The Gruffalo’s Child - CDP Theatre Producers · The Gruffalo’s Child picture book can be the impetus for a range of literacy and arts ... • Take the text away and tell the story

The Gruffalo’s Child

Teacher Resource Kit

A teaching resource for children 4-9 years

The Gruffalo’s Child

A Magical Musical Journey Through The Deep Dark Wood

The Gruffalo’s Child Education Resource accompanies CDP’s magical musical adaptation of The Gruffalo’s Child,

based on the award winning picture book by Julia Donaldson and Axel Scheffler.

Original Director: Olivia Jacobs

Creative Producer: Toby Mitchell

Tall Stories Director for CDP tour: Luanna Priestman

Designer: Isla Shaw

Lighting Designer: James Whiteside

Puppet Designers: Yvonne Stone and Polly Laurence

Costume Maker: Matthew Aberline

Set Construction: Thomas Creative

Music and Lyrics: Jon Fiber and Andy Shaw for Shock Productions

Additional Lyrics: Olivia Jacobs and Robin Price

Music production and recording: Jon Fiber and Andy Shaw for Shock Productions

Original Cast Angela Laverick, Morag Cross, Alex Perkins.

About CDP

CDP is an award winning independent theatre production house specialising in boutique theatre of the highest quality.

CDP has an unsurpassed track record for presenting high quality works which tour widely throughout Australia, New

Zealand and internationally.

Introducing The Gruffalo’s Child

The Gruffalo’s Child is a children’s picture book by Julie Donaldson and Axel Scheffler, first published by Macmillan

Children’s Books in 2004. It is the captivating sequel to the multi award winning The Gruffalo.

As the story begins we are introduced to the Gruffalo’s little daughter. The Gruffalo tells her the legend of the Big Bad

Mouse, and warns her never to go into the Deep Dark Wood. As the Gruffalo drifts off to sleep the Gruffalo’s Child

sets off through the wild and windy night in search of the Big Bad Mouse. Along her path she meets with the snake,

the owl and the fox. Each of these creatures tells her tales of the Big Bad Mouse, and his Gruffalo-eating escapades.

The Gruffalo’s Child grows increasingly frustrated, and concludes that the Big Bad Mouse doesn’t exist. Just as she is

about to give up her search she spies the little mouse. She grabs the mouse as she is hungry and ready for a

midnight feast. The quick thinking mouse asks her to wait and meet with her friend the Big Bad Mouse. She leaps

onto a hazel tree, and as the moon comes out she casts an enormous shadow on the snow. The Gruffalo’s Child,

seeing the shadow of the Big Bad Mouse, races in fear back to her cave. She snuggles down safely with the Gruffalo,

watched by the triumphant mouse.

Meet the Author

Julia Donaldson (b. 1948) is one of the United Kingdom’s most popular children’s authors, playwrights and

songwriters. Her early career as a songwriter for Children’s BBC led her to the 1993 publication of her first book A

Squash and A Squeeze, based on one of her songs, and illustrated by Axel Scheffler. This fruitful collaboration

continued with the huge success of The Gruffalo in 1999. The Gruffalo has now sold over 3.5 million copies. The

Gruffalo’s Child was released in 2004, and won the WHSmith Children’s Book of the Year 2005.

Julia is a prolific writer of songs, books, and plays and has published over 140 books. She currently lives in Glasgow

with her husband Malcolm and their family and two cats.

Live Performance

- The Ultimate Teaching and Learning Opportunity

Attending a live performance is a rich and engaging learning opportunity. Prepare children through explicit teaching to

make the most of their theatre experience.

• Talk about and practice being an audience member. Audience members sit and listen quietly for most of

the time. They join in the action when invited, and clap and cheer to show their appreciation. They allow fellow

audience members to watch the show without interruptions.

• Talk about and roleplay theatre conventions. What is a theatre? What are actors? What are characters?

What are costumes? What is a stage? What are props? What is a set? What is a script? Is theatre ‘real’? How

can song, dance and movement tell a story?

• Familiarise children with The Gruffalo’s Child picture book in the lead up to the performance. There are

many suggestions for how to use The Gruffalo’s Child as a learning resource in the following pages. You may

also want to read The Gruffalo to deepen children’s understanding of the story.

Teaching and Learning Activities

- Learning About and Through the Arts

Attending a live performance can be a stimulus for a huge range of rich learning experiences. Not only can you plan

for learning about the arts, but for whole of curriculum learning through the arts.

