Thefamous tale of the Little Red Riding Hood enacted by a group of children (Group 1) at FunDoodle Stories from Neverland, Interactive Story Telling After- seiLA. 100% found this document useful 2 votes8K views4 pagesCopyright© © All Rights ReservedAvailable FormatsDOC, PDF, TXT or read online from ScribdShare this documentDid you find this document useful?100% found this document useful 2 votes8K views4 pagesDrama Script Little Red Riding HoodJump to Page You are on page 1of 4 You're Reading a Free Preview Page 3 is not shown in this preview. Reward Your CuriosityEverything you want to Anywhere. Any Commitment. Cancel anytime. Here is the Little Red Training Video below with full Timeline and Lesson Plans. If you have any questions just let us know. Little Red Detailed Timeline Little Red Lesson Plans Games Teaching Video Great Classroom Games Instructions Click Here Video Timeline Cars Is There A Ghost behind Me? Snowball Good Morning Your Majesty Popcorn Two Trues and A False Excuses The Evolution Game Aeroplanes Big ChiefJack and The Beanstalk Jack and The Beanstalk - Lesson Plan Context for this Lesson Topic Focus Questions Who are the characters in the story? What is the sequence of the story? Goals Students will identify the characters in the story. Students will identify how characters are feeling at various points in the story. Students will be able to identify the beginning/middle/end of the story. Hook/Engage Storytelling Teacher tells the story of Little Red Riding Hood Once upon a time in a village in the country a little girl was sent by her mother to take cakes and breads to her grandmother who was sick in bed. The little girl pulled on her red hooded cape, picked up her basket and waved goodbye to her mother who reminded her, “to go straight to grandmother’s house and make sure not to talk to any strangers along the way.” Little red riding hood set off with her basket of breads and cakes skipping through the woods. Along the way she stopped to pick some beautiful flowers for her grandmother, as she was picking flowers a wolf approached her asking who she was picking flowers for. Little red told the wolf they were for her grandmother and quickly said she need to be on her way to her grandmother’s house. Little Red Riding Hood started back down the path. The wolf ran quickly to grandmother’s house putting on grandmother’s nightgown and her bonnet before hiding in her bed. When Little Red Riding Hood arrived at grandmother’s house she opened the door and walked over to grandmother’s bed. Looking at her grandmother in bed Little Red commented, “What big eyes you have.” The better to see you with.” “What big arms you have.” “The better to hug you with.” “What big ears you have.” “the better to hear you with” and “What big teeth you have…” “The better to EAT you with!” The wolf cried jumping out of bed revealing he wasn’t grandmother. Little Red Riding Hood screamed, a woodcutter working in the forest heard the screams and came running. He arrived just in time to rescue Little Red from the Wolf then helped her to rescue Granny as well. As Little Red Riding Hood and Grandmother hugged, they waved goodbye to the woodcutter sending him with the baskets of breads and cakes to thank him for his help. Transition Now that we all know the story of Little Red Riding Hood I’d like to play a game with the story. For this game I need everyone to stand up and find a space in the room where their body is not touching anyone else’s body. Explore Stop and Go Procedure Teacher reviews the concept of freeze stop and instructs participants to walk around the room normally without touching anyone else when they say GO’ and then instructs them to freeze when they say STOP’. For STOP’ teacher begins having students freeze according to the prompts below. Then teacher uses GO’ to have participants walk in neutral between STOP’s. STOP’s Mother Little Red Wolf Woodcutter. Prompts What was Little Red doing at the beginning of the story? Who did Little Red meet in the forest the middle of the story? What does Granny do at the end of the story? Reflect How did Little Red feel at the beginning of the story? When she met the wolf in the woods? When she saw the wolf in Grandmother’s bed? At the end hugging Grandmother and waving to the woodcutter? Transition It’s great we all understand how Little Red was feeling because now we are going to work together to act out a few pieces of this story. I am going to put you into pairs,some of you will be ones and some will be A's. Tableaux Procedure Have 1s and As turn to each other. We are going to make some tableaux. A Tableaux is a frozen picture of a piece of the story. For our first tableaux whoever is a 1 will be Little Red Riding Hood and A will be mother. When I count down from 5 show me a Tableaux or frozen picture of Little Red and Mother at the beginning of the story. Repeat with 1-Wolf A-Little Red meeting in the forest 1-Little Red A-Wolf when they meet at Grandmother’s house 1-Woodcutter A-Little Red at the end of the story If students are ready/able you can allow them time to speak to each other as their characters might Transition These were excellent Tableaux. I liked seeing how we used our bodies and facing to show what our characters were doing and feeling at different parts of the story. Now I have a challenge for you. When I say go I would like you to go back to your tables, on your tables there are pictures from our story. Ordering Book Pages Procedure Four pictures are on each tribe table. Teacher announces that, “I want to see if within the next 2 minutes your table can work together to number these pictures from 1-4 to show what order the pictures would go in during our story. You can head back to your tables when I say go. GO.” Students work in groups to write the numbers 1-4 on the pictures to order the story. When time is up/groups look finished teacher moves to reflectioni to check comprehension. Reflection Reflecting on the lesson Final Reflection for Students Can you hold up your pictures to show me What happened at the beginning of Little Red Riding Hood? In the middle? At the end? What is one thing you remember from today’s class? Hold up your fingers to show me on a scale of 1-5 how we think we did in respecting ourselves, our space and our work today. 1 means we have a lot of things to work on and 5 means we did excellent and almost never needed a reminder to be respectful. Use this to set-up how we can improve behavior for next-timeif needed, thank class for good work.