OBJECTIVES:
The Learner will:
• Identify characters and setting with no more than one error. (Knowledge)
• Identify setting (ELA-1-E4) Identify characters (ELA-1-E4)
• Explore and express various emotions in interpersonal settings; (1,5)
• Interact in group situations and show differentiation of roles through experimentation and role playing; (1,2,5)
• Develop awareness of technical dimensions of the dramatic form, such as theatrical space, scenery, costuming, and make-up
• Recognize that there are many possibilities and choices in the creative processes for theatre arts; (2,4)
TIME: 50 minutes
MATERIALS
Classroom standards
Colored fabric
Art supplies
Poster Board
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will read the students a poem about birds (Appendix A). The poem will be shown on the overhead, and the blanks in the poem will be filled in with the students. The students will be asked questions after the poem is read. The students will be asked how this poem relates to their reading story this week “The Story of a Blue Bird.”
The teacher will ask the students if they every saw a blue bird. The teacher will also ask the students to describe what it looked like and what it was doing. The student’s responses will be recorded on the board.
ACTIVITY:
Teach/Model:The teacher and the students will echo read their reading story “The Story of a Blue Bird.” The teacher will read a sentence and the students will then read the sentence she read. The teacher will ask the students questions throughout the reading. The characters and setting will be identified throughout the reading of the story. The teacher will show the students a PowerPoint on birds. The students will be asked to identify the birds and setting the pictures.
Guided Practice: The teacher will break the students up into heterogeneous groups. There will be five groups of four students. The groups will be assigned certain pages to act out from the reading story. Each group will be assigned a “reader.” The students will be given 25 minutes to assign roles of characters to the group members and create props for the setting. The students will be given colored fabric, art supplies, and poster board to create props to use. The students will be instructed to rehearse their assigned pages several times as the reader reads the pages aloud. As the students complete the activity, the teacher will monitor for accuracy and provide instructional feedback to students that are off task.
Independent Practice: Each group will be given time to act out their assigned pages to the class. The reader will read the story as the other group members act out their assigned pages. After each group acts out their assigned pages, the teacher will ask the group to identify the characters and the setting of their assigned pages. The teacher will provide feedback if the students are off-task.
Closure:The teacher will review characters and setting with the students. The students will create a journal entry for this activity. The students will have to identify and illustrate the characters and setting in the story “The Story of a Blue Bird.” The teacher will provide positive praise for all students on how well they did throughout the lesson.
EVALUATION/ASSESSMENT:
Summative – The teacher will check the students’ answers for accuracy as they complete Activity 1b and 1c.
Formative – Objective 1 formatively assessed on a test after the completion of the unit
ART CONTENT/CONCEPTS:
TH-CE-E1 Explore and express various emotions in interpersonal settings; (1,5)
TH-CE-E2 Interact in group situations and show differentiation of roles through experimentation and role playing; (1,2,5)
TH-CE-E6 Develop awareness of technical dimensions of the dramatic form, such as theatrical space, scenery, costuming, and make-up
TH-AP-E4 Recognize that there are many possibilities and choices in the creative processes for theatre arts; (2,4)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences. (1,3)
GLE 12a: Identify setting (ELA-1-E4)
GLE 12b: Identify characters (ELA-1-E4)
MODIFICATIONS | ACCOMODATIONS:
Because of the variety of learning styles students have, the teacher will use a variety of instructional methods. For students that learn better by listening, the teacher will explain material orally. For visual learners, the students will act out pages of the reading story. To meet cultural differences, the teacher will call on students regardless of their cultural, religion, ethnic, and gender differences. Academically low students will be placed in groups with academically high students. Academically low students will be given encouragement to remain on task. Throughout the lesson, all students are actively involved.
TEACHER'S REFLECTION:
The lesson went very well, although I did run across a few problems. The students were very excited to complete the lesson and most of them enjoyed working together.
I did have a few problems throughout the lesson. For the lesson, the students worked in pre-assigned heterogeneous groups. I grouped the students according to their academic level. I tried to group high, low, and average students together. Some groups worked wonderfully together, but some groups had trouble working together. I do not think they understood that they were to work together as a team. Throughout the activity, I tried coaching them about working as a team. I think that several factors may have contributed to some groups not working as a team. One reason may have been the grade level of the students and their understanding of group work. The lesson was taught to a first grade class, and I think that working together as a team needs a lot of work at this grade level. In the future, I will try to give my students more opportunities to work as a team. I also think that the lesson may have worked better if we had more time to complete in. In the future, I may break this lesson into two days or eliminate some activities in the lesson in order to make it possible to complete it in the time given.
In the future I will continue to integrate theatre into the curriculum whenever possible. The students really enjoyed acting out their reading story. They really liked completing the activity, and most of the students worked well as a team. This activity was an excellent way to get the students thinking and moving around.
RESOURCES:
LA Language Arts Framework
Lafourche Parish School Board Comprehensive Curriculum
Harcourt Trophies Series
TO DOWNLOAD THE APPENDIX FOR THIS LESSON PLAN, PLEASE CLICK HERE
GALLERY
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