LITTLE RED RIDING
THE VISIT TO GRANDMA'S HOUSE
Brainstorm: All that the group know about the story. List characters and discuss the various endings to the story. Explain that the aim of today's Drama is to discover what happened to Grandma.
BLANKET ENROLMENT : Each member of the group becomes "Little Red".
Teacher in role as "Chief Detective Inspector".
Explain that each member will be asked a question as "Little Red" by the detective.
Students must listen carefully to each person's answer and not give conflicting info.
It is important to think carefully about each question and think carefully about your response.
Ask the group to stand and explain that when they sit down they are all in role as "Little Red" and that you will be in role as "Chief Detective Inspector".
Begin the questioning by immediately slipping into role , introduce yourself and explain the purpose of the interview, e.g,
"Hello, my name in Inspector Detective Joseph Lyons and the reason we are here today is to find out exactly what has happened to your Granny, as you know she has been missing for 24 hours now and it is important that we do all we can to find her and with your help we may be able to discover some new information."
Go onto mime that you are setting up a tape~ recording of the inter-view
This is a handy way of stopping the interview if students respond with "silly " answers.
Stop your tape deck and explain that this is a serious matter and that their responses are very important in helping to find Grandma.
QUESTIONS:
For the record please state your name and your age.
How often did you visit Grandma?
What were you doing on the day she went missing?
Who else do you know who sometimes visits Grandma?
What do you normally do with her when you visit?
Did you take anything with you when you went to visit her?
What did you have in your basket?
Who made your red cape ?
What does your mother do?
What does your father do?
Who knew you were on your way to visit Grandma that day?
Which path did you take to get to Grandma's house?
Did you stop at all along the way?
Did you meet anyone along the way?
What did Mr Wolf say to you?
What did he look like?
What did you find when you got to Grandma's house?
What do you think may have happened to her?
Can you think of anywhere that Grandma may have gone, a friend, relative or even a
favourite place?
DE-ROLE : Take students out of role by simply asking them to stand and stretch.
Thank them for their responses and explain that in the next section of the drama they will be in role as detectives and will be searching for clues in Grandma's house.
BRAINSTORM : All the things that they might find in Grandma's house, avoid guns, drugs and alcohol !!!!! (Granny wasn't a drug dealing psychopath!!!) Write students ideas on slips of paper and set up a section of the space as Grandma's house.
Image the room
DETECTIVES: En role students as detectives by asking them to give themselves a name and a special area of interest E.g : Forensic specialist Get them to write this on a sticky label and stick on ! Teacher goes back into role as Detective Inspector and explains the task ahead:
"You are all aware as to why we are here and may I remind you that this woman is still missing when you enter her home please take great care with her personal possessions , but any clues you may find will be of great importance. Jot down
any theories in your notebooks, some of you may be dusting for finger prints,
others taking samples. Either way we will meet back at head office in one hour."
Students enter the "house"- and explore, teacher mingles and talks to various students
about their discoveries, encouraging them to share their into with- others and to discuss
their ideas. Freeze that action and out of role ask the students to form pairs or trios. In these groups
they need to work out their theory as to what they think happened to Grandma and this
will be presented to the Inspector back at head office.
HEAD OFFICE : Students present their theories making sure that each group member has a chance to speak. Teacher (in role) jots down theories on board.
CRIME STOPPERS : Grandma has now been missing for at least a week. Students are asked in small groups of four to create a Crime Stopper report based on Grandma's disappearance. Discuss what students know about "Crime Stoppers", e.g; a reporter introduces the topic, reenactment of the crime , a number to contact police etc. Sometimes, if working with older students , it's better to run it like "Australia's Most Wanted " and include interviews with Grandma's family.
Share scenes and discuss all the possible endings to the story, sometimes students are happy to leave it at that and other times they really want an answer. If this is the case, I usually open a letter/postcard from Grandma who's in Queensland on holiday and forgot to let anyone know where she was going. ( A bit corny , I know)
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