Hansel and Gretel

(For Infantil Classes, partially “ethics” reinforcing students not to talk to strangers, what to do when you get lost)

What’s the point: In this case we focused on feelings, but we could easily alter the story to focus on parts of the house (First the Witch took them into the living room and they sat down, then she took them to the bedroom and they slept, the bathroom was made out of candy as well etc.)

Any Interdisciplinary connections? Remind students to pay attention to street signs and other landmarks (Geography), perhaps also do some cooking (decorate cookies looking like house)

Versions: Students would watch the video (Mickey and Minnie) then be read a simple version of the story (using words like house instead of cabin example: https://docs.google.com/present/view?id=dghkcqq5_73smscqkg9&revision=_latest&start=0&theme=blank&cwj=true), and perform a super easy version of the story

Lesson Itinerary:

Good morning routine (ask the weather, date (day, month, date, season, yesterday and tomorrow), how they feel. Before class hide something substantial (in this case the classroom “mascot”is a big blue bear. Ask where the bear is? Students look for it and soon the co-teacher comes in and explains the bear got lost. Ask if the students have ever been lost. When? Where? How did they feel?

Show the Mickey and Minnie Video. (Mickey Mouse version of Hansel and Gretel) there are no words in the video so students should feel at ease and enjoy watching it without worrying about the ploy (http://www.youtube.com/watch?v=n7ZMFLyZ4BU)  (for class I would probably edit this down to only 3 or 4 minutes and leave out the fighting in the oven).

Ask students who was in the video (Mickey, Minnie, Witch) What happened to Mickey and Minnie. Where did they go? What was the house made out of? Who did they meet? How did they feel? Show screen shots of the video at certain points (When they saw the house: happy, When Mickey sat in the chair: sleepy, When they were in the cage: scared etc)

Read the story of Hansel and Gretel. Ask students how it feels to be lost. What should you do? Should you talk to strangers? What should Hansel and Gretel have done? (Remembered a landmark, stayed in one place etc)

Ask what their favorite part of the story was? Who was their favorite character?

Activities: Have students make paper puppets (http://www.bayswaterps.vic.edu.au/lote/maerchen/hansel.htm) as a class practice (chorus) a short version  of the story (https://docs.google.com/document/edit?id=1Qvab7s71Jh8cRcAoyxomBADSGcUJ-_SafNhbOiysdio&hl=en&authkey=CK-qlY0O). Tables can practice together while the teacher monitors. Then each groups come up and perform in front of the class in the “puppet theatre” (behind a shelf) Students feel more comfortable because their faces are hidden and also have to be louder since they’re behind something.

Hand out the puppets and have students color them in. As a class practice the puppet show. Have the students practice at their tables. Walk around and monitor and help.

Students put on puppet show Depending on time have all students perform or only a few groups (or all the witches at once all the Hansels at once etc.)

Differentiation: Advanced students may act out without the use of the puppets and make their own dialogue if they like.

Weaker students may act out the play as the teacher reads the story.

Students who speak no English or Spanish (like the few Chinese students I have) who struggle following the class will be encouraged to have a partner (another Hansel for example) that they perform with so that students are not overwhelmed.

EXTRA TIME: If there’s excess time we can also roleplay what do when you get lost (stay in one place).

Assessment: Students are assesed on participation in class and their ability to identify the expressions (happy, sad, scared) this will be done in a later class.