Beruflich Dokumente
Kultur Dokumente
MATERIALS NEEDED
Teacher Materials
Little Red Riding Hoods story (see attached)
Wolf Perspective Teacher Sheet (see attached)
Red Riding Hood Scene Rubric (see attached)
Big Bad Wolf Newspaper Article (see attached)
Mama Wolf costume (e.g. Wolf ears, wolf nose, brown dress, wolf tail, etc.)
Hat
Slips of paper with character names (i.e. Red Riding Hood, Wolf, Grandma, Woodcutter,
Lawyers 2-4, Goldilocks, Little Pig)
Optional Materials
Evidence Bags
Latex Gloves
Judges Robe and Gavel
Student Materials
Subpoena (see attached)
Prosecution vs. Defense Worksheet (see attached)
Character Description Sheets (see attached)
Facts and Evidence Worksheet (see attached)
Paper
Pen/pencil
Red Riding Hood basket and contents (e.g. flowers, muffin order forms, fake mace,
flashlight, receipt of sale, ambiguous notes)
Wolf Backpack and contents (e.g. muffins, wallet, fake money, journal, berries, therapist
appointment reminder card, job application)
Optional Materials
Red Riding Cape
Wolf Ears or Mask
Woodcutter Flannel Shirt
Grandma Bonnet and/or Cane
Goldilocks Apron
Pig Nose and Pig Ears
Lawyer Ties 2-4
LEARNING PLAN
Day 1
Set-up
1. Students chairs are arranged in a semi-circle around the displayed Big Bad Wolf
Newspaper Article (see attached).
Framing / Hook
2. Newspaper Article (5 minutes)
a. As students enter the classroom, they view the displayed Big Bad Wolf Newspaper
Article (see attached).
b. Students offer inferences of the protagonist, antagonist, and main conflict based on
the newspaper article. A list of suggestions is written on the board.
Process
3. Read the Little Red Riding Hood story (see attached) (3 minutes)
a. Teacher reads the Little Red Riding Hood story out loud to the class.
i. NOTE: Teacher should emphasize that this is the version of the story telling
Little Red Riding Hoods perspective.
4. Rumors (2 minutes)
a. Students are put into pairs.
b. One student takes on a role of a citizen from Far Far Away and the other student
takes on a role of an investigator.
c. The investigator asks the citizen questions about the Wolfs history as a member of
the community.
5. Create a sculpture (5 minutes)
a. Students re-gather as a group.
b. Students volunteer to create a group sculpture of either a rumor they told or heard
in the previous activity.
c. The student that volunteered uses classmates as both props and characters to
illustrate a frozen image of the rumor they told/heard.
i. NOTE: Setting up the group sculptures using classmates can be done through
demonstrating a pose or through asking permission to touch/move the
classmate into position.
d. Students discuss what they interpret the sculpture to represent as it is frozen in
front of them.
6. Interview with the Wolfs wife (5 minutes)
a. Teacher in role dresses as the Wolfs wife, Mama Wolf, and defends her husband
against the rumors that have been previously created.
b. Students ask Mama Wolf questions regarding the rumors, news article, or story.
i. NOTE: Teacher as Mama Wolf portrays the Wolf as the protagonist (innocent
party) using the Wolf Perspective Sheet for reference (see attached).
7. Students discuss the differences between the views of the Wolf portrayed by the rumors
and the view they received from Mama Wolfs portrayal (2 minutes).
a. Students discuss the following questions:
i. Who is the protagonist in the different accounts?
ii. Who is the antagonist in the different accounts?
iii. What are some similarities between the different accounts?
iv. What are some differences between the different accounts?
v. NOTE: Answers should be written on the board during discussion.
8. Who is telling the truth? (3 minutes)
a. Students group according to who they believe is telling the truth.
b. Students who believe the Wolf will go on one side of the classroom, students who
believe Red Riding Hood will be on the other side of the classroom, and undecided
students will go in the middle.
i. Students from each group volunteer to give their reasoning for who they
sided with.
9. Differing perspectives (15 minutes)
a. Teacher explains what the students will be graded on in the Red Riding Hood Scene
Rubric (see attached) during the planning and improvising of their scene.
b. Students split into two groups based on random assignment. One group represents
the Wolfs perspective and the other group represents Red Riding Hoods
perspective.
c. Students plan what characters appear in their scene, what location their scene
takes place in, and the major point of conflict between the Wolf and Red Riding
Hood from their assigned perspective.
d. Students improvise a short scene based on their plan and present for the other
group.
e. After both groups have shown their scenes, they discuss as a class what the
differences/similarities were between their major points of conflict and why the
major conflicts were/werent different.
10.Introduce homework assignment (3 minutes)
a. Students receive the Prosecution vs. Defense Worksheet (see attached) and are told
it will be due at the beginning of the next class.
b. Teacher reviews the worksheet with the students so they know how it is filled out.
