TIME: (3) 60 min. lessons
MATERIALS:
Computer/Television
United Streaming video – “Discovering the Performing Arts: Center Stage”-
“Actors” segment
Scott Foresman Basal and Leveled Readers
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will show a large pot to the students and ask them what ingredients would be needed to make a gumbo. What would happen to the gumbo if we left out one of the important ingredients? The teacher will then explain that like a gumbo, a good story must have the necessary ingredients (elements).
ACTIVITY:
Day 1
Teaching/Model: The teacher will stir the gumbo pot and pull out cards with each story element written on them. The teacher and students will review the definition of each element and the importance each element has in a story. The teacher will read a short story to the class and model identifying story elements.
Guided Practice: The teacher and students will read a short story and identify story elements.
Independent Practice: The students will read a short story and identify story elements.
Closure: The students will review the elements of a story.
Days 2 and 3
The teacher will act out a character trait. She will ask the students if they know someone who acts that way. The students will give the trait of that character.
Teaching/Model: The teacher will show the students a United Streaming video on actors. They will discuss the actors role in a play.
Guided Practice: The teacher and students will read a story together and identify and interpret story elements. Together they will interpret the main characters’ traits and practice acting out those traits. They will also interpret the plot of the story and practice acting out the importance events of the plot.
Independent Practice: The students will be put into groups of 4 and will be given a story to read. They will identify the story elements and interpret characters’ traits and plot by performing each.
Closure: The groups will present their stories to the class.
ART
CONTENT/CONCEPTS:
Act by developing basic acting skills to portray characters who interact in improvised and scripted scenes. (Content Standard 2)
Direct by organizing rehearsals for improvised and scripted scenes (Content Standard 4)
EVALUATION/ASSESSMENT:
The students will be evaluated throughout the lesson for understanding of story elements, and the story elements worksheet will be checked for accuracy. Student performances will be assessed using a rubric.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
(GLE 7) Answer literal and inferential questions about ideas and information in grade-appropriate texts in oral and written responses
(GLE34) Adjust pacing to suit purpose, audience, and setting when speaking (GLE34)
(GLE 40) Identify the effectiveness and dynamics of group process and cooperative learning
MODIFICATIONS/ACCOMODATIONS:
Peer assistance will be used as needed to help students with disabilities create or memorize lines. These students can also use copies of lines that need to be memorized.
TEACHER'S
REFLECTION:
The students really enjoyed the practice and rehearsal days. They were very creative and had lots of ideas on how to portray their parts. It helped them to really understand and develop the elements in the story they read. However, a lot of the students were very shy on performance day. Most of their voices were not loud enough to be heard in the back of the room, and a lot of the students were too bashful to act out their parts in front of the whole class.
REFERENCES:
Louisiana Comprehensive Curriculum – Grade 4 Reading
Scott Foresman 4th Grade Reading Basal
TO DOWNLOAD THE RUBRIC FOR THIS LESSON, PLEASE CLICK HERE
GALLERY
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