Was Goldilocks Innocent or Guilty? Patti Cogburn Santa Rosa District Schools Description After reading any play, short story, or novel that revolves around a trial, students will act out a role in a mock fairy tale trial. This is the second lesson in a series. Standards Florida Sunshine State Standards LA.C.3.4.1 The student uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.
LA.E.2.4.1 Analyzes the effectiveness of complex elements of plot such as setting, major events, problems, conflicts and resolutions
TH.A.1.4.1 The student uses classical, contemporary, and vocal acting techniques and methods to portray the physical, emotional, and social dimensions of characters from various genres and media.
Florida Process Standards Effective Communicators 02 Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer- based programs.
Materials - Previous lesson, Was The Wolf Really Guilty? (see Web Links) - At least one copy of the assigned fairy tale for each group. The fairy tales may be so familiar to the students that no copy of it will be needed. Fairy tales such as The Three Little Pigs, Goldilocks and the Three Bears, Hansel and Gretel, and Little Red Riding Hood work well. - Paper - Writing utensil - Gavel for the judge, or something to represent a gavel - Any props or costumes the students want to bring in to make their roles more realistic. Preparations BACKGROUND: Since this lesson follows Was The Wolf Really Guilty?, the essays assessed in that lesson need to be given back to the students as quickly as possible. This lesson works best if it closely follows Was the Wolf Really Guilty?, although some time could lapse between assignments if necessary. The better they have done on their essays, the easier this assignment will be for them.
Also, since this lesson follows Was The Wolf Really Guilty?, the students have already been assigned their roles in the mock trial. They are to now act out the role they defended in their essays. Procedures TEACHERS: 1. The essays from the lesson Was the Wolf Really Guilty? need to be passed back to each student.
2. Make copies of the evaluation checklist for each student.
3. Hand out the checklists to the students.
4. Discuss and explain the checklist with the class prior to the group work.
5. Collect the checklist and use it in the evaluation.
STUDENTS: First Day 1. Students work in their assigned fairy tale groups and discuss the manner in which they will present their trial.
2. Students share the main points of their defense in their essays with their group.
3. The groups then decide on the main conflicts within the story they want to cover in their trials. These major events are to come out in the dialogue of the trial. 4. The students in the group need to write out an outline of the order of events in their trial.
5. The students script out their parts within the trial focusing on the importance of their roles in the trial and how their roles fit in with the major events and conflicts within the story.
6. The students decide on any props or costumes they may need to bring the following class period for their presentation.
7. The students rehearse their trials within their groups. (The rehearsal may be done on the second day prior to the presentations if time runs out on the first day.)
Second Day 1. Each group presents the mock fairy tale trial to the class.
2. The class can act as the jury and cast their vote of innocent or guilty at the end of the trial by turning in a secret ballot, or just raising their hands for innocent or guilty.
3. The judge then needs to take the vote and sentence or acquit the defendant. Assessments Students are assessed individually on how clearly they present their characters during their trial (see Checklist in the Attached File). Web Links Web supplement for Was Goldilocks Innocent or Guilty? Was the Wolf Really Guilty?
Attached Files Evaluation Checklist. File Extension: pdf
Was the Wolf Really Guilty? Patti Cogburn Santa Rosa District Schools Description After reading any play, short story, or novel which revolves around a trial, students write an essay explaining or defending the assigned role in a mock fairy tale trial. Standards Florida Sunshine State Standards LA.B.1.4.1 The student selects and uses appropriate pre-writing strategies, such as brainstorming, graphic organizers, and outlines.
LA.B.1.4.3 The student produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms.
Florida Process Standards Information Managers 01 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
Critical and Creative Thinkers 04 Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
Materials - Copy of the Florida Writes scoring rubric for each student (If the teacher does not have one, contact the English Department Chairperson of your school for a copy. Every school in Florida should have this.) - Paper - Writing utensil - Individual writing assignment (fairy tale role) given to each student by the teacher Preparations 1. Choose 3-4 fairy tales (based on 9-11 per group and 4-5 characters per fairy tale) ahead of time. (See examples in BACKGROUND of Procedures.) 2. Decide which fairy tale character in each story is to be on trial and for what. 3. Divide the class into groups by fairy tale and assign each student a role. The students may discuss their fairy tales within their groups and work on their pre-writing together. Also, the groups are to be used for peer editing purposes. Procedures Background: 1.This assignment is to follow a class reading assignment that included a trial; for example, Witness for the Prosecution or To Kill a Mockingbird.
2. The Florida Writes scoring rubric should already be familiar to the students; however, a review of the scores could be reviewed.
3. The teacher needs to define and make sure each student understands the role of the defense attorney, prosecuting attorney, defendant, judge, bailiff, and witnesses in a trial. ( This should have been covered before or during the background reading assignment.)
TEACHER: 1. Divide the class into groups with approximately 9-11 per group.
2. Assign each group a specific fairy tale (one that has 4-5 characters is best), such as Goldilocks and the Three Bears Little Red Riding Hood, The Three Little Pigs, and Hansel and Gretel. Also, at this time, the teacher tells each group which character in their fairy tale is on trial and for what.
3. Assign each group member a character in the fairy tale or a member of the court; for example, a judge, a defense attorney, a prosecuting attorney, a bailiff, and witnesses.
4. Give each student a copy of the Florida Writes scoring rubric.
5. Tell each group which fairy tale character is on trial and why he or she is on trial in the fairy tale assigned to them. 6. Tell the students that they will write an essay in first person as their fairy tale character, explaining and defending his or her position in their group's trial. It will be graded by the Florida Writes scoring rubric. The pre-writing and the final draft will be turned in to the teacher for assessment at the end of the period. If anyone is not finished, they may finish it for homework, if necessary. Although, if the students are used to writing essays, they should have enough time in an eighty-five minute class period. The pre-writing and the final draft will be turned in to the teacher for assessment.
STUDENTS: (all work is to be done in class) 1. Students are to use some type of pre-writing strategy, such as brainstorming, graphic organizers, and/or outlines. This will be turned in to the teacher for assessment. (This may be done within each group enabling the students to discuss thier roles with each other in the group.)
2. After completing the pre-writing activity, the students write the first draft of their essays.
3. After completing the first draft, the students share their essays with five other students in their group for peer checking. Students checking other papers need to critique each essay by the Florida Writes rubric and write specific helps, changes, and corrections for the author.
4. Students revise their essays and write final drafts for teacher assessment.
5. Students turn in their pre-writing and final drafts to the teacher. Assessments Using the Florida Writes scoring rubric assess students' final copies of writing by assigning a score of 0-6.
Assess the prewriting strategies and rough drafts as well. Students should show evidence of brainstorming and self and peer corrections and revisions.