11.Subpoena (2 minutes)
a. Students are told that there is breaking news on the Red Riding Hood case. News is
as follows:
i. The Wolf has been arrested and the court date has been set for tomorrow.
The Far Far Away police chief has asked me to hand out these subpoenas to
each of you because of your vast knowledge on the case.
Day 2
Set up
12.
A podium faces the classroom with one chair on either side of it facing the
classroom as well.
13.
Facing the podium with about 5 feet of space between are three chairs on the left
side and three chairs on the right side.
14.
More chairs should be arranged behind the three on each side in an audience style
formation.
Framing / Hook
15.Discussion on Homework Assignment (3 minutes)
a. Students discuss what they wrote for the Prosecution vs. Defense Worksheet.
16.Subpoena Reminder (2 minutes)
a. Teacher says: Last class we were all made aware that the Wolf had been arrested
and we were all called to court to be witnesses in the trial. We will now all take on
characters in order to more fully understand what has happened.
Process
17.Presentation of Evidence (5 minutes)
a. Students examine Red Riding Hoods basket and its contents.
b. Students examine the Wolfs backpack and its contents.
c. As they examine the evidence, students discuss the implications of the objects.
i. Objects should be revealing toward the Wolfs story (e.g. Wolfs journal,
empty wallet, flashlight, fake mace, muffin order sheet, etc.)
ii. NOTE: Objects should be ambiguous.
iii. NOTE: For added affect, teacher may put objects in evidence bags and
provide students with latex gloves.
18.Character Assignments (5 minutes)
a. Students draw their character assignments (i.e. Red Riding Hood, Wolf, Grandma,
Woodcutter, Lawyers 2-4, Goldilocks, Little Pig) out of a hat.
i. NOTE: Teacher may add extra characters as necessary for class size.
ii. NOTE: Teacher is in role as Judge.
b. Students receive Character Description Sheet (see attached).
c. Students write dialogue they might say and actions they might do during the trial as
well as draw a self-portrait according to their assigned Red Riding Hood character.
i. NOTE: Students may refer to their Character Description Sheet during the
trial, but will turn it in for a grade at the end of class.
19.Witness Questioning (15 minutes)
a. Student in role as Red Riding Hood is questioned on her/his story.
b. Students that are not lawyers or Red Riding hood act out silently the story she/he
tells.
c. Student in role as Wolf is questioned on her/his story.
d. Students that are not lawyers or Wolf act out silently the story she/he tells.
e. Student in role as Grandma is questioned on her story.
f. Student in role as Goldilocks is questioned on her/his story. Witness Questioning Part
2
g. Student in role as Woodcutter is questioned on her/his story.
h. Student in role as Little Pig is questioned on her/his story.
i. NOTE: Limit three questions per witness.
20.Closing Arguments (5 minutes)
a. Students in groups of prosecution and defense write a 1-2 minute closing statement
of the guilt/innocence of the Wolf with other witnesses on the same side.
b. One student in role as a lawyer from each group presents their groups closing
statement to the teacher in role as Judge and the other students who are now in
role as Jurors.
i. NOTE: Teacher should tell students to choose one of the lawyers from each
group to present and whoever is not presenting become jurors who have
listened to all evidence previously presented.
Does not
participate in
planning
characters or
settings.
Satisfactory (1
Points)
Good (2 Points)
Exceptional (3
Points)
Actively
participates in
planning
characters
and/or settings.
Actively
participates in
planning
characters and
settings.
Shows initiative
in actively and
effectively
planning
characters and
settings.
Improvisation
Does not
Actively
participate in
participates in
the
the
improvisation of improvisation of
the scene.
the scene.
Actively and
effectively
participates in
the
improvisation of
the scene.
Shows adept
ability to
actively and
effectively
improvise the
scene.
Major Conflict
Does not
identify a major
conflict.
Identifies a
major conflict
but does not
represent it
fully or it does
not come from
within the
character.
Identifies a
major conflict
that comes
from within the
character and
represents it
fully.
TOTAL POINTS:
ADJUSTMENTS:
Identifies a
major conflict
but is not able
to represent it
fully and it does
not come from
within the
character.
________
________
Reason: _____________________________________________
FINAL POINTS: ________ (Rubric Points +/- Adjustments)
LETTER GRADE:
Points
Final Grade
8-9
Excellent
6-7
Good
4-5
Satisfactory
2-3
NI
Needs Improvement
0-1
US
Unsatisfactory
SUBPOENA
TO:
YOU ARE COMMANDED to appear in the Far Far Away district court at the time, date, and place set forth
below to testify at a hearing or trial in this civil action. When you arrive, you must remain at the court until the
judge or a court officer allows you to leave.
DATE: Tomorrow
TIME: 8 AM
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Fail not under penalty of law.
Name:
Prosecution:
Reasoning:
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Defense:
Reasoning:
___________________________________________________________________
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Main Conflict:
Reasoning:
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