Little Red Riding Hood. 7: The big bad Wolf has gone
Red Riding Hood and Grandma escape into the woods, where they meet the woodcutter...and he has a plan to capture the Wolf.
Song: 'The big bad wolf has gone'
Practise singing the song using both the vocal version and then the backing track version when you are feeling confident to do so.
Encourage the children to practise the actions in each verse and to try to think ahead to the actions that are coming next.
Encourage the children to sing with lots of energy - this is a happy song!
Part 7 of the story
The Wolf is about to pounce on Red Riding Hood...but he steps on his nightie and trips...again...and again. Red Riding Hood has just enough time to rescue Grandma and then together they escape the cottage, locking the Wolf in behind them.
They are now in the woods but Grandma is struggling and needs to rest. Then they meet Mrs Midgley's nephew - the woodcutter - and he forms a plan. They go back to the cottage and trick the Wolf into rushing outside...and straight into the cage the woodcutter has brought.
The poor Wolf - still dressed in a nightie - must endure the ridicule of all the woodland animals and vows never to return. Later there is a picnic to celebrate...and Red Riding Hood goes to play with the fairies.
Click here for the illustrated transcript of the story episode.
Reception / Year 1: Talk about the Wolf. Do the children think he's funny? Why? What does the Wolf mean when he says ‘Oh the shame’? What do the children think he will do next? Will he find another wood? Another village? Has he ‘learnt a lesson’?
Year 2: Make up the words for a new verse of the song which has different movements. Write a few short lines describing what Wolfie does next.
The focus is rhythm. Working as a whole class - led by Sarah Jane - the children take it in turns to clap, stamp and tap in time to the music. They do this in time to the steady beat.
Later, in pairs, the children can make up some clapping, tapping and stamping patterns of their own. They could even add some more actions, such as tapping their head, or wiggling their hips.
Each pair can share their rhythms and actions and compare them with the rest of the class.
Vivace from Four Cornish Dances, by Malcolm Arnold (1966).
This is a very lively piece, played by brass instruments. The music is called a dance. What sort of dance do the children think would go with this piece of music - fast or slow?
What is the mood of the music? Is it suitable as music to celebrate the happy ending to the story?
The music is played by brass instruments - just like the Wolf's theme that was the listening music for Part 4. Compare the two. How are they similar and different?
Five questions about the story.