together and check.

Story in Action (p.10 top)Play the audio or read the lines to Ss. While listening, get Ss to point out and read together. Then ask Ss to put the stickers

Read and Circle. (p. 10 bottom)Encourage Ss to read and find the right answer. Check the answers together.

Read and match. (P. 11)Have Ss read each speech bubble and guess who said it.

Wrap-up(4 min.)

- Ask Ss to read pp. 8-11 together (choral reading)- Sing “The soup” one more time and finish the lesson.

Homework: Read pp. 8-11 (3 times)

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Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) read and speak with confidence.



Warm Up(6 min.)


2. Warmer: Zip, Zap, Zop (4 min.)Pass the words – zip, zap, zop- and energy around the circle as quickly and smoothly as possible. Instead of zip, zap, zop, we can use some other words.(Alliteration) Big Brown Bear/ Peter Piper Picked / Fresh Fried FishT: Today we are going to pass three words, zip zap zop. Look at this.

I pass Zip to you (Pointing at and pass), and you can pass Zap to someone else. Then the person passes Zop to another student. (Teacher’s modeling is needed.)


3. Review (6 min.)Reading PracticeReview the pages 4-11 we learned so far and practice more reading.(After choral reading, please choose one of the reading activities depending on the time you can use.)

1) Choral reading: Have Ss read together.2) One (or three) word reading: Have Ss read one or three words each quickly.3) Reading with emotion: Choose one emotion each time such as angry, sad, and happy. Then read a page with that emotion.

Main Activity 4. Words (4 min.)T: What is this? (Ss: chair.) What is the first letter of “chair”? (Ss: c) What sound does g make? (Ss: cccc) How many syllables are there in

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“chair”? (Ss: 1) Let’s count it by clapping. Are you ready? Chair, 1 syllable.

T: What is this? (Ss: high.) What is the first letter of the word “high”? (Ss: h) What sound does h make? (Ss: hhhh) How many syllables are there in “high”? (Ss: 1) That’s right. Let’s check.

T: What is this? (Ss: low.) What is the first letter of the word “low”? (Ss: l) What sound does l make? (Ss: llll) How many syllables are there in “low”? (Ss: 1) Great. Are you ready? Low, 1 syllable.

T: What is this place? (Ss: living room.) What is the first letter of “living”? (Ss: l) What is the first letter of “room”? (Ss: r) What sound does l make? (Ss: llll) What sound does r make? (Ss: rrrr) How many syllables are there in “living”? (Ss: 2) How many syllables are there in “room”? (Ss: 1)*Even though Ss finished learning phonics, it might be still confusing to them. So, it is advisable to check their phonemic & Syllabic awareness while covering new words.

5. Jump into the story (20 min.)Picture Walk(pp.12-13)T: Where are they in the house? (Ss: living room) What are they looking at? (Ss: chairs.)What are the twins doing? (Ss: Papa Bear’s chair.) Whose chair did the break? (Ss: Baby Bear.)

(pp.14-15)T: Where are they in the house? (Ss: bedroom.) How many beds are there? (Ss: 3 beds.)What are they doing? (Ss: jumping on the bed) What did they break in the bedroom? (Ss: beds.)

Read(pp.12-15)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after the Teacher.3rd Reading: Ss read by themselves.4th Reading: Divide students into four groups and assign each character. Have Ss read the Narrator part together and read their own part. Switch the characters and practice further.

Main Activity Dance and sing along*When students use their body, they learn faster with a lot of fun.T: Now we are going to sing and dance together. Are you ready? Stand

up!(Play the video “The Chairs” and “The Beds.” When everybody stands up, have them follow the dance and sing along.)

Main Activity The ChairsThe chair is too high,Too high, too high. High!This chair is too low,Too low, too low. Low!

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This chair is just right,Just right, just right. Ouch!

The Beds(Jump! Jump! Jump! Jump!)Two little girls jumping on the bed.(Jump! Jump! Jump! Jump!)Two fell off and bumped their heads.(Bump! Bump! Bump! Bump!)Mama called the doctor and the doctor said,No more girls jumping on the bed!No more girls jumping on the bed! (Repeat)Yeah!

Workbook(10 min.)


Chant in Action (p.12 top)Play the audio or read the chant to Ss. While listening, get Ss to point out and chant together.

Words in Action (P.12 bottom)Have Ss read the words and ask them to match the pictures to the correct words.


Story in Action (p.14 top)Play the audio or read the lines to Ss. While listening, get Ss to point out and read together. Then ask Ss to put the stickers..Read and Circle. (p. 14 bottom)Encourage Ss to read and find the right answer. Check the answers together.


Fun 3 (p.26)If the students have extra time after completing the workbook, get Ss to do “Fun 3.” Ss can do it at home, too.

Wrap-up(4 min.)

- Ask Ss to read pp. 12-15 together (Choral reading).- Get Ss to sing a song of their choice and finish the lesson.

Homework: pp. 12-15.

Golditwins and the Three Bears15

Lesson 6Pages Drama Book Workbook

Book cover, pp. 16-19 pp. 16-19Objectives At the end of this lesson, the student will be better able to

1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) Read the lines with expression and confidence.



Warm Up(6 min.)


2. Warmer: Mirror (4 min.)Team building warmer activity

1) Two students become a team.2) One student (A) does action while the other student (B)

follows A’s action.3) Give one minute and switch the positions. Then switch

partners.


3. Review (6 min.)Review the songs we have learned so far and practice the dance movements.

Optional: The soup is too … The chair is too…Through this activity, students can review the expression“The soup is too …,” “The chair is too …, ”with the whole class.

T: The soup is too…Ss: (Raise their hand and answer the question.)

(Suggested questions)The soup is …The chair is…

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Main Activity 4. Words (4 min.)T: How does the girl feel? (Ss: sad) What is the first letter of the word

“sad”? (Ss: s) What sound does s make? (Ss: ssss) How many syllables are there? (Ss: 1) Let’s count it by clapping. Are you ready? Sad, 1 syllable.

T: How does the boy feel? (Ss: mad) What is the first letter of the word “mad”? (Ss: m) What sound does m make? (Ss: mmmm) How many syllables are there? (Ss: 1) Are you ready? Mad, 1 syllable. Wow!

T: What is the word for what she is doing? (Ss: look) What is the first letter of the word “look”? (Ss: l) What sound does l make? (Ss: llll) How many syllables are there? (Ss: 1) Are you ready? Look 1 syllable.

T: What is the animal in the picture? (Ss: bear) What is the first letter of the word “bear”? (Ss: b) What sound does h make? (Ss: bbbb) How many syllables are there? (Ss: 1) Are you ready? Bear 1 syllable. Great!

*Even though students are done with learning phonics, it might still be confusing. So, it is advisable to check their phonemics & syllabic awareness while covering new words.

5. Jump into the story (20 min.)Picture Walk(pp.16-17)T: Where are the bears? (Ss: kitchen.) How does the Papa Bear feel?

(Ss: mad.) How does the Mama Bear feel? (Ss: sad.) How does the Baby Bear feel? (Ss: mad.)

(pp.18-19)T: Where are the bears now? (Ss: living room.) How does Papa Bear

feel? (Ss: mad.) How about Mama Bear? Is she mad too? (Ss: yes.) How does the Baby Bear feel about the chair? (Ss: sad.)

(pp.16-17)1st Reading: Teacher reads each line and Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Ss red by themselves.4th Reading: Then play the song and have them sing together. (2

times)

(pp.18-19)1st Reading: Teacher reads each line and Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Ss red by themselves.4th Reading: Divide students into four groups and assign each character to each group. Get Ss to read the narrator part together and read their assigned part. Switch the characters and get Ss to practice further.

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Main Activity Dance and sing along*When students use their body, they learn faster with a lot of fun.T: Now we are going to sing and dance together. Are you ready? Stand

up!(Play the video “Who Did It?” When everybody stands up, have them follow the dance and sing along.)

Who Did It?Who did it? Who did it?I am sad. I am sad.Who did it? Who did it?We are mad. We are mad.It’s not me. It’s not me.It’s the twins. The twins did it.The twins did it?

Workbook(10 min.)





Story in Action (p.18 top)Play the audio or read the lines to Ss. While listening, get Ss to point out and read together. Then ask Ss to trace the words.

Read and circle. (p. 18 bottom)Encourage Ss to read and find the right answer. Check the answers together.

Read and match (p. 19)Have Ss read each speech bubble and guess who said it.

Wrap-up(4 min.)

- Ask Ss to read pp.16-19 together (Choral reading).- Sing “Who did it” one more time and finish the lesson.

Homework: Read pp16-19 (3 times)

Golditwins and the Three Bears18

Lesson 7Pages Drama Book Workbook


1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) read the lines with expression and confidence.



Warm Up(6 min.)



2. Warm-up activity (4 min.)1) Walk & Stop:Students walk around the classroom and when teacher says “stop,” they have to stop and make eye contact with someone who is close to them.2) 7 Count ShakeWhile the students count the numbers from 1 to 7, they shake their right hand 7 times. (Do the same thing with the left hand, right foot, and left foot.)


3. Review (6 min.)Review the pages 12-19 and the content we have learned so far and practice more reading.

1) Choral reading: Have Ss read together.2) Voice reading: When they read the story, get Ss to make a

different voice for each reading. Have Ss stand up and read from left to right.Ex) very loud voice, whisper…

4. Words (4 min.)T: What is this? (Ss: door.) What is the first letter of the word “door”? (Ss: d.) What sound does d make? (Ss: dddd) How many syllables are there? (Ss: 1) Let’s count it by clapping. Are you ready? door, 1 syllable.

Main Activity T: What does it mean? (Ss: same.) What is the first letter of the word “same”? (Ss: s.) What sound does s make? (Ss: ssss) How many syllables are there? (Ss: 1) Are you ready? Same, 1 syllable.

