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RECENT TITLES IN TEACHER IDEAS PRESS READERS THEATRE SERIESMother Goose Readers Theatre for Beginning Readers Anthony D. Fredericks MORE Frantic Frogs and Other Frankly Fractured Folktales for Readers Theatre Anthony D. Fredericks Songs and Rhymes Readers Theatre for Beginning Readers Anthony D. Fredericks Readers Theatre for Middle School Boys: Investigating the Strange and Mysterious Ann N. Black African Legends, Myths, and Folktales for Readers Theatre Anthony D. Fredericks Against All Odds: Readers Theatre for Grades 38 Suzanne I. Barchers and Michael Ruscoe Readers Theatre for African American History Jeff Sanders and Nancy I. Sanders Building Fluency with Readers Theatre: Motivational Strategies, Successful Lessons, and Dynamic Scripts to Develop Fluency, Comprehension, Writing, and Vocabulary Anthony D. Fredericks American Folklore, Legends, and Tall Tales for Readers Theatre Anthony D. Fredericks Multi-Grade Readers Theatre: Picture Book Authors and Illustrators Suzanne I. Barchers and Charla R. Pfeffinger More Readers Theatre for Middle School Boys: Adventures with Mythical Creatures Ann N. Black Fun with Finance: Math + Literacy = Success Written and Illustrated by Carol Peterson

FAIRY TALES READERS THEATREAnthony D. Fredericks

Readers TheatreA Teacher Ideas Press Book Libraries UnlimitedAn Imprint of ABC-CLIO, LLC

Copyright 2009 by Anthony D. Fredericks All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a review. An exception is made for individual librarians and educators who may make copies of portions of the scripts for classroom use. Reproducible pages may be copied for classroom and educational programs only. Performances may be videotaped for school or library purposes. Library of Congress Cataloging-in-Publication Data Fredericks, Anthony D. Fairy tales readers theatre / Anthony D. Fredericks. p. cm. A Teacher Ideas Press Book. Includes bibliographical references and index. ISBN 978-1-59158-849-8 (hard copy : alk. paper) ISBN 978-1-59158-851-1 (ebook) 1. Fairy talesStudy and teaching (Elementary) 2. Fairy talesHistory and criticism. I. Title. LB1575.F74 2009 372.676dc22 2009017464 13 12 11 10 9 1 2 3 4 5 This book is also available on the World Wide Web as an eBook. Visit www.abc-clio.com for details. ABC-CLIO, LLC 130 Cremona Drive, P.O. Box 1911 Santa Barbara, California 93116-1911 This book is printed on acid-free paper Manufactured in the United States of America

ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Part I: Readers Theatre in the Classroom and Library Chapter 1: Getting Started with Readers Theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Chapter 2: Performing Readers Theatre for an Audience . . . . . . . . . . . . . . . . . . . . . . . . . 9 Part II: Fairy Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Beauty and the Beast . . . . . . . . The Elves and the Shoemaker. . . . The Emperors New Clothes . . . . Hansel and Gretel . . . . . . . . . . Jack and the Beanstalk . . . . . . . The Princess and the Pea . . . . . . Rapunzel . . . . . . . . . . . . . . Rumpelstiltskin . . . . . . . . . . . Snow White and the Seven Dwarfs . The Little Red Hen . . . . . . . . . The Gingerbread Man . . . . . . . . Goldilocks and the Three Bears . . . Chicken Little . . . . . . . . . . . . Little Red Riding Hood . . . . . . . The Three Little Pigs . . . . . . . . The Ugly Duckling . . . . . . . . . The Three Billy Goats Gruff . . . . Sleeping Beauty . . . . . . . . . . . Cinderella . . . . . . . . . . . . . .

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Part III: Fairy Tales (with a Touch of Humor) Beauty and This Incredibly Ugly Guy . . . . . . . . . . . . . . . . . . . Coughy: The Dwarf Snow White Never Told You About . . . . . . . . Dont Kiss Sleeping Beauty, Shes Got Really Bad Breath . . . . . . . . Goldilocks and the Three Hamsters . . . . . . . . . . . . . . . . . . . . Little Red Riding Hood Punches the Wolf Character Right in the Kisser. The Gingerbread Boy Gets Baked at 350 for 1520 Minutes . . . . . .

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References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 More Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

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Introduction

Say the words Once upon a time . . . to any adult, and you will probably see a smile slip across his or her face. Those are magical wordswords that conjure up stories of long ago. For most of us, they bring back pleasant memories of someone (our parents or a favorite teacher) reading (aloud) a story or book. Those words may remind us of simpler timestimes long before we had to worry about home mortgages, saving for our kids college tuition, retirement plans, or even behavioral objectives. The memories were sweet, and the recollections were always pleasurable. Think how those same four words might affect the students with whom you work. Think of the mental journeys or creative adventures you can share with youngsters as you lead them through the magical world of childrens literature. Imaginations are stimulated, and minds are filled with the delicious sounds of language in action! It is that languagethe language of feeling, emotion, and passion that excites youngsters and helps them appreciate the role literature plays in their everyday lives (as it has for generations). And what better way to bring childrens literature alive than through the magic of readers theatre? Readers theatre offers youngsters interesting and unique insights into the utility of language and its value in both its printed and oral forms. It is language arts in its purest form: It boosts listening and speaking skills, enhances writing abilities, powers reading development, develops positive self-concepts, and transforms reluctant readers into energized readers. Quite simply, it is literature brought to life and life brought to literature.

FAIRY TALES AND READERS THEATREFairy tales have been a tradition of many cultures and countries. They are part and parcel of the human experience, because they underscore the values and experiences we cherish as well as those we seek to share with each other. Nowhere is this more important than in todays classroom or library. Perhaps it is a natural part of who we are that fairy tales command our attention and help us appreciate the values, ideas, and traditions we hold dear. So too, should students have those same experiences and those same pleasures. Fairy tales conjure up all sorts of visions and possibilities: faraway lands, magnificent adventures, enchanted princes, beautiful princesses, evil wizards and wicked witches, a few ogres and demons, a couple of castles and cottages, perhaps a mysterious forest or two, and certainly tales of mystery, intrigue, and adventure. These are stories of tradition and timelessness, tales that enchant, mystify, and excite through a marvelous weaving of characters, settings, and plots that have stood the test of time. Our senses are stimulated, our mental images are energized, and our experiences are fortified through the magic of storytelling.

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viii Introduction

Fairy tales are also a way of sharing the power and intrigue of language. I suppose part of my belief that the sharing of fairy tales is the quintessential classroom activity lies in the fact that it is an opportunity to bring life, vitality, and substance to the two-dimensional letters and words on a printed page. So too, is it an interpersonal activity, a never-fail way to connect with minds and souls and hearts. When children are provided with regular opportunities to become fairy tale storytellers, they develop a personal stake in the literature shared. They also begin to cultivate personal interpretations of that literature, which leads to higher levels of appreciation and comprehension. Practicing and performing fairy tales as readers theatre is an involvement ende