Story Drama Project The Gruffalo Written by Julia Donaldson and Illustrated by Axel Scheffler Forest Sound Partners-

5 minutes Grouping: Whole Group Strategy: Sound Imitations- Focus and Concentration Game Administration: Hand out notecards with sound names (fox, owl, mouse, wind, water, etc.) Focus: To prepare for the world of the Gruffalo Teacher: As our warm up today, we will be playing a game called Forest Sounds. Each of you will get a card with a word that makes a certain sound once you get your word dont show anyone or say it out loud. Once I say go you will make your sound and find the person that has the same sound. After you have found your partner stop making the noise. o The first round your eyes will be open o The second round we will change cards and we will make it a little harder and close your eyes. Tips: if you do not feel comfortable closing your eyes you can keep them open. Do not start until I say go What did you think of this activity? Was it hard? Fun? Easy? And Why? What senses did you use to find your partner? What did you do to be successful? What did you notice about the sounds? Cover Prediction- 5-10 minutes Grouping: Whole Group and Partners Strategy: Predicting Administration: The storybook Focus: To explore the cover picture Teacher: Look at this picture on the cover of the book. o What do you see? o What do you notice about the mouse in this picture? o What do you notice about the other creature in the picture? Who do you think this is? o What is the mood in the picture? o Now that we have so many ideas about the picture, I wonder what the story is about. With the person next to you talk about what you think is going to happen in the story. o (Come back together) What are some of your ideas? Teacher reads story from beginning until post-it note that says STOP! Animal Skits- 15 minutes Grouping: Partners Strategy: Role Playing Administration: Butcher Paper with script

Focus: To continue the pattern of the story. Teacher: We are now going to continue on with our story, with a partner you will be picking an animal that the mouse will meet next. Do not pick until I say go. Decide who is person A and person B. Using the script person A will act as the mouse and person B will be the animal you choose. Follow the script to act out the scene, and fill in the blank words on the script. Perform just among your partner. Switch roles once you have performed once. Once everyone has performed, I will ask if anyone would like to share their performance with the rest of the class. Teacher will read from the post-it note to the end of the story. Gruffalo Masks- 10-15 minutes Grouping: Individual Strategy: Visual Arts Mask Creation Administration: Paper plates, glue sticks, markers, foam shapes Focus: Personal art to create and design a Gruffalo Teacher: Each of you will get a paper plate and some markers to create your own version of the Gruffalo I will walk around with the bag of foam shapes and you will pick one out. You will use the foam shape on your Gruffalo like this example (show example) Each student will show their Gruffalo Mask Reflection- 10-15 minutes Grouping: Whole Group and Individual Strategy: Reflection Administration: Poster with mouse outline Focus: To synthesize the childrens understanding of the story and use sentences to describe the mouse Teacher: Now that we have finished the story, lets think about the mouse in a story. Come up with a sentence describing the mouse and how it might be different or alike from your prediction at the beginning of the story. Once you have your sentence you will write it on our outline of the mouse at the front of the classroom. Once the students have written their sentences the teacher will read the sentences aloud. Teacher will ask what did you notice about the mouse after the story? Was he different then you predicted?