Australian Curriculum and NSW Syllabuses for the Australian Curriculum

A wide range of learning activities from all curriculum areas are described in this resource. Links to the Australian

Curriculum and the NSW Syllabuses for the Australian Curriculum are provided below the activities for each learning

area.

For further details see:

www.australiancurriculum.edu.au

http://syllabus.bos.nsw.edu.au

Discussions and activities suggested in this resource kit support progress towards the seven general capabilities

outlined in the Australian Curriculum for Foundation to Year 2:

• Literacy

• Numeracy

• Information and communication technology (ICT) capability

• Critical and creative thinking

• Personal and social capability

• Ethical understanding

• Intercultural understanding

Literacy and the Arts

The Gruffalo’s Child picture book can be the impetus for a range of literacy and arts experiences, before, during and

after the performance. Use this list below as a jumping off point for planning learning around the book in your setting.

Involve the children in Reader’s Theatre by selecting a narrator and characters to read the story. Each character

reads the spoken section of the text, with the rest read by the narrator, for example:

Gruffalo: I can’t quite remember.

Narrator: The Gruffalo thought for a minute and scratched his head.

Explore the different sounds of the character’s voices – the snake’s low hiss, the fox’s sly tone, the owl’s melodic

voice.

Add percussion instruments, vocal sounds and other sound makers to the story. Use sounds to evoke the

setting – the whistling wind, the Gruffalo’s Child’s footsteps, the falling snow, the snoring Gruffalo, the scampering

Mouse.

Add a sound to key words in the text; for example every time you read the word “gruffalo” children play a growling

guiro, every time you read the word “mouse” children play a triangle.

Learn sections of the text as a chant and perform as a round, poem, song or dance.

Learn The big bad mouse is terribly strong, and his scaly tale is terribly long. His eyes are like pools of terrible fire.

And his terrible whiskers are tougher than wire.

Break the group into two or more sections and perform as a round. Ask one group to repeat the words Big Bad Mouse

while another group performs the chant. Add a beat and repeated rhythms on bodies and instruments.

Develop the characters through music, movement and visual arts:

• Encourage students to move like a gruffalo or a mouse to music.

• Have students use their bodies to make freeze frames of key scenes in the story.

• Take digital photos of children representing each character and key scenes of the story.

• Make a drawing, painting, cartoon or plasticine sculpture of the characters.

• Choose a musical sound to represent each character.

Learn the song Stick With Me. The Gruffalo’s Child

sings the chorus throughout the show. A recording is

found on the CDP website. The lyrics are in this

resource.

• Perform the chorus by singing in a gruffalo

voice, a snake voice, and a mouse voice.

• Ask groups of children to choreograph and

share a dance. Add instruments.

• Use the lyrics as a text for reading activities.

• Create an album cover.

Explore the illustrations in depth:

• Ask students to look at the colours that the illustrator has chosen to use. Why has he selected these colours?

Compare them to the colours used in The Gruffalo or another book.

• Create illustrations using only the colours found in the book. How do they make you feel?

• Take the text away and tell the story using only the pictures. The illustrator tells another story that is not told

by words. Tell the story from the perspective of the Gruffalo’s Child’s Stickman, or the other creatures hiding

in the woods.

• Take one picture and use it as a starting point for another story about the creatures in the wood. Look at the

way the illustrator has brought the woods to life by adding expressions and faces to the trees. Create

cartoons of trees and plants with faces. Look at the shadow cast by the Big Bad Mouse. Fill in the details from

the description in the text.

Write an innovation on the text by adding another character:

• Choose a creature seen hiding in the woods. For example Aha! Oho! Prints in the snow. Whose are these

hoofprints? Where do they go? Two eyes peeked out of a shady house. Could these be the eyes of the Big

Bad Mouse? Out stormed the creature. His eyes were brown. And his tail did not even reach the ground.

“You’re not the Mouse” “Not I” said the gnu. “He’s down by the rocks eating gruffalo stew.”

• Illustrate your new animal addition.

Make shadow puppets using the outlines of the creatures from the story. Character cutouts are included later in this

guide and also available from The Gruffalo website. Tell the story as a shadow puppet play using the overhead

projector, or another movable light source.

Draw a story map of The Gruffalo’s Child. Draw the different animals’ tracks to join the different stages of the story.

