Creative Practices
Storytelling Lesson Plan
Lesson Plan Title: Making Reading Fun!!!
Grade: 3rd– 5th
Central Question: Can an interactive activity help reading comprehension?
Purpose of Lesson (aim): How can drawing and acting help us understand the story better?
LESSON OBJECTIVES – Students will:
be able to comprehend the story read to them better because of the interactive interpretation
overall become more attentive to details
MATERIALS NEEDED: the book titled “My Apron” by Eric Carle
Paper
Pencils
STANDARDS:
NYS Learning Standards:
TH 1:1, 3:1
Benchmark:
Strand 1 [Theatre Making] 5th Grade
Acting
Imagination, Analysis, and Process Skills
Students continue to activate and expand their imaginations, and explore the analytical, concentration, and process skills associated with acting.
Performance Skills
Students exercise and refine the actors instrument the body, voice, and mind through ongoing exploration of the physical, vocal, characterization, and staging components of acting.
Students participate in a variety of group and solo activities in rehearsal and performance, demonstrating self-discipline and the ability to work collaboratively.
Strand 2 [Making Connections Through Theater Benchmarks] 5th Grade
Connecting Theater to the Arts and Other Disciplines
Students deepen their relationship to theater by exploring elements of theater that are shared with other art forms and disciplines.
Connecting Theater to Personal Experience, Community, and Society Through an Exploration of Themes, Culture, and History
Students refine their personal responses to theater by comparing various interpretations of a work and the context that informs the production of that work.
Common Core: Unit 1- RI 5. 2
2. Determine two or more main ideas of a text and explain
how they are supported by key details; summarize the text.
8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and
evidence support which point(s).
Common Core: Unit 1- W 5. 1
1. Write opinion pieces on topics or texts, supporting a point
of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and
create an organizational structure in which ideas are
logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported
by facts and details.
c. Link opinion and reasons using words, phrases, and
clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to
the opinion presented.
Common Core: Unit 1- SL 5. 1-4 &6
1. Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation
and other information known about the topic to
explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry
out assigned roles.
c. Pose and respond to specific questions by making
comments that contribute to the discussion and
elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions
in light of information and knowledge gained from the
discussions.
e. Seek to understand and communicate with individuals
from different perspectives and cultural backgrounds.
f. Use their experience and their knowledge of language
and logic, as well as culture, to think analytically,
address problems creatively, and advocate
persuasively.
2. Summarize a written text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally.
3. Summarize the points a speaker makes and explain how
each claim is supported by reasons and evidence.
4. Report on a topic or text or present an opinion, sequencing
ideas logically and using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
6. Adapt speech to a variety of contexts and tasks, using
formal English when appropriate to task and situation.
Common Core: Unit 1- L 5. 1
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular
sentences.
b. Form and use the perfect (e.g., I had walked; I have
walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences,
states, and conditions.
d. Recognize and correct inappropriate shifts in verb
tense.*
e. Use correlative conjunctions (e.g., either/or,
neither/nor).
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WARM-UP Warm Up The students are asked to have a seat and pay close attention to the details in the story that the facilitator is about to read.
Rationale: The purpose of this activity is for the students to practice active listening and realize the importance of it.
Role of the Facilitator: will be reading the story to the students while showing them the pictures and periodically asking the students what is going on in the story thus far
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HOOK -1 Discussion The students will be asked “what happened in this story?” “what are some things that you consider in this story?” These questions will open up the floor for a class discussion.
Rationale: The purpose of this activity is for the students to open up and speak about what they understand about the story and for them to share their perspectives with other students. Because what one student got from the story does not necessarily mean that everyone else got it.
Role of Facilitator: will be monitoring the activity and encouraging those students who may have a difficult time thinking of something to do.
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HOOK -2 Story book The students will be asked to make their own story book by folding a large piece of paper into four folds and retell the story, how they saw it, without using words just pictures. Rationale: The purpose of this activity is for the students to find the way to retell a story by just using pictures.
Role of Facilitator: will be walking around and observing the groups work and answer any questions the groups may have without inputting their personal opinion. The facilitator must let the students think and act on their own.
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| MAIN ACTIVITY Action!
The students will be spilt into groups and asked to act out, while keeping in mind what they had previously learned about nonverbal acting, what happened in the story while including movement.
Rationale: The purpose of this activity is for the students to find the way to retell a story by only using their bodies, therefore using the skills they had previously learned.
Role of Facilitator: will be walking around and observing the groups work and answer any questions the groups may have without inputting their personal opinion. The facilitator must let the students think and act on their own.
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REFLECTION The students during the reflection will be able to express what they
liked, disliked, and what they learned from the activities.
Rationale: The purpose of the reflection is for the students to come full circle and
realize on their own that they can work together
Role of Facilitator: The facilitator will ask the questions and monitor the discussion while being careful about altering the students’ opinions.
Theatre Literacy Pantomime, Improvisation, Scene, Scene partner, Plot, Beginning,
Middle, End, Off Stage, Lights Off, Lights On, and Actor Neutral.
How could you document the learning? Students will be asked to hand in their storybooks
