www.newzealandplayhouse.co.nz

Lesson IdeasPrintable Templates

compiled by Emma Dodge (New Zealand) and Allesha Fecondo (Australia)

Australia 2013

www.newzealandplayhouse.co.nz

2

Dear Teacher

This resource is designed to be used by you as you plan lessons for your class, following the attendance of our performance of The Big Sad Wolf at your school.

These resources are based around Australian curriculums, New Zealand teachers please refer to our New Zealand document.

These are some ideas of how you can incorporate some of the themes of this play into various learning areas (English, Maths, Social Sciences, The Arts, Science). Please adopt and adapt the suggestions given however you see fit to meet the needs of your students.

Don’t hesitate to contact us if you would like to know anything more about the play - we are here to help you get as much out of the play as you can!

+64 3 974 3499resources@newzealandplayhouse.co.nz

www.newzealandplayhouse.co.nz

3

ContentsYear/Grade 1-2 . . . . . . . . . . . . . .4

EnglishExpressing and developing ideas Creating textInteracting with others Language for interaction

Personal and social capabilitySocial awareness

Recount writing

Year/Grade 1-2 Templates . . . .6You’re a good friend because...

Year/Grade 3-4 . . . . . . . . . . . . . .8English

Text structure and organisation Creating texts

EnglishLiterature and context

Science and understandingBiological sciences

Art

Year/Grade 3-4 Templates . . 10Report planning templateCompare and contrast two fairy tales

Year/Grade 5-6 . . . . . . . . . . . . 12Language and Literacy

Text structure and organisation Creating texts Interpreting, analysing, evaluating

Ethical understandingUnderstanding ethical concepts and issues

Personal and social capabilitySocial awareness

ArtPropsStory book

Year/Grade 5-6 Templates . . 14Hamburger Writing

Year/Grade 7-8 . . . . . . . . . . . . 16English literature

Responding to literatureEnglish literacy

Interpreting, analysing, evaluatingArt

Year/Grade 7-8 Templates . . 18ReviewReview examples

www.newzealandplayhouse.co.nz

4

Year/Grade 1-2

EnglishExpressing and developing ideas Creating textACELY1651, ACELA1451, ACELA1469

•As a class write a recount of the play using the template provided.

•Ask the students to help you fill in the introduction and what happened in the boxes on the writing template. Have them copy onto their own sheet.

•Have the students draw a picture from the play and write a sentence about their favourite part. Have them glue the writing template underneath.

Interacting with others Language for interactionACELY1647, ACELA1787

•As a class talk about how Mr Wolf felt different emotions in different parts of the play.

•Have children use facial expressions to express different feelings that Mr Wolf had in the play.

•Give the students time to think about other emotions they could show and in pairs have them model and guess each others.

• If you have the ability, you may like to film students doing this to post on a class blog.

www.newzealandplayhouse.co.nz

5

Personal and social capabilitySocial awarenessUnderstanding relationships

• Share ideas about friendship - discuss if different characters in the play were good friends or not.

•As a class brainstorm how “The Boy Who Cried Wolf” could have been a friend to the wolf.

•As a class create a profile for each student explaining why they are a good friend to others in the class. There is a template provided.

The

Big

Sad

Wol

fRe

coun

t wri

ting

Intro

ducti

on - W

ho? W

hat?

Whe

re?

My f

avou

rite p

art w

as...

Wha

t Hap

pene

d

Firs

t...

Then

...

Nex

t...

Fina

lly...

Nam

e

The

Big

Sad

Wol

fYo

u’re

a g

ood

frie

nd b

ecau

se...

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www.newzealandplayhouse.co.nz

8

Year/Grade 3-4

EnglishText structure and organisation Creating textsACELA1478, ACELY1682

•Discuss that The Boy Who Cried Wolf pretended to be a reporter. Explain that they are going to write his report for him.

•Have students look at some newspapers and identify what a newspaper report needs. Put these ideas on a display for children to refer back to.

• Shared write a report on a recent event. Identify for the students the key language and structure.

•Have students plan a report from The Boy Who Cried Wolf’s point of view about the tree hugging wolf.

• Students can then write their plans into a full article.

EnglishLiterature and contextACELT1602

•Give students a copy of The Three Little Pigs to read from www.shortstoriesshort.com/story/the-three-little-pigs

•Discuss some of the features of a fairy tale

•Have them read Snow White and the Seven Dwarfs from www.overplayers.org.uk/html/snowstory.html

•Have them fill in a venn diagram showing similarities and differences between the two fairy tales.

www.newzealandplayhouse.co.nz

9

Science and understandingBiological sciencesACSSU044

•Give students, in small groups, a copy of a range of photos and information about different living things.

•Have students put them into 2 different groups and have each group explain how they grouped them.

•Discuss if any are right or wrong.

