Learning Goals

By the end of this lesson, students will be able to …

  • Step into role and problem solve
  • Develop a character and participate in dramatic role play
  • Articulate what it means to understand a character’s perspective even if it is different from our own
Materials
  • Chart paper and markers 
  • PDF #6 Little Red Hen 
  • PDF #7 Role Play Rubric
Terminology

Minds On

Whole Class > Teacher Read Aloud and Discussion

Read the story of The Little Red Hen (see PDF #6 Little Red Hen) up to the moment where she decides whether or not to share the bread with her friends. (“Who will help me eat the bread? asked Little Hen). Invite the students to discuss the conflict in the story.

Prompt: What problems did Hen have? Why didn't her friends seem to want to help her? Why did they change their minds at the end of the story?

Action

Small Group > Choral Reading

Arrange the students into three groups: dog, cat and goose. Display the words "Not I" on the whiteboard or chart paper. Reread the story to the children. This time, however, groups join in to recite the line "Not I!" each time their character says this. Instruct the groups to decide how they’ll say the line of dialogue each time, and they’ll say it in unison. (Example: loudly, softly, in an angry voice, in a happy voice etc.) Give the groups several minutes to discuss how they’ll say it. Encourage students to allow each group member to choose one of the vocal tones they’ll use so everyone’s ideas and voice is heard.

Whole Class > Discussion

Draw the students’ attention to the end of the story when Hen asks, "Who will eat this lovely piece of bread?" and each of the animals respond by saying "I will!" Students can discuss why they think the animals changed their mind and agreed to help the Little Red Hen. Prompt: Should Hen let her friends eat the bread? Why or why not?

Whole Class > Teacher in Role 

In role as Little Red Hen, instruct the students to play the role of other animals on the farm. Ask them for advice about what to do about sharing bread. Prompt: Why didn’t you want to help me? What would you do if you were me? Should I be kind to all of you when you weren't kind to me? Should I share the bread with all of you or keep it for my chicks? Students can work in role to share their opinions and to offer advice to Little Red Hen. 

Teacher Note: Challenge the students to give reasons for their opinions and consider a variety of possibilities (e.g., sharing of the bread with conditions for next time, etc.).

Consolidation

Whole Class > Corridor of Voices

Ask students to line up in 2 parallel lines (shoulder to shoulder) facing each other, forming a tunnel. 

Advise the students that they are going to become the Little Red Hen’s conscience, needing to decide if she’ll share her bread or not. Choose one student to be Little Red Hen. The Little Red Hen will start at one end of the tunnel and slowly walk through it. 

The students forming the tunnel whisper to her as she walks by, advising what they think she should do. By the end of the tunnel, the student playing Little Red Hen can decide if she is willing to share the bread or not and what advice she heard that helped her make that decision. 

You may select several students to take on the role of Little Red Hen to spread out the opportunity. 

Assessment for Learning / Assessment as Learning (AfL/AaL)
  • Use the class discussion and reflection activities in the Consolidation portion of the lesson to gauge student understanding of understanding different perspectives. Help students in making connections between the role play and real life situations in which people are confronted with difficult situations.
  • PDF #7 Role Play Rubric

What's next?

You're off to a strong start. Consider these CODE resources for your next steps: