When the pupils have learned a story thoroughly, they are ready to make plans for playing it. The stage setting may be considered first, and here the child's imagination can work wonders in arranging details. The opening under the teacher's desk may become a dungeon, a cave, a cellar, or a well. If a two-story house is needed, it may be outlined on the floor in the front part of the schoolroom, with a chalk-mark stairway, up which Goldilocks can walk to lie down on three coats--the three beds in the bed-chamber of the three bears. The pupils can probably soon decide what characters are necessary, but more time may be required to assign the parts. To play the part of a spider, bear, wolf, fairy, sheep, or butterfly does not seem difficult to a child who has entered into the spirit of the play. The most difficult part of dramatization may be the plan for conversation, especially if the text version of the story contains little or no direct discourse. The pupils should know the general nature of the conversation and action before they begin to play the story, although they need not memorize the parts. Suppose that the fable "The Shepherd's Boy" is to be dramatized. The first part of the dramatization might be described about as follows: The shepherd boy, tending his flock of pupil-sheep in the pasture land at one side of the teacher's-desk-mountain, looked toward the pupil-desk-village at one side of the room and said quietly, "It certainly is lonely here. I believe I'll make those villagers think a wolf has come to eat the sheep. Then perhaps they'll come down here, and I'll have a little company and some excitement." Then he jumped around frantically, waving his yardstick-shepherd's crook, and shouted to the villagers, "Wolf! Wolf!" The villagers came rushing down to the pasture land, asking excitedly, "Where's the wolf? Has he killed many of the sheep?" "Oh, oh, oh," laughed the boy, "there wasn't any wolf. I certainly did fool you that time." "I don't think that's very funny," said one of the villagers. "Well, we might as well go back to our work," said another. Then they went back to the village. After they had gone, the boy said, "I guess I'll try that joke again." If the teacher puts much direct discourse in a story of this kind when she tells it to the pupils, the task of dramatizing will naturally be made easier.