|
|
|
Here
are some ideas for making your Little Red Riding Hood unit special. |
|
|
 |
|
Teacher Resources
|
|
|
Music Music is an important part of
any Early Childhood program.
| Songs/Fingerplays |
|
Little Red Riding Hood |
There Goes Little Red Riding
Hood
|
Little Red Riding Hood
|
For links to the
musical artists click here to go to the music
page.
Activities
| Activity |
Instructions |
|
Act out the story
|
Materials: Red
fabric for cape, basket, play food for LRRH, blanket, cap, and
glasses for "grandma", sentence strips, gray construction
paper, glue
stick, paper, scissors.
Select several students to be "characters"
in your play. The teacher can act as narrator as the
students act out the story. Provide students with the
props they will need to act out the story. To make
the wolf cut a square of gray paper into two
triangles. Using the glue stick, glue the two "ears" to
the sentence strip to make into a headband for the character of
the wolf.
|
|
Compare and Contrast
|
Materials:
Xerox copies of the front of several different LRRH
stories, glue stick, chart paper, markers.
Xerox the front cover of
several different versions of Little Red Riding Hood books. Shrink the copies so they will
all fit at the top of your chart paper. Glue the copies to
the top of the chart and use the marker to draw lines for a
graph. Show the students the actual books and have a
discussion comparing and contrasting the stories. Have the
students write their names under their favorite LRRH story
and review the results in large group. Post the chart on
the wall for future reference.
|
|
Story Sequence
|
Materials:
Copy of Little Red Riding Hood Fairy Tale Sequence from Frank Schaffer,
construction paper cut hot dog style, crayons, scissors, glue
sticks.
Have students color the
pictures for the story sequence, cut, and glue in the correct
sequence on the construction paper. While I am not a big
fan of worksheets this activity can be good tool to measure how
well your students understand the sequence of the story, follow directions,
and retell a story. When students are finished I ask them
to re-tell the story to me. I usually put these in their
portfolios. |
|
