The Three Billy Goats Gruff

Title:  The Three Billy Goats Gruff

Grade: K

Art Discipline: Drama

Time Frame: 30 minutes

Lesson Overview: Students create and share a simple performance of a story as the teacher narrates. They imitate specific creature movement and demonstrate their understanding of the story’s characters and setting.


GLO(s): 1.Self-Directed Learner


Arts Benchmark: How the Arts are Organized – FA.K.3.1: Perform imitative movements.

Rubric based on Arts Benchmark:

Advanced

Proficient

Partially Proficient

Novice

Perform imitative movements, with ease, confidence, and accuracy. 

Perform imitative movements, with minimal difficulty and no significant errors.

Perform imitative movements, with difficulty and/or a few significant errors. 

Perform imitative movements, with great difficulty and/or many significant errors.

Key Arts Vocabulary: character, personal space, imagination, voice, body, story, character, freeze


Content Area Benchmark: Literary Elements – LA.K.3.2: Identify characters and setting in a story read aloud.

Content Area Rubric:

Advanced

Proficient

Partially Proficient

Novice

Describe relationships among characters and setting in a story read aloud.

Identify characters and setting in a story read aloud. 

Name some characters and/or limited aspects of the setting in a story read aloud.

Name very few characters and/or name imprecise or vague aspects of the setting in a story read aloud.


Classroom Set Up: Clear, open space for movement.

Materials & Equipment needed:

  • Story of The Three Billy Goats Gruff (various authors)
  • Drum/mallet
 

Prior to this lesson, students need to know how to freeze and have read the story.

Teaching Tips: As the students create the character, constantly validate their attempts and encourage them to try new ways to move and make sounds.  Take the time to do the same as the story is “performed.”


# Minutes

Procedure

Create

Perform

Respond

2

Who are the characters of The Three Billy Goats Gruff story?  What is different about each of the goats?  Describe how each goat is different from the others. Now we are going to use our imaginations and create the characters.

   

check mark

 

4

When you hear my drum, freeze. Walk around the room at your own pace.  Be aware of others around you. Create your own personal space. Remember a freeze doesn’t move or talk. Walk around the room again, freeze on the drum beat. Now walk like the goat characters. Imagine you are the smallest billy goat.  Using your bodies, create the smallest billy goat. The smallest billy goat is very small.  Continue to move through the space as the smallest billy goat. When you hear my drum beat, freeze as the smallest billy goat. 

check mark

   

1

How did you use your bodies to show the smallest billy goat?

   

check mark

4

Use your bodies to show the middle-sized billy goat. Be aware of personal space.  Show how the middle-sized billy goat moves differently from the smallest billy goat. Are the steps lighter or heavier? Is the shape of your body bigger or smaller?

check mark

   

4

Imagine you are now the largest billy goat. Move through the space as the largest billy goat. Feel the difference in your bodies from the smallest and middle-sized billy goats. Show me using your body as the largest billy goat.  Are your steps heavier or lighter?  Is this billy goat older or younger than the other two billy goats?  Use your bodies to show the age of the largest billy goat. And freeze.

check mark

   

2

What are the different settings of this story?  Who are the characters?  Describe each of the characters.  Describe how the Three Billy Goats move and sound differently from each other. How did you use your bodies to show the middle-sized billy goat?

   

check mark

8

We will now perform the story of The Three Billy Goats Gruff as I tell it. You will play each of the billy goats.

Once upon a time, there were three billy goats gruff. A little billy goat.  Show your smallest billy goat character. Freeze. A middle-sized billy goat. Freeze. And a largest billy goat. Freeze.

One day the smallest billy goat sees a rickety old bridge. On the other side of the bridge is a meadow with green grass and apple trees. He walks over the bridge.  A troll appears and asks the smallest goat, “Who’s that walking on my bridge?”

The smallest billy goat replies (Teacher note: Ask students to reply as the billy goat).

“I’m a big bad troll and you are on my bridge. I’m going to eat you for lunch.” Then the smallest billy goat replies (Teacher note: Ask students to reply as the smallest billy goat). The troll says, “I guess I will let you cross.”  The smallest billy goat runs across the bridge. He eats the green grass and apples.

The next day the middle-sized billy goat sees the green grass and apple trees.  He walks across the bridge. A troll appears and asks the middle-sized billy goat, “Who’s that walking on my bridge?” The middle-sized billy goat replies (Teacher note: Ask students to reply as the billy goat).  “I’m a big bad troll and you are on my bridge. I’m going to eat you for lunch.”  Then the middle-sized billy goat replies (Teacher note: Ask students to reply as the billy goat).  The troll says, “I guess I will let you cross.” The middle-sized billy goat runs across the bridge.  He eats the green grass and apples.

The next day the largest billy goat sees the green grass and apple trees. He walks across the bridge.  The troll appears and asks the largest goat, “Who’s that walking on my bridge?” The largest billy goat replies  (Teacher note: Ask students to reply as the billy goat). “I’m a big bad troll and you are on my bridge. I’m going to eat you for lunch.” The largest billy goat lowers his head and charges toward the troll and knocks the troll off the bridge. He then runs across the bridge and joins his brothers for some green grass and apples.

 

check mark

 

5

Closing Reflection with students:

Identify the different characters of the story.  Describe how each character is unique from the others. For the audience watching, how could you tell which size billy goat other students were performing?  What might you have done to show a smaller or bigger billy goat? What else could you do to show the different billy goats? 

Describe the different settings of the story.

   

 

check mark


Responding (Questions to ask students before, during, or after an activity in the lesson to elicit their thinking about their own work or about work they are studying):

Step 1: Describe

Step 2: Interpret

Step 3: Evaluate

Describe the story’s characters.  Describe the difference between how the three billy goats move and sound. Describe the settings of story.

How could you tell which size billy goat other students were performing?

What might you have done to show a smaller or bigger billy goat? What else could you do to show the different billy goats?


Task Specific Rubric:

Advanced

Proficient

Partially Proficient

Novice

Dynamic and imaginative use of the voice and body clearly communicates the character and its purpose.

Varied use of the voice and body conveys different characters.

Voice and body are used similarly from character to character.

Neither voice nor body gives any sense of the different characters.


 

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