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Act Out a Folktale: The Little Red Hen (elementary)

Last changed: 05/29/2019 11:03am
K , 1 , 2 , 3 , 4 Music Theatre
Theatre English
Both Grade Level and Arts/PE Program Alignment
1 45 min
1 45 min
In-School Workshop
All year except for prior bookings. Best availability is in fall, but will accommodate many other times as far as possible. Please ask for what you'd like!
$10 0
$200 0
no Phone , Email
costumes
A board and marker of some sort are helpful, but not necessary. I like to draw the wheat and a mill so they have context.
Any classroom will serve or space big enough for classes.
I can cooperate with my peers and adults to participate in a production of a folktale, The Little Red Hen. I can retell a folktale. I can inhabit an imaginary world. I can listen for story and cues so I can sing a chorus. I can use character voices and movements. I can propose potential choices characters could make in a guided drama experience.
I tell the tale and direct (with gentle prompting) kids to act it out in costume and a song refrain with ukulele accompaniment. Program runs basically the same across grade levels but is mindful of varied standards for each. In this fun program, students act out the folktale, The Little Red Hen. I bring headdresses/cloth choices for the characters and Readers' Theater scripts (not necessary, so okay for non-readers; we work orally). First, I give context/social history, tell students about how we get bread and draw simple illustrations on the board, from plainting a grain of wheat to the miller, flour and baking. I elicit their experiences of baking and we practice new vocabulary. I tell the story, having students participate by telling along with me by repeating, "Not I," etc., for pig, duck and cat. Other children are narrators (with guidance, per grade) and all the others wait for the cue to stand/sit/move/sing as a chorus. This way, everyone has an active part. We act out the story. All practice dialogue, picturing the environment, a farm, and using expression to retell the story, esp. major events. We discuss this as a group, asking whether the hen's refusal to share bread is fair. Why or why not? What could they do to preserve their friendship? Also, how do we feel about the production? How might we change the blocking, characters, etc., to better effect. The children love this activity very much and stay focused, and enjoy talking about how we are good friends. They understand the central lesson of the tale. They LOVE this program and it's perfect literacy for them all. Terrific for listening, following directions, social-emotion work and cooperation. It's really sweet and helpful, as they understand this story very well.
The program is adjusted to reflect the deeper level of understanding of the relevant standards for each grade level. However, the program is multi-dimensional enough to work perfectly for each grade. It's a classic folktale, and folktales serve youth through adult interests. It works great!! A beloved classic.
If wished, caregivers can help by donning costumes (tying an apron string), reading the script where applicable, to smooth the narration if applicable). Optional. I try to make invitations to adults to participate and make all comfortable. I've got this down to a science. Every time other adults give themselves to the program, the focus for the kids improves and all are swept away by the good time of children learning through play--their natural instinct for learning.

Grade K

Grade K: Reading Standards for Literature: Key Ideas & Details: #2: With prompting and support, retell familiar stories, including key details.
Grade K: Reading Standards for Literature: Key Ideas and Details #3 With prompting and support, identify characters, settings, and major events in a story.
Grade K: Theatre: Creating: Anchor Standard 1: Generalize and conceptualize artistic ideas and work. a. With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
Grade K: Theatre: Creating: Anchor Standard 1: Generalize and conceptualize artistic ideas and work. With prompting and support, use non-representational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 1

Grade 1: Reading Standards for Literature: Key Ideas & Details: #2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Grade 1: Reading Standards for Literature: Integration of Knowledge and Ideas: #7: Use illustrations and details in a story to describe its characters, setting, or events.
Grade 1: Theatre: Creating: Anchor Standard 1: Generalize and conceptualize artistic ideas and work. a. Propose potential choices characters could make in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 1: Theatre: Creating: Anchor Standard 1: Generalize and conceptualize artistic ideas and work. c. Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama).

Grade 2

Grade 2: Reading Standards for Literature: Key Ideas & Details: #2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. I can talk about characters and why I'd like some to be friends and others not.
Grade 2: Reading Standards for Literature: Key Ideas & Details #6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Grade 2: Theatre: Creating: Anchor Standard 1: Generalize and conceptualize artistic ideas and work. c. Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama).
Grade 2: Theatre: Creating: Anchor Standard 1: Generalize and conceptualize artistic ideas and work. b. Collaborate with peers to conceptualize scenery in a guided drama experience.

Grade 3

Grade 3: Reading Standards for Literature: Key Ideas & Details: #2 Recount stories, including fables, folktales and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Grade 3: Reading Standards for Literature: Key Ideas & Details #6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Grade 3: Theatre: Creating: Anchor Standard 1: Generalize and conceptualize artistic ideas and work. a. Create roles, imagined worlds, and improvised stories in a drama/theatre work.
Grade 3: Theatre: Creating: Anchor Standard 1: Generalize and conceptualize artistic ideas and work. c. Collaborate to determine how characters might move and speak to support the story and given circumstances in drama/theatre.

Grade 4

Grade 4: Reading Standards for Literature: Key Ideas & Details: #3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Grade 4: Speaking and Listening Standards: Presentation of Knowledge and Ideas: #4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Grade 4: Theatre: Creating: Anchor Standard 1: Generalize and conceptualize artistic ideas and work. a. Articulate the visual details or imagined worlds, and improvised stories that support the given circumstances in drama/theatre.
Grade 4: Theatre: Creating: Anchor Standard 1: Generalize and conceptualize artistic ideas and work. c. Imagine how a character might move to support the story and given circumstances in a drama/theatre work.