Activity 1: setting the scene
Discussion from a story.
Organisation Read Cinderella to the children (this could link in with literacy work). Discuss the thoughts, feelings and personalities of the main characters. Discuss how the story might continue after Cinderella has married Prince Charming. Who is given the unpleasant tasks that Cinderella had previously carried out in the house? How is it decided who should do these?
This leads into the best way to make decisions when different people have different points of view. How do the children make decisions in the playground, for example? Which methods work best? How are the majority kept happy? What is seen as fair?
SEN adaptations
To make the activity easier: ask "how might you feel if... [they were in the same situation as one of the characters]?"
To make the activity more complex, character studies could be recorded in the form of annotated drawings, or by writing about why they would or would not like each character as a friend.
Activity 2: the sisters
Puppet role-play and persuasive writing: "Which of Cinderella's ugly sisters should be made to work in the kitchens after she marries the Prince?"
Organisation Provide children with a list of positive and negative attributes for each of the two characters (see pupil resource sheet). There should be a roughly even number of "good" and "bad".
Discuss these in detail with the class. Puppets could be used to illustrate points, or children (or the teacher) could role-play the characters. It is a good idea to illustrate the attributes with props so children can remember what the ugly sisters have done, and begin to judge who is nicer or nastier than the other.
Children work in pairs to complete a piece of basic persuasive writing, using a writing frame, in favour of one or other of the characters (see pupil resource sheet).
SEN adaptations
To make the activity easier: the teacher leads a shared writing session to create an argument for and against each of the two characters. Children work in groups to com pose the written argument.
To make the activity more complex: children work on their own, referring only to the writing frame. Extend the writing (and the writing frame) so that children explain their opinions in greater detail.
Activity 3: the debate
A simple debate.
Organisation The "rules and running order" of a debate are explained to the class (see box). Two children are selected to speak for each side and another child to be the chairperson (who should initially be supported by the teacher).
The speakers read out their arguments from the resource sheet. The chairperson leads them through the debate in turn, asks the audience to vote and counts the votes.
SEN adaptations
To make the activity easier: an adult guides each side. Omit the "summing-up". To make it more complex: pupils learn their speeches by heart.
Extension work
Repeat with different fairy tales or from stories used in literacy work.
The debate could be videoed and children could analyse their speaking and listening skills.
It could also be performed to other classes.
The running order of a debate
The chairperson welcomes the speakers and the audience.
First speaker from Side A delivers his/her speech.
First speaker from Side B delivers his/her speech.
Second speaker from Side A delivers his/her speech.
Second speaker from Side B delivers his/her speech.
First speaker from Side A sums up in one sentence.
First speaker from Side B sums up in one sentence.
Finally, the chairperson takes the vote and then announces who is the winner of the debate.
Rules of a debate
All children must sit quietly and listen to the speaker.
There are two sides - Side A and Side B - and they take it in turns to speak.
Children in the audience are not allowed to discuss their opinions about what the speakers have said.
All children in the audience have one vote. They will be asked to vote at the end of the debate by the chairperson. The children speaking in the debate are not allowed to vote.
Children do not have to vote. If they choose not to, they are called "abstainers". The number of votes for each side and the number of abstainers will be announced by the chairperson at the end of the debate.
It is polite to clap at the end of each speech, even if you do not agree with what the speaker has said.