Australian Curriculum – Content Codes

THE ARTS Foundation to Year 2 Dance (ACADAM001) Drama (ACADRM027)

(ACADRM028) Music (ACAMUM080)

(ACAMUM081)

Visual Arts (ACAVAM107)

ENGLISH Foundation Year 1 Year 2 Language/Expressing and developing ideas (ACELA1786) (ACELA1469)

Language/Sound and letter knowledge (ACELA1439) (ACELA1459) Language/Language for interaction (ACELA1444)

(ACELA1787)

Language/Text structure and organisation (ACELA1448) Literature/Responding to literature (ACELT1783)

Literature/Examining literature (ACELT1578) (ACELT1585) (ACELT1592) Literature/Creating literature (ACELT1580) (ACELT1586) (ACELT1593) Literature/Literature and context (ACELT1581) Literacy/Interacting with others (ACELY1646) (ACELY1656)

(ACELY1657) (ACELY1666)

Literacy/Interpreting, analysing, evaluating (ACELY1650)

Literacy/Creating texts (ACELY1651) (ACELY1661) (ACELY1671)

NSW Syllabuses for the Australian Curriculum - Outcomes

ENGLISH Early Stage 1 Stage 1

Speaking and listening ENe-1A EN1-1A, EN1-6B

Writing and representing ENe-2A EN1-2A Reading and viewing ENe-4A, ENe-8B EN1-4A

Thinking imaginatively and creatively ENe-10C EN1-10C Expressing themselves EN1-11D

NSW Syllabus – Creative Arts Outcomes (pending introduction of new Syllabus)

Subject Objective Early Stage 1 Stage 1

Dance

Performing

Composing

DAES1.1 DAES1.2

DAS1.1 DAS1.2

Drama Making DRAES1.1 DRAS1.1, DRAS1.2

Music Organising Sound MUES1.2 MUS1.2

Visual Arts Making VAES1.1, VAES1.2 VAS1.1, VAS1.2

Teaching and Learning Activities Across the Curriculum

There are countless ways to incorporate The Gruffalo’s Child into all areas of the curriculum. Following is a list of

jumping off points. The rest is up to your imagination.

Mathematics

• How many pages does the mouse appear on? How many other creatures are in the wood? How many

footprints do you see?

• Draw a bird’s eye view map of the deep dark woods. Make a scale drawing of the Gruffalo and the Gruffalo’s

Child, or the mouse and her shadow.

• Discuss the seasons, and night and day, by comparing The Gruffalo and The Gruffalo’s Child picture

books.

• Give and follow directions through the deep dark woods.

• Examine the animals. How many have tails, whiskers, eyes, wings, legs? Graph your results.

• How far does the Gruffalo’s Child walk?


MATHEMATICS Foundation Year 1 Year 2 Number and Algebra/Number and place value (ACMNA001) Measurement and Geometry/Location and transformation (ACMMG010) (ACMMG023) (ACMMG044) Statistics and Probability/Data representation and interpretation (ACMSP011) (ACMSP263) (ACMSP049)

(ACMSP050)


MATHEMATICS Early Stage 1 Stage 1

Number and Algebra/Whole numbers MAe-1WM, MAe-3WM, Mae-4NA MA1-1WM

Measurement and Geometry/Position MAe-1WM, MAe-16MG MA1-1WM, MA1-16MG

Statistics and Probability/Data MAe-1WM, MAe-3WM, MAe-17SP MA1-1WM, MA1-17SP

Health and Physical Education

• Discuss the role of emotions in the story. How do the Gruffalo’s Child’s feelings change throughout the story?

• Graph or draw a pictorial representation of the Gruffalo's Child's changes of emotion through bored, brave,

frustrated, annoyed, scared, and relieved. Mime the emotions or play them on an instrument.

• Move like the Gruffalo’s Child when she experiences different feelings.

• Explore the relationship between the Gruffalo and his daughter.

• Make a trail through the deep dark woods by creating an obstacle course.

• Learn a monster dance.


HEALTH AND PHYSICAL EDUCATION Foundation Years 1 and 2 Personal, Social and Community Health/Communicating and interacting for health and wellbeing (ACPPS005) (ACPPS020)

Personal, Social and Community Health/Contributing to healthy and active communities (ACPPS007) Movement and Physical Activity/Moving our body (ACPMP008) (ACPMP026)

NSW Syllabuses – PDHPE Outcomes (pending introduction of new Syllabus)

PDHPE Early Stage 1 Stage 1

Interpersonal Relationships IRES1.11 IRS1.11

Dance DAES1.7 DAS1.7

Digital Technologies

• Take digital photos of children’s characterisations and freeze frames. Use them to make a Powerpoint or

other multimedia presentation.