•Have students try to select animals that could be classified in the same group as a wolf.

•Allow groups to explain and argue their decision making.

Art•Discuss with the class what a wanted poster for Mr

Wolf would look like.

•Have them experiment with different mediums, e.g. paint, tea, crayon, sponges, brushes etc. It may be helpful to use a printed picture of the wolf.

•Allow students to select their favourite materials and create a full wanted poster.

Group activity:

In groups of 3 or 4, choose a fairy tale referenced in The Big Sad Wolf and re-enact a scene from the fairy tale.

The

Big

Sad

Wol

fRe

port

pla

nnin

g te

mpl

ate

1. L

ead

Sent

ence

- gr

ab a

nd h

ook

your

read

er

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2. In

trod

uctio

n - w

hat f

acts

will

mak

e yo

ur s

tory

bel

ieva

ble?

Rem

embe

r to

tell

your

read

er w

here

and

whe

n th

is s

tory

took

pla

ce.

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3. O

peni

ng q

uota

tion

- wha

t did

som

eone

els

e sa

y th

at s

how

s w

hat

othe

rs in

volv

ed w

ere

thin

king

?

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4. M

ain

body

- de

tail

of th

e st

ory

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5. C

losi

ng q

uota

tion

- sum

s up

the

stor

y in

a fe

w w

ords

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Com

pare

and

con

tras

t tw

o fa

iry

tale

sD

irec

tion

s: in

the

area

s of

the

two

circ

les

that

do

not o

verla

p, li

st

char

acte

ristic

s of

the

shor

t sto

ries

that

are

not

sha

red

with

the

othe

r. In

the

over

lapp

ing

part

of t

he c

ircle

s, lis

t cha

ract

eris

tics

that

are

sha

red

betw

een

the

two

stor

ies.

Venn

dia

gram

:

Snow

Whi

te a

nd th

e Se

ven

Dw

arfs

The

Thre

e Li

ttle

Pig

s

www.newzealandplayhouse.co.nz

12

Year/Grade 5-6

Ethical understandingUnderstanding ethical concepts and issuesReasoning in decision making and actions

•Discuss that Mr Wolf was almost sent to prison for a long time for a crime he didn’t commit.

•Create a flow chart of what happens when someone commits a crime.

•Use information about the criminal justice system http://www.civicsandcitizenship.edu.au/cce/default.asp?id=34745

•Have students create a corrected flow chart.

•Discuss how Mr Wolf’s experience of the justice system was incorrect.

Language and LiteracyText structure and organisation Creating texts Interpreting, analysing, evaluatingACELA1504, ACELY1704, ACELY1701, ACELY1711

•Discuss with the class that an exposition’s purpose is to convince people of something.

•Have students brainstorm all the reasons that were mentioned in the play that Mr Wolf is innocent.

•Have students begin to structure their text using the attached hamburger template.

• Students use their templates to create a piece of correctly structured exposition writing.

www.newzealandplayhouse.co.nz

13

Personal and social capabilitySocial awarenessUnderstanding relationships Contributing to civil society

•Discuss how people made judgements about Mr Wolf.

•Have students personally and privately record, what their parents think of them, what they think of themselves, what their friends think of them and what they would like people to think of them.

•Discuss as a class if all the things in that exercise were the same. Ask them if that is a good or bad thing.

•How do people sometimes make wrong judgements about us?

•Discuss how we can influence people’s opinions of us by the way we talk to and about others, and our behaviour.

• If your class is using social media (e.g. Ultranet) it may be possible to discuss how students present themselves through status updates.

ArtProps

•Discuss that someone has gone through a technological design process to create the set of a play.

•Have students think of a prop from the play and describe how it addressed a need.

•Have the students think of the fairy tale Snow White and have them think of a prop that would be needed.

•Have students complete a design process of how that prop could be created.

• If you have the resources allow the students to create the prop.

Story book

Whole class activity: turn the play into a children’s story book. Each student illustrates (and narrates) a different scene from the play and then they put them all together.

Nam

e: _

____

____

____

____

____

____

____

____

____

Ham

burg

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riting

Topi

c Se

nten

ce:

Det

ail #

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Det

ail #

2:

Det

ail #

3:

Clo

sing

Sent

ence

:

Supe

r Te

ache

r W

orks

heet

s -

www.

supe

rtea

cher

work

shee

ts.c

om

www.newzealandplayhouse.co.nz

16

Year/Grade 7-8

English literatureResponding to literatureACELT1620, ACELT1627

• Provide students with a range of movie reviews to read. Included is an example from The Small Town Critic (an American movie critic), and Rotten Tomatoes.

•Discuss different elements of a review using the definitions of terms supplied.

•Work though the attached review template.

•As a class recap parts of the play they will need to write about.

•Have students write a review of the play.

