Creative Practices

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Creative Practices’s Docs Storytelling Lesson Plan

 

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 OBJECTIVESStudents 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).

 

 

 

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

 

 

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.

 

 

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.

 

 

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.

 

 

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

 

 

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