How dare you
be on this page?
Who’s Afraid of the Big Bad Book? is a richly layered text about a boy called Herb who wakes up inside his book of fairytales. We have used this text with Foundation children all the way through to Year 6 students as it is fun, playful and imaginative.
Before commencing the workshop series, students should have a solid knowledge of fairytales such as Goldilocks and the Three Bears, Cinderella and some familiarity with Puss in Boots, Hansel and Gretel and Rapunzel. Interestingly, we find that lots of children who we work with aren’t as familiar with these classic stories as previous generations. We recommend reading these stories in the weeks prior to jumping into the workshop series. In addition, you could do a re-telling of each story by sitting students in a drama circle. You can start off by giving the first sentence of the story, and then each student takes turns at adding one sentence to the story.
| TEXT: | Who’s Afraid of the Big Bad Book? (Lauren Child) |
| YEAR LEVEL: | Appropriate for Foundation to Year 2 |
| ENGLISH/LITERACY FOCUS: | Narrative structure; confidence in oracy and inferential comprehension |
| KEY THEMES: | A fractured fairytale; storytelling; story; archetypal characters |
| AIMS: | To play with traditional fairytales and innovate on stereotypical fairytale characters |
| RELATED TEXTS: |
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| RESOURCES: |
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Workshop 1
DEVICE: Freeze Frames
Grouping: Groups of four or five.
Purpose: To identify the beginning, middle and end of the two fairytales that are interwoven in Who’s Afraid of the Big Bad Book? This will also help students explore narrative structure.
Resources: A copy of Goldilocks and the Three Bears and Cinderella.
Read Goldilocks and the Three Bears and Cinderella.
Split the class into groups of four or five. Allocate each group a story, either Goldilocks or Cinderella. Ask the groups to create three Freeze Frames that illustrate the beginning (orientation), middle (complication) and end (resolution) of their fairytales. (With younger children, you may need to model how to create a Freeze Frame. You may also like to scaffold the creation of the Freeze Frames by giving a time allocation to the class to create the first Freeze Frame, then the second Freeze Frame etc.)
When the groups are ready to present, use the ‘eyes open, eyes closed’ convention to transition between the three Freeze Frames.
Follow-up: Individually, the students divide a page into three columns. Ask students to use these three columns to draw the Freeze Frames they created and annotate them by writing a caption that describes each frozen image.
Workshop 2
READ from the beginning of the book to the end of page 4 ‘ … asleep with his head on the page’.
DEVICE: Role on the Wall
Grouping: Whole class.
Purpose: To explore the central character, Herb. To ensure students have a shared understanding. To develop vocabulary and language skills.
Resources: A copy of Who’s Afraid of the Big Bad Book?, art and writing materials, butchers’ paper.
Using a large piece of butchers’ paper, trace around the outline of a student. Then put this outline on the wall. Write ‘Herb’ above the head of the outline.
Ask the students to think of words that describe Herb physically and write these words on the outside of the outline. On the inside of the sketch, brainstorm words that describe Herb’s personality and his internal attributes.
It is a good idea to keep this Role on the Wall on the wall of the classroom throughout the workshop series.
DEVICE: Depiction/Freeze Frame
Grouping: Pairs.
Purpose: To embody the two characters (Ezzie and Herb) and physically embody a situation.
As a class, discuss what it is like to have a sleepover at a friend’s house. You might ask some of the following questions to lead the discussion:
- What types of activities do you do when you are visiting a friend’s house?
- What kind of things do you like doing when you visit a friend’s house?
- Building on what we already know about Herb and Ezzie, what kind of things might the two of them do while they are having a sleepover?
Divide the class into pairs. The students decide who will go into role as Ezzie and who will take on the role of Herb. In role, the students create a single Freeze Frame depicting an activity that Herb and Ezzie might be doing at the sleepover.
Once the students have had time to create their single Freeze Frame, invite the class to take it in turns to present their image to their peers. The audience might try to guess what activity the students in role are depicting.
Workshop 3
READ from the top of page 4 ‘By the time he had, Ezzie was already slightly snoring … ’ to the end of page 6 ‘And that’s when it dawned on Herb that he had fallen into the book’.
DEVICE: Teacher in Role – Hot-seating Herb
Grouping: Whole class.
Purpose: To deepen the shared understanding of the text. To explore Character, Situation and Tension within the narrative.
Resources: A costume element for Herb, such as a pyjama shirt.
Ask students to turn to the person next to them and think of a couple of questions they might like to ask Herb. Encourage the students to think of open questions (not closed questions) and focus on the gaps in the text.
Explain to them that you, the teacher, are going to go into role as Herb. It is a good idea to have some costume element to symbolise being in role. For Herb, a pyjama shirt could be appropriate. Ask the students to sit in front of you, close their eyes and count backwards from 5 to 1. When they open their eyes you will be in role as Herb.
To start off, you might like to say:
Hello, I’m Herb and I’m really confused as I’ve just woken up inside a book! Does anyone know what has happened to me or how I got here?