T: What is the word? (Ss: sorry.) What is the first letter of the word

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“sorry”? (Ss: s.) What sound does s make? (Ss: ssss) How many syllables are there? (Ss: 2) Are you ready? Sorry, 2 syllables. Great!

T: What is the word? (Ss: lock.) What is the first letter of the word “lock”? (Ss: l.) What sound does l make? (Ss: llll) How many syllables are there? (Ss: 1) Are you ready? lock, 1 syllable. Wow!*Even though students are done with learning phonics, it might still be confusing. So, it is advisable to check their phonemics & syllabic awareness while covering new words.

5. Jump into the story (20 min.)Picture Walk(pp.20-21)T: Where is Papa Bear going? (Ss: bedroom.) How does he feel when he sees the Golditwins? (Ss: mad.) What do the twins do when they see Papa Bear? (Ss: They danced and sang.)

(pp.22-23)T: How do the bears feel about the Golditwins? (Ss: mad.) What did they break this time? (Ss: beds.) What do the Golditwins do? (Ss: runaway.)

Read & Sing(pp.20-21)1st Reading: While Teacher reads each line, Ss point the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Get Ss to read by themselves.4th Reading: Then play the song and have Ss sing together. (* 2 times)

Dance and sing along*when students use their body, they learn faster with a lot of fun.T: Now we are going to sing and dance together. Are you ready? Stand

up!(Play the video “Golditwins” when everyone stands up. Have Ss follow the dance and sing along.)

GolditwinsSocks and Locks! Socks and Locks!We are twins! We are twins! (Repeat)Let’s rock it, rock it, rock it, rock it!Let’s shake it, shake it, shake it, shake it! (Repeat)Golditwins. Yeahs!

Workbook(10 min.)

6. Workbook time (10 min.)Have Ss open their workbook p.20.


Workbook(10 min.)


Stick and read three times. (p.21)

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The words they have reviewed are presented in sentence form. Ask Ss to place the correct stickers and have them read the sentences three times together and check.

Story in Action (p.22 top)Play the audio or read the lines to Ss. While listening, get Ss to point out and read together. Then ask Ss to put the stickers.

Read and circle. (p. 22 bottom)Encourage Ss to read and find the right answer. Check the answers together.


Fun 4 (p. 27)If the students have extra time after completing the workbook, get Ss to do “Fun 4.” Ss can do it at home, too. Complete the drawing.

Wrap-up(4 min.)

- Ask Ss to read pp.20-23 together (Choral reading).- Sing the song “Golditwins” once more and finish the lesson.

Homework: Read pp.20-23(3 times)


Pages Drama Book Workbook

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1) tell the story element of the target story.2) express thoughts and opinions with gestures.3) read the lines with expression and confidence.



Warm Up(6 min.)



2. Warm-up activity: Tongue twisters (4 min.)Try these tongue twisters with Ss. Try to do it slowly then faster.1) Woodchuck

How much wood would a woodchuck chuck if a woodchuck could chuck wood? He would chuck, he would, as much as he could, and chuck as much wood as a woodchuck would if a woodchuck couldchuck wood.

2) Fuzzy wuzzyFuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn't very fuzzy, was he?


3. Review (6 min.)Word in Sentence (6 min.)Review 10 words in the sentences of the story.

Reading Practice (16 min.)1) Choral reading: Separate the students into teams and give

each team different characters. Have Ss read their lines when their turn comes.

2) Reader’s theatre*: divide the students into groups and allocate the roles to the students.

* Reader's theater is a style of theater in which the actors do not memorize their lines. Actors use only vocal expression to help the audience understand the story rather than visual storytelling such as sets, costumes, intricate blocking, and movement.Song & Dance (8 min.)Practice and review songs and dance movements from the videos together.*Teacher can control the time of the class. If reviewing the words in sentences is not needed, cut down the time for different practice.

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Workbook(8 min.)

4. Workbook time (8 min.)Have Ss open their workbook p.28

After Reading (p.28)Ask Ss to put the pictures in order. Get Ss to retell the story using these pictures.

Wrap up (p.29)Get Ss to place the stickers after reading the boxes together. Then the whole class can read aloud together.

Extra Activity Optional:Story Map (10 min.)Separate the roles to draw characters, setting, etc.Make a story board and put it on or hang somewhere in your classroom. It helps children review the story over again.Materials needed: foam board, sticky notes, color pens, color papers glue sticks.

Retelling with picturesGive students a comic strip and ask them to draw three important scenes to retell the story. Get Ss to write an important word for each part.

Wrap-up(4 min.)

- Ask Ss about their favorite part from the story.Optional

- Get Ss to talk about characters, settings, their favorite part from the story.

*8 lessons are planned in this guide, but you can always add more review & practice to extend the classes from 8 to 12 classes.

- Option I: 8 lessons (Readers)

- Option II: 12 lessons (Readers + Musical/Reader’s Theatre performance)

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