CUNY Academic Commons

Lesson Plan Title:       Masquerade! Grade:                                    K&1st Central Question:        Can mask making improve student’s comprehension level?

Purpose of Lesson (aim): How can making masks help us understand the story better?

LESSON OBJECTIVES - Students will: be able to critically think be able to make masks be able to retell the story

Materials Needed: the book titled “the ant and the grasshopper” by Aesop Pencils Construction paper Markers Glue Crayons Wiggle Eyes Scissors

STANDARDS: NYS Learning Standards: TH 1:1, 3:1   Benchmark: Strand 1 [Theatre Making] 2^nd Grade Acting Imagination, Analysis, and Process Skills Students activate and use their imaginations as well as the analytical and process skills associated with acting. Students participate in group activities, including creative play, storytelling, pantomime, and improvisation. Performance Skills Students explore the physical, vocal, characterization and staging components of acting by developing the actors instrument: the body, voice, and mind. Students participate in group activities, including creative play, storytelling, pantomime, and improvisation.   Strand 2 [Developing Theater Literacy Benchmarks] 2^nd Grade Understanding Dramatic Texts Students develop an understanding of dramatic structure and theater traditions. Understanding Theater History Students develop an understanding of dramatic structure and theater traditions. Responding to Theater Performance Students articulate responses to theater performance.     Strand 3 [Making Connections Through Theater Benchmarks] 2^nd Grade Connecting Theater to the Arts and Other Disciplines Students extend their understanding of theater by connecting it to learning in other disciplines. Students explore how other art forms are incorporated into theater. Connecting Theater to Personal Experience, Community, and Society Through an Exploration of Themes, Culture, and History Through an exploration of theme and context, students connect personal experience to an understanding of theater.   Common Core: Unit 1- RL 1. 2&7 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 7. Use illustrations and details in a story to describe its characters, setting, or events.   Common Core: Unit 1- RI 1. 2,3&7 2. Identify the main topic and retell key details of a text 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. 7. Use the illustrations and details in a text to describe its key ideas.   Common Core: Unit 1- W 1. 7,8&11 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 11. Create and present a poem, narrative, play, art work, or literary review in response to a particular author or theme studied in class.   Common Core: Unit 1- SL 1. 1-5 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. d. Seek to understand and communicate with individuals from different cultural backgrounds. 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

  Theatre Literacy                        Scene, Plot, Beginning, Middle, End, and Off Stage

  How could you document the learning? Students will be asked to hand in samples of their work.