After you have answered enough questions, ask the students to close their eyes and count backwards from 5 to 1. While their eyes are closed, remove the pyjama shirt and leave the Hot-seating chair.
You might also lead a discussion about what interesting points arose from the Hot-seating activity.
DEVICE: Role Play
Grouping: Pairs.
Purpose: To explore role playing a very short scene that might have taken place in the story. This strategy requires students to consider Role, Relationship, Situation and Tension.
In pairs, the students discuss the conversation that might occur at this particular point in the story, where Herb realises that he is inside the book. The students should imagine the conversation that could take place between the characters of Herb and Goldilocks. Each pair should create a 30-second excerpt of the scene starting with the line from Goldilocks ‘I am Goldilocks, of course! And this is my story!’ After they have had time to practise the conversations, invite each pair of students to present their scene to the class.
READ from top of page 7 ‘Herb scrabbled out of the bed as fast as he could … ’ to page 8 ‘The little show-off in pyjamas has breakfast!’. don’t read the final part of page 8 just yet!
DEVICE: Tableau and Tapping In
Grouping: Groups of five (or six – the sixth person can take on the role of director).
Purpose: To explore Character, Roles, Relationships and attitudes through Tapping In. This strategy requires students to interpret the illustrations (visual literacy), decide on a character and consider their motivation. This strategy assists in developing inferential comprehension.
Resources: A copy of Who’s Afraid of the Big Bad Book?, art and writing materials, and butchers’ paper.
Part 1: The Tableau
The students look at pages 7 and 8 of Who’s Afraid of the Big Bad Book? and at the three bears, Herb and Goldilocks. In groups of five, students are going to create a Tableau (a single Freeze Frame) depicting this scene in the book.
Ask the students to think about the following Elements of Drama:
- Role: who are you?
- Relationship: what is your relationship to the other characters and your attitude towards them? How does this affect your body and face?
- Space: what is the space around you communicating to the audience?
- Focus: what are you focusing on as the character at that particular moment?
Part 2: Tapping In
Ask a group to set up their Tableau and invite the other groups to become the audience. Once the audience has had a moment to observe the Tableau, you can ‘Tap In’ to each of the frozen characters. As you tap the students on the shoulder, you can ask them a question.
Questions may include:
- Can you say only one word describing how you feel at that moment?
- Can you say a sentence about how you are feeling at that moment?
- Can you say your character’s motivation in a sentence?
- Can you tell me: ‘Who are you?’, ‘What do you think about what is happening?’, ‘Do you trust the other characters?’ etc.
Follow-up: Students can draw their character and include their speech bubble and a paragraph to describe what is represented.
Workshop 4
RE-READ from page 8 ‘ “Ahem, ahem!” coughed Goldilocks … ’ to the end of page 11 ‘Herb managed to grab it and slowly creak the door open’.
DEVICE: Mime
Grouping: Five or six students.
Purpose: To predict what might be behind the doors in the story. Using mime (non-verbal) actions to communicate.
In groups, the students consider the structure of Lauren Child’s (the author’s) work. Discuss with them the way that Child likes to weave different fairytales into her story and that Herb has fallen into a book of fairytales. In groups, the students brainstorm another fairytale that might be depicted behind the doors. They will move from being frozen in their starting position to miming part of a scene and then noticing Herb (you) who has opened the doors.
Once the students have created their mime, ask them to present it to the rest of the class. You may go into role as Herb and mime opening the doors. The mimed scene should only last around 10 seconds.
READ the folded pages (13 and 14) from ‘There seemed to be a party going on … ’ to ‘be responsible for the disappearance of Prince Charming’.
DEVICE: Postcard
Grouping: Whole class.
Purpose: To depict and embody the ballroom scene. Students will need to consider Focus, Role, Relationship, Tension and Mood.
A Postcard is a single image where one student at a time is added to the scene. One student will enter the space and take a pose as a character in the scene. As they enter the space they will say which character they are and what they are doing. Then the second student moves into the space, states who they are and what they are doing and takes up a frozen pose. This continues until everyone from the group is in the Postcard.
Ask for eight volunteers from the class. These volunteers are numbered 1 to 8 and they will enter the space in order from 1 to 8.
As a class, look at the ballroom scene depicted on the foldout pages. The volunteer students create a Postcard of this scene.
Workshop 5
READ page 16 from ‘As Herb wondered desperately what to do next … ’ to ‘Look, he’s at it again!’
DEVICE: Mantle of the Expert
Grouping: Three or four students.
Purpose: To increase student confidence and status as storytellers. To predict what might happen next and make connections between the existing story and other fairytales.
Resources: Costume element for Lauren Child (such as notepad, pen and glasses), art and writing materials, a copy of Who’s Afraid of the Big Bad Book?
You may need to explain that the author is going to visit the classroom. Then ask the students to close their eyes and count backwards from five. When they open their eyes you will be Lauren Child!
