Rationale: This lesson is designed to help children read with more expression. They need to see how a story can be more exciting when it is read with feeling and expression. By giving children the opportunity to read aloud in a variety of contexts, children will feel more comfortable adding an expressive quality to their readings.

Materials: Chalk board, chalk, paper, pencil, “Little Red Riding Hood” (Malena Company, Malena booklet no.100), props to act out part (red scarf, hat for grandma, glasses for grandma, basket for LRRH, and etc.)

Procedure:
1. To start off the lesson I will model how expression can enhance a story. I will read the part of the story with no expression and in the same monotone voice throughout the story. “Class, can anyone tell me what was different about the way I just read “Little Red Riding Hood” then the way I normally read a story. Well, you now see how expression can make such a big difference in the reading of a story. And, how it is something that we all need to do when we read.”  I will then go back and read a couple lines such as “The better to eat you, my darling.” And show the students how I need to change my voice to a very deep sound, like a wolf would make. And also, on this line my voice would get louder and scarier. We will also discuss how facial expressions change as well when we read. Remember, if you are stuck on a word to take a shot, read the rest, change a guess, and read again.
2. I will then have each child read the entire story.
3. I will then group the class into groups of four. And tell them that it is their turn to practice in front of one another. And how this is a chance to feed off of their classmates ideas, so help each other out. I will then write the following sentences on the board. A. "Granny has been very ill. Put on your hood and run and take these cheese-cakes that I have made for her." B. "Pull the bobbin and the latch will lift up," called out the grand mother.” C. "What large eyes you have, grandmother!" I will go around and be giving help to anyone that needs it. I will then ask if anyone in the class would like to show everyone else their expressive readings.
4. I will then have each student take out a piece of paper and write 3 different expressive sentences. I will ask them to think about a sentence that would need to be said enthusiastically, sadly, and scary, and to write and example for each. I will have volunteers share what they came up with. I will model this on the board.
5. To assess, I will have the students do partner reads. I will go around the room and observe as they are doing this. If I notice some areas that can be improved I will make a note of it using a checklist and tell the child later.
6. To finish off the story we will act it out in front of the class. I will call on people that I saw doing a real good job during the partner reads. There will be a narrator and a person for each part.

Reference:
Christine Hunter, McArthur Elementary School, Pensacola, FL. 5th Grade Teacher 1990

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