•A fuller lesson plan for review writing and more templates are available from the document here: http://www.smalltowncritic.com/downloads/

• You could post your class’ reviews to NZ Playhouse at Regency Towers, 2910/265 Exhibition St, Melbourne, VIC 3000

Lesson attached is from www.thesmalltowncritic.com

English literacyInterpreting, analysing, evaluatingACELY1721, ACELY1732

•Have students read a range of fairy tales and have them think about the reasons that people write them.

•As they read, have students brainstorm who they think the fairytales are for and what the messages in them are.

•As an extra for experts introduce them to some of the fairy tales from the Brothers Grimm (who are the authors of some the later popularised fairy tales)

•Discuss with the group if the purpose and audience of the texts are the same. Discuss what elements of the story make the difference.

www.newzealandplayhouse.co.nz

17

ArtWhole class activity:

Turn the play into a children’s story book. Each student illustrates (and narrates) a different scene from the play and then stick/bind them together as a book.

Group activity:

In groups of 3 or 4, choose a fairy tale referenced in The Big Sad Wolf and re-enact a scene from the fairy tale. The students should put their own spin on the scene - make it a parody, a politically correct rendition or switch one of the characters for a vastly contrasting character (for example, the wolf is a mouse).

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“My

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p” w

ill h

ave

you

skip

ping

to

the

thea

ter

By C

oop

Coop

er, A

.K.A

. “Th

e Sm

all T

own

Criti

c”

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yone

rem

embe

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hild

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dog

s an

d th

e im

pact

they

’ve

had

on th

eir l

ife.

Perh

aps

one

dog

in p

artic

ular

stic

ks o

ut in

you

r min

d…

a sp

ecia

l dog

that

was

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e fo

r you

in th

e to

ughe

st o

r bes

t yea

rs o

f yo

ur li

fe. T

hat i

s w

hat t

his

scre

en a

dapt

atio

n of

Will

ie M

orris

’ “My

Dog

Sk

ip” c

onve

ys in

a fu

n, n

osta

lgic

and

hea

rtbr

eaki

ng k

ind

of w

ay.

Mor

ris

reco

unts

the

auto

biog

raph

ical

mem

oir o

f his

chi

ldho

od in

Yaz

oo C

ity,

Mis

siss

ippi

and

the

four

-legg

ed fr

iend

that

acc

ompa

nied

him

on

his

jour

ney

into

man

hood

.

Set i

n th

e ba

ckdr

op o

f the

war

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n w

orld

of t

he 1

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s, yo

ung

Will

ie

(Fra

nkie

Mun

iz) i

s on

the

verg

e of

his

nin

th b

irthd

ay.

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onl

y re

al fr

iend

, ne

ighb

or a

nd h

igh

scho

ol s

port

s he

ro D

ink

Jenk

ins

(Luk

e W

ilson

) goe

s off

and

figh

t in

WW

II, le

avin

g W

illie

feel

ing

alon

e in

the

wor

ld. T

o lif

t W

illie

’s sp

irits

, his

mot

her (

Dia

ne L

ane)

dec

ides

to d

efy

the

wis

hes

of h

is

ster

n fa

ther

(Kev

in B

acon

) and

buy

Will

ie a

Jack

Rus

sell

terr

ier p

uppy

. Th

e un

usua

lly s

mar

t and

cha

rism

atic

dog

Ski

p qu

ickl

y be

com

es a

loca

l in

stitu

tion

and

help

s Will

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ain

resp

ect,

mak

e fr

iend

s an

d ev

en w

in o

ver

his

first

girl

frie

nd.

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youn

g M

orris

is o

utst

andi

ngly

pla

yed

by F

rank

ie M

uniz

, now

a

hous

ehol

d na

me

due

to h

is s

ucce

ss o

n TV

’s “M

alco

lm in

the

Mid

dle.”

His

ac

ting

is v

ery

mat

ure

and

show

s sh

ades

of e

mot

ions

ver

y eff

ectiv

ely.

Bo

th K

evin

Bac

on a

nd D

iane

Lan

e do

dec

ent j

obs

of p

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g ca

ring

and

conc

erne

d pa

rent

s. L

uke

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on e

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ds h

is n

orm

al c

omed

y bo

unda

ries

and

pulls

off

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disg

race

d to

wn

hero

with

sur

pris

ing

effec

tiven

ess.

How

ever

it’s

the

dog

that

ste

als

the

show

… o

r sho

uld

I sa

y do

gs. “

Moo

se” (

Eddi

e fr

om T

V’s

Fras

ier)

and

his

son

“Enz

o” p

lay

the

olde

r and

you

nger

Ski

p re

spec

tivel

y. L

ook

for t

hem

in m

ore

mov

ies,

com

mer

cial

s an

d TV

sho

ws

to c

ome.

I g

uara

ntee

you

’ll s

ee th

em.