• Record a soundtrack for the story.

• Create a talking book.

• Create digital pictures using a drawing program.

• Create a webquest through The Gruffalo website.

• Access the video clips, games, Gruffalo fan forum, and Gruffalo gallery.

• Email your creations to the Gruffalo forum or gallery.

• Chat on the Gruffalo fan forum.

• Create a Gruffalo digital game.


TECHNOLOGIES Foundation to Year 2 Digital Technologies Knowledge and Understanding (ACTDIK001) Digital Technologies Processes and Production Skills (ACTDIP003)

(ACTDIP006)


SCIENCE AND TECHNOLOGY K-6 Early Stage 1 Stage 1

Working technologically STe-5WT ST1-5WT

Design and Technologies

• Cook a Gruffalo pie and make Gruffalo tea.

• Create new Gruffalo recipes.

• Design and build a stickman.

• Design and build the houses of the creatures

• Design and create a costume for a character from The Gruffalo’s Child.

• Design and make a sensory book using different materials that uses texture to tell the story.


TECHNOLOGIES Foundation – Year 2 Design and Technologies Knowledge and Understanding (ACTDEK004)

Design and Technologies Processes and Production Skills (ACTDEP005) (ACTDEP006) (ACTDEP007) (ACTDEP009)



Working technologically STe-5WT ST1-5WT

Science

• Explore the science behind shadows.

• Group the creatures into reptiles, mammals, birds, and other types of animals.

• Examine and report on the features of each animal and their purpose – through speaking/drawing/roleplay.

Based on their observations, children can discuss what type of creature a Gruffalo might be.

• Explore animal tracks. What do the tracks reveal about how animals move?

• Consider climate and how snow is created. How does the snow affect living things?

• What type of plants and trees grow in the wood? What is their function and purpose?


SCIENCE Foundation Year 1 Year 2

Science Understanding/Biological sciences (ACSSU017) (ACSSU030)

Science as a Human Endeavour/Nature and development of science (ACSHE013) (ACSHE021) (ACSHE034) Science Inquiry Skills/Planning and conducting

(ACSIS011) (ACSIS012)

Science Inquiry Skills/Questioning and predicting (ACSIS024) (ACSIS037)

Science Inquiry Skills/Communicating (ACSIS029) (ACSIS042)

Science Inquiry Skills/Processing and analysing data and information (ACSIS027) (ACSIS040)



Working scientifically STe-4WS ST1-4WS

Knowledge and understanding/Natural environment/Living world STe-6NE STe-7NE

ST1-10LW ST1-11LW

Humanities and Social Sciences

• Where in the world do you find woods? Are there woods in Australia?

• What would it be like to live in a whole country full of Gruffalos? Or mice?

• What types of houses do each of the creatures live in?

• Create a map marking the geographical features the Gruffalo Child sees on her journey? Present this to your

class, describing each location and the symbols you’ve used.

• What are legends? How are legends created? Discuss legends do you know?

• Examine the cave drawings in the Gruffalo’s cave. Where else do you find cave drawings?


HUMANITIES AND SOCIAL SCIENCES Foundation Year 1 Year 2 HISTORY/Historical questions and research (ACHHS017) (ACHHS033) (ACHHS049)

GEOGRAPHY/Geographical Knowledge and Understanding (ACHGK001) (ACHGK007)

GEOGRAPHY/Geographical Inquiry and Skills/Collecting, recording, evaluating and representing

(ACHGS003)

(ACHGS008) (ACHGS009)

GEOGRAPHY/Geographical Inquiry and Skills/Communicating (ACHGS005)


History K-6 Early Stage 1 Stage 1

Knowledge and understanding/historical inquiry HTe-1, HTe-2 HT1-4

NSW Syllabus – HSIE Outcomes

HSIE Early Stage 1 Stage 1

Environments/Patterns of place and location ENES1 ENS1.5

Differentiating Activities for Children with Special Needs

The magic of theatre is a great springboard for rich learning for children with special needs. Students with special

needs can be fully involved in enjoying and learning with the The Gruffalo’s Child performance and education

activities. All learners enjoy being challenged and thrive on high expectations. Take an open approach to different

modes of participation, and create a teaching environment where all contributions are valued. Students with special

needs have a right to access high quality arts and education experiences, and to learn along with their peers. Given

the right supports these students will rise to the challenge.