To start off you might like to say:
Hello boys and girls, I’m Lauren Child. Your teacher told me that you have been reading my book, Who’s Afraid of the Big Bad Book? Do you like the book? … I’ve got a bit of a problem and I’m hoping you can help me. Your teacher has told me that you are excellent writers and I can’t think of what might happen next! I’ve got writers’ block and I’m really stuck. Could you help me by creating the next page of Who’s Afraid of the Big Bad Book? Can you create the text and an illustration to help me please?
You can go out of role now by removing the costume elements, or stay in role as Lauren Child during the lesson. If you do decide to stay in role, you can use Twilight Role to manage the students engaging in the activity (see here).
In groups of three or four, the students draw and write the next page of the story. You may need to be the scribe for some students. Encourage the students to write words in a similar style to Lauren Child (words that are written in her style to communicate the tone, feeling etc.).
Once the students have had time to draw and write the next page of the text, go back into role as Lauren Child and ask each group to present to you and the rest of the class their suggestion for the next page of the story.
Finish the work in role by leaving the classroom, removing the suggestive costume and entering the classroom as yourself again.
READ from page 17 ‘Herb found himself in an oddly arranged room’ to page 18 ‘I’m feeling queasy’.
Workshop 6
READ from page 19 ‘Just then the telephone started to ring’ to midway through page 22 ‘ “ … I could find the prince for you,” he said’. Don’t read the last sentence that is located in the boxes on the floor!
DEVICE: Role Play/Improvisation
Grouping: Pairs.
Purpose: To talk in role as Herb and Cinderella. Students will need to focus on Voice and Language, Character, Tension and Situation.
Ask the students to move into pairs. As a pair, they find a place away from the rest of their peers. They decide who is going to take on the role of Herb and the role of Cinderella.
Ask students to improvise or role play the conversation between these two characters at this particular point in the story. You might clap your hands to start the role play, then clap your hands again to freeze the role play.
As a class, discuss anything interesting that came out of the role play.
READ the final part of page 22 ‘ “Ooh … I know who can help,” said Cinderella, picking up her phone’.
Discuss: Ask the class who they think Cinderella might call for help.
READ from the start of page 23 ‘Drat! Absolutely maddening! …’ to the end of page 24 ‘Now where did I put my wand?’
DEVICE: Ritual
Groups: Groups of four.
Purpose: To collaboratively devise a magic spell that the Fairy Godmother could say to help Herb return home.
In groups of four, students devise a short magic spell that the Fairy Godmother can use to help her get out of the book and return home. Ask them to think about wording, and the movement they can use to deliver the spell to the class.
Once the groups are ready, ask each to present their rituals to the rest of the class.
Workshop 7
READ from page 25 ‘At that moment … ’ to the end page 26 ‘ … started to wobble’.
DEVICE: Tableau and Tapping In
Grouping: Groups of five (or six – the sixth person can be the director).
Purpose: To explore Character, Roles, Relationships and attitudes. This strategy requires students to interpret the illustrations (visual literacy), decide on a character and consider their motivation. This strategy assists in developing inferential comprehension.
Resources: A copy of Who’s Afraid of the Big Bad Book?
Part 1: The Tableau
The students look at pages 25 and 26 of Who’s Afraid of the Big Bad Book?, with the Evil Stepmother, Goldilocks, the Fairy Godmother, Cinderella and Herb. In groups of five, students are going to create a Tableau (a single Freeze Frame) depicting this scene in the book.
Ask the students to think about the following Elements of Drama:
- Role: who are you?
- Relationship: what is your relationship to the other characters and your attitude towards them? How does this affect your body and face?
- Space: what is the space around you communicating to the audience?
- Focus: what are you focusing on as the character at that particular frozen moment?
Part 2: Tapping In
Ask a group to set up their Tableau and invite the other groups to become the audience. Once the audience has had a moment to observe the Tableau, you can ‘Tap In’ to each of the frozen characters. As you tap the students on the shoulder, you can ask them a question.
Questions may include:
- Can you say only one word describing how you feel at that moment?
- Can you say a sentence about how you are feeling at that moment?
- Can you say what your character’s motivation is in one sentence?
- Can you tell me: ‘Who are you?’, ‘What do you think about what is happening?’, ‘Do you trust the other characters?’ etc.
DEVICE: Hot Seat
Grouping: Whole class.
Purpose: To explore the character of Herb and Goldilocks in greater detail. Hot-seating will require students to talk in role as a character and illustrate their inferential comprehension through filling in the gaps in the text to answer the questions.
Ask for five volunteers from the class to sit on chairs at the front of the room. These volunteers will take on the role of Herb. Ask the class to think about some questions they might like to ask Herb at this point in the story. Then, the five students who are sitting on the chairs will go into role as Herb and answer the questions as the character, taking turns to answer. Ask the students who are being hot-seated to think about how Herb might sit and how he might speak.
Repeat the Hot-seating activity with five more volunteers. This time the volunteers will be the character of Goldilocks.
READ from page 27 ‘He’s getting away!’ to the end of the book.
Revisit the Role on the Wall that the class created for Herb during the very first workshop. Look at the words that the class allocated to Herb and see if the class still agrees with them. Cross out any that have changed or add any new ones that the class can think of.
Class discussion of the ending of the story – do the students think it resolves well?