Kevi

n Ba

con

and

Dia

ne L

ane’

s ch

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ters

wer

e st

rong

, but

did

n’t g

et

enou

gh s

cree

n tim

e to

fully

dev

elop

. Will

ie’s

frie

ndsh

ip w

ith a

you

ng

blac

k bo

y w

as n

ever

giv

en a

cha

nce

to d

evel

op e

ither

, pro

babl

y in

an

effor

t by

the

film

mak

ers

to a

void

focu

sing

on

the

segr

egat

ion

issu

es

of th

e tim

e pe

riod.

The

issu

e is

add

ress

ed, b

ut I

feel

that

the

Afr

ican

-A

mer

ican

cha

ract

ers

shou

ld h

ave

had

bigg

er, m

ore

subs

tant

ial p

arts

.

Revi

ew e

xam

ples

Als

o, I

didn

’t ge

t the

who

le s

ubpl

ot w

ith th

e ev

il m

oons

hine

dea

lers

and

w

hy th

ey to

rmen

ted

little

Will

ie a

nd S

kip.

It s

eem

ed li

ke a

fict

iona

l par

t tha

t w

as s

lapp

ed o

n to

cau

se m

ore

confl

ict.

Des

pite

thes

e ob

ject

ions

, the

ent

ire

prod

uctio

n w

as s

hot s

o eff

ectiv

ely

that

it s

eem

ed th

at it

gen

uine

ly c

onve

yed

feel

ing

of g

row

ing

up in

rura

l Mis

siss

ippi

. The

att

entio

n to

det

ail a

nd th

e ac

cura

cy o

f the

tim

e pe

riod

are

phen

omen

al.

I fel

t com

plet

ely

imm

erse

d in

this

wor

ld a

nd fe

lt th

e fu

ll eff

ect o

f thi

s m

ovin

g st

ory.

Eve

n th

e so

uthe

rn

acce

nts

wer

e m

uch

bett

er th

an a

vera

ge.

The

mes

sage

of t

his

film

is v

ery

clea

r and

invo

kes

plen

ty o

f nos

talg

ia to

an

yone

who

can

iden

tify

grow

ing

up in

a ru

ral t

own.

It’s

abo

ut p

assi

ng in

to

adul

thoo

d, re

mem

berin

g ol

d fr

iend

s lo

ng g

one,

and

the

desi

re to

rem

embe

r or

reliv

e ha

ppy

mom

ents

in o

ur li

ves

that

may

be

fadi

ng fr

om o

ur m

emor

y.

Mor

ris is

cer

tain

ly a

mas

ter a

t pre

serv

ing

his

own

mem

orie

s by

writ

ing

it do

wn

for o

ther

s to

enj

oy.

I tru

ly b

elie

ve th

at th

is s

tory

is h

is g

ift, n

ot o

nly

to

the

peop

le o

f Mis

siss

ippi

, but

to a

ll w

ho w

ant t

o re

mem

ber t

heir

past

, and

th

e fr

iend

s th

ey le

ft b

ehin

d.

This

mov

ie is

PG

, a ra

ting

whi

ch m

ight

run

off s

ome

of th

e ol

der c

row

d,

but i

t’s tr

uly

a m

ovie

for e

very

one.

Mos

t film

s ge

ared

for c

hild

ren

thes

e da

ys d

epen

d on

lam

e, p

op-c

ultu

re re

fere

nces

and

gas

-pas

sing

joke

s in

a

patr

oniz

ing

atte

mpt

to e

nter

tain

the

youn

ger m

asse

s. T

his

mov

ie ri

ses

abov

e al

l of t

hat t

o be

com

e on

e of

the

mos

t wat

chab

le n

on-D

isne

y fil

m fo

r chi

ldre

n si

nce

1993

’s “S

earc

hing

for B

obby

Fis

cher

.” Yo

ur d

ate

mig

ht re

sist

goi

ng, b

ut

try

to ta

lk th

em in

to it

. The

y w

on’t

regr

et it

and

nei

ther

will

you

.

Scal

e of

1-5

: 4

½

Coop

Coo

per i

s an

inde

pend

ently

synd

icat

ed fi

lm c

ritic

, liv

ing

in Lo

s An

gele

s. H

e is

orig

inal

ly fr

om C

lark

sdal

e, M

issi

ssip

pi a

nd a

Sou

ther

ner a

t he

art.

He

grad

uate

d fro

m S

outh

ern

Met

hodi

st U

nive

rsity

with

a B

.F.A

in

Cine

ma,

and

rece

ived

his

Mas

ters

in S

cree

nwrit

ing

from

the

Amer

ican

Film

In

stitu

te in

Hol

lyw

ood.

You

can

read

his

pas

t rev

iew

s at

http

://w

ww

.smal

ltow

ncrit

ic.c

om/.

www.newzealandplayhouse.co.nz

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