The Gruffalo’s Child is an engaging and imaginative story. All of the activities listed above can be adapted to provide

many entry points for students with a wide range of extra needs – physical, sensory, socio-emotional, intellectual

disabilities, communication, behavioural and medical needs, and students with profound and multiple disabilities.

Listed below are some additional ideas for including children with special needs in The Gruffalo’s Child.

Create a sensory version of the text:

• Find ways to feel the snow, the snake’s skin, the Gruffalo’s fur, the owl’s shiny beak, the mouse’s tickly

whiskers, the sticks and leaves, the rocks in the cave, the wood of the stickman.

• Taste the Gruffalo pie, smell the pine needles, listen to the wind.

Use sign language:

• Learn and use the Australian Sign Language signs for all of the animals in the story.

• Watch the British Sign Language version of The Gruffalo book.

• Learn a signed version of the song Stick with Me.

Work with symbols:

• Use Boardmaker or other picture symbols to create a simplified pictorial version of the story.

• Use picture symbols to tell the story, or to request the book, audio book or songs.

Spoken versions:

• Record repeated sections of the text onto a communication or a switching device to be played during the

reading of the story.

• Make and use a spoken version of the story on a laptop or digital recording device.

Resources

The Australian Curriculum Online

www.australiancurriculum.edu.au

Board of Studies New South Wales NSW Syllabuses for the Australian Curriculum

http://syllabus.bos.nsw.edu.au

The official Gruffalo website has a great range of resources including blackline masters, a fan forum, a gallery for

student artworks and creations, games, video clips and recipes.

www.gruffalo.com

Author Julia Donaldson has an informative website that includes recordings of her songs and information about her

publications.

www.juliadonaldson.co.uk

Visit the Auslan Signbank for a video dictionary of Australian sign language.

www.auslan.org.au

The British Sign Language website has a signed version of The Gruffalo

www.mybslbooks.com

The Pan Macmillan website includes author and illustrator information

www.panmacmillan.com

The Sparkle website has printable early years The Gruffalo’s Child and The Gruffalo resources.

www.sparklebox.co.uk

The Fantasy Book Review website has an extensive biography of Julia Donaldson.

www.fantasybookreview.co.uk/Julia-Donaldson/biography.html

The CDP Theatre Producers website has a downloadable audio file of Stick With Me.

www.cdp.com.au

Stick with Me

Music and lyrics by Jon Fiber and Andy Shaw

I’m not sure if this is a good idea, don’t think I like it here,

Really, I’m not feeling that brave,

Outside’s dark and shadows are listening, wind is a-whispering

Maybe I should stay in my cave

Now that I’m out on my own well it’s not looking rosy

Rather be home with my dad eating toast by the fire

But if you, stick with me

I will, stick with you

And we’ll travel on this lonely road ahead

So now it’s, plain to see

There’s a, stick with me

And by your side’s my favourite place to be

Where’s the fun in being a gruffalo, if you can’t get-up-and-go

Heigh ho, it’s just what gruffalo’s do

We were meant to tear through the undergrowth, that’s what we love the most

Look out, gruffalo and stick coming through

I’m looking around but I can’t see no goblins or ghoulies

This will be easy, I’ll just sneek a peek for a while

Cos if you, stick with me

I will, stick with you

And we’ll travel on this lonely road ahead

So now it’s, plain to see

There’s a, stick with me



I won’t get stuck cos I’ve got stick with me

Gruffalo Mask Stencil

Finger / Shadow Puppets

Acknowledgments

This resource was created and assembled from a variety of sources:

The Gruffalo’s Child Stage Adaptation © Tall Stories

The Gruffalo’s Child by Julia Donaldson and Axel Scheffler published by Macmillan Children’s Books

Fantasy Book Review biography of Julia Donaldson

Julia Donaldson’s official website

Macmillian Children’s Books website

The Gruffalo – Official Website

Illustration copyright Axel Scheffler 2004

The Gruffalo Teacher’s Resource (Australia and NZ versions) – CDP Theatre Producers

The Gruffalo’s Child song Stick With Me by Jon Fiber and Andy Shaw.

This resource was compiled by Catherine Threlfall (BMus, BTeach, MEd)

Updated by Elaine Smith to align with the Australian Curriculum (2014)

Documents

The Gruffalo’s Child - CDP Theatre Producers · The Gruffalo’s Child picture book can be the impetus for a range of literacy and arts ... • Take the text away and tell the story