OBJECTIVES:
The student should be able to:
Writing:
(GLE 26) The learner will write simple stories with a central idea or event; a beginning, middle, and end; and details (ELA-2-E1) (Synthesis).
(GLE 28) The learner will participate in group writing activities and processes, including:
Using prewriting strategies, including listing, brainstorming, and drawing to generate ideas for writing
Planning for writing by completing a partially completed graphic organizer
Writing a first draft of a story, letter, or description using complete sentences
Conferencing with a teacher or peers about how to improve writing and incorporate ideas into final paper
Revising/editing own writing in first draft
Creating individual and class-written texts for publication (ELA-2-E3) (Comprehension, Application)
Theatre Arts:
1. (Creative Expression) The learner will interact in group situations and show differentiation of roles through experimentation and role playing.
(2,5) (TH-CE- E2) (Application)
2. (Aesthetic Perception) The learner will develop a basic understanding of the processes of creating, performing, and observing theatre.
3. (Critical Analysis) The learner will identify and discuss the theme, message, or story idea conveyed in a dramatic work.(1,2) (TH-CA-E3) (Comprehension)
TIME: (3-4) 50 minute class periods
MATERIALS
overhead projector
transparencies
computer and TV
scenery props (trees, barn, pond)
character props (pots, spoon, feathers, ears, ribbon, shirts)
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Performing self-written short stories will enable students to “view” their writing processes. It will also demonstrate the importance of story elements, as well as the importance of using strong vocabulary in writing. Using a story elements graphic organizer on overhead projector, the teacher will review parts of stories with class (setting, characters, problem, solution, etc).
ACTIVITY:
Teaching Model: The teacher will display a short story on the overhead. After orally reading the story to the students, students will be allowed to come to the overhead and hi-light story elements as asked for by the teacher.
Guided Practice: a) Using the short story from lesson presentation, the teacher will ask students if this short story could be made into a play. Using student volunteers, the teacher will model how story characters can be represented by “real” people. The teacher, along with student volunteers, will model movements for action words used in the story. Such movements will include: slithering like snakes, creeping like cats, waddling like ducks, leaping like frogs and rabbits, and other physical movements. The teacher will emphasize the use of movement, voice, and emotion to tell a story as a play.
b) Using a video from a student play, the learner will view a short play.
Independent Practice: a) Using pre-written, group - created short stories, the learners will be given time to create movements for the actions of their characters. Students will be given parts to perform from each groups’ story.
b) The students (in groups) will rehearse and then perform a self-created play using role playing, movement, and various emotional expressions to act out their stories.
Closure: Using short stories written in previous class, groups will be allowed to “exchange” roles and perform as other characters from their story. Discuss how their voice, movement, and emotion had to change as he/she took on the role of a different character in a different setting.
EVALUATION/ASSESSMENT:
Formative: 1,2 a) The teacher will monitor and observe as student groups create stories.
Summative: 1,2a) A rubric will be used to assess writing conventions and content.
1,2b) A checklist (Appendix) will be utilized during group performances to check for voice, movement, and emotion.
ART CONTENT/CONCEPTS:
Reading: To make a connection with future reading stories, the teacher can incorporate theatrical arts to assist children in understanding the elements of stories.
Art: To give further meaning to stories, students can be allowed to create illustrations to tell more about their stories.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
See Objectives
Use standard English punctuation (ELA-3-E2)
Identify different types of sentences including telling, asking, and exclaiming (ELA-3-E3)
Use the singular and plural forms of hi frequency and commonly used words (ELA-3-E3)
Participate in group writing activities and processes (ELA-2-E3)
MODIFICATIONS | ACCOMODATIONS:
Students will be grouped according to ability. For example, hi-functioning writers will be grouped with low functioning writers to create short stories. Also, low functioning readers will be given a peer tutor to assist in reading and acting out roles. ESL students will also be assigned a peer tutor to assist in the “delivery” of the characters part(s) during the play.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
Using the play increased the motivation of my students as they created their short stories. Once they found out that they would be acting out their short stories, they became more enthusiastic about writing them. When brainstorming ideas, I could hear the students in each group talking about their roles in the play. It also reminded them to think of new and better vocabulary for their characters’ actions. It was nice to hear them laughing and giggling as they worked cooperatively to create their stories. Had I known earlier how much enjoyment my students would get from role-playing their characters, I would have integrated theatre with them earlier.
On the day of the video-taping, the children were extremely eager to perform. We had two children absent that day, but others were willing to take over their roles. As each group performed their story, some children became more observant of the characters’ movements. At one point, one student even interrupted with, “you have to move more!” All of the children were very well behaved and participated with enthusiasm and enjoyment. No one ever seemed shy or embarrassed. I think it really helped that we were in a small group setting.
Overall, I was very pleased with this lesson. It taught me how to include the arts in my writing lessons as a way to motivate and encourage my students. Each groups’ performance went by very quickly. Next time I could even have them lengthen stories in order to lengthen the play. When we got to the closure of the lesson it was not what I expected. Instead of just using one or two students to demonstrate role changes, each student decided that they wanted to try a role-change! Once again, I was surprised by their enthusiasm and willingness to participate. Integrating the arts in my writing lesson was a great learning experience for me. It has shown me an enjoyable and motivating way to encourage all of my students to write.
REFERENCES:
Writing GLE’s (1st grade). Retrieved February 1, 2008 from http://www.doe.state.la.us/lde/ssa/1840.html#1st.
Higdon, Pamela L., Lardon, Katherine H., (1996). “Teddy Bear’s Morning”. Basics First - Reading Comprehension Grade 2 (p. 9) Torrance, CA. Frank Schaffer Publications, Inc.
Higdon, Pamela L., Katherine H., (1996). “A Story Map” Basics First – Literature (p. 5) Torrance, CA. Frank Schaffer Publications, Inc.
Story Writing Rubric. Retrieved February 3, 2008 from http://www.big6.com/files/story_writing_rubric.pdf
“Return of the Animals” (video) Children of Eden. Retrieved February 3, 2008 from
http://www.youtube.com/watch?v=i4gvCjLQHCjLQhCE
DOWNLOAD RUBRIC
GALLERY
|
EXHIBITS |
K-12 |
STUDENT TEACHERS | HOME
|
