Directions: Use the Powerpoint to retell a shortened & edited version of Little Red Riding Hood. After, in groups, students will make their own monster in grandma's clothes and then as a class, they will talk about each monster using the grammar point "How 形容詞か副詞" (How adj. or adverb) and "What 形容詞＋体の部分" (What adj. + body part)
Note: Please look thoroughly through the powerpoint in slideshow mode before presenting to your class so you can pace yourself since click animations and slide transitions are used. Also the version of Little Red Riding Hood is heavily edited and shortened to fit the grammar point learned in the lesson. Make any changes you need to fit your style of teaching.
Posterboards for each group of students in the class
Printout "little red riding hood pt 2" handout for each student (It has front side and back side "Review Adj & Monster Body Parts)
First: Show the powerpoint shortened version of Little Red Riding Hood. This should take around 10 minutes or less. Have the JTE translate sentence by sentence with you for the students so they can understand the story.
Second: Review the grammar point used in the story. "How strange" & "What big teeth"
Third: Have the students get into groups. (I had 35 kids in class so there were 6 to 7 groups). Give each group a large poster and posterboard markers.
Fourth: Have the students draw together as a group a big bad monster in grandma clothing and accessories. Make sure to have an already drawn example so they can have a reference. Give them 10 minutes to make the monster. (TIP: Tell the students they cannot use pencils. They must use markers only. To avoid having only the "artistic" student drawing everything, have each student take turns drawing one body part or coloring in something on the poster for the allotted time.)
Fifth: Give the students one minute to name their monster. Make sure they do not use "real japanese names" like Tanaka or Nakamura. I had one group name their monster after their elementary english teacher (yikes)
Sixth: Collect the posterboards and then pass out the Review Adjectives/Monster Body Parts handout to the students.
Seventh: Show/display the monsters at the front of the class one by one. With each new monster have the students talk with their group about the monster using the target grammar. Have them use the handouts to help them create their phrases. For each monster, give them about 30 seconds to a minute to talk to each other and then come together as a class and call on a group to comment on the monsters. Call on two or three students per monster. For example,
(You the ALT) "Tanaka-kun What do you think of the monster?"
Tanaka-kun: "Oh! How scary!" "What a hairy face!"
Alternative Seventh: Cycle the monster posters to each group and have them write comments on sticky notes to stick to the posters. Give them about 1m 30s or 2 mins per poster to give their comments. Tell the students that they cannot repeat a comment already written on the poster. All comments on the posters must be different.