theater - uwosh.edu  · web viewtheater. content standard. acting by assuming roles and...

Theater

Content Standard

Acting by assuming roles and interacting in improvisations

Achievement Standard

● Students imagine and clearly describe characters, their relationships, and their environments● Students use variations of locomotor and nonlocomotor movement and vocal pitch, tempo, and tone for different characters

_______________________________________________________________________

LiteracyWeek 1:

- Day 1: RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

- Day 2: RL4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.- Day 3: RL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral

and explain how it is conveyed through key details in the text- Day 4:

- RF3.3: Know and apply grade-level phonics and word analysis skills in decoding words.- RF3.4 Read with sufficient accuracy and fluency to support comprehension.

- Day 5:- RF3.3: Know and apply grade-level phonics and word analysis skills in decoding words.- RF3.4 Read with sufficient accuracy and fluency to support comprehension.

Week 2:- Day 1: RL1:Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers- Day 2: RL7:Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood,

emphasize aspects of a character or setting).- Day 3: RL9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar

characters (e.g., in books from a series).

Week 1: Introducing Voice ToolsWeek 1: Language Workshop Slides

- Day 1: Model voice tools while reading aloud a mentor text.- Choose an exciting book with varying text sizes, multiple characters,

and punctuation used in different ways.

- Day 2: Introduce Voice Tools ------------------------------------------------------------->- Create anchor chart for students to refer to during class.- Use powerpoint to warm-up students voice and introduce voice tools.

- Day 3: Students choose read aloud text to practice voice tools.- Students will checklist to choose a picture book to read aloud.- They will add post-its in places where they will change their voice using

the different voice tools.

- Day 4: Practice in a small group.

- Day 5: Small group assessment.- Formative Assessment Rubric for teacher.- Self-Assessment for students.

Week 2: Connecting Voice Tools to Make Meaning from Text(Questions are integrated into the district planners below.)

Week 2: Language Workshop Slides

- Day 1: How does the character affect the use of voice tools by the reader?- Introduce Narrative Vs. Character Voice ---------------------------------->- Thoughtful Log prompt

- Day 2: How do the illustrations affect the different voice tools that are used by the reader?- Thoughtful Log prompt

- Day 3: Using a new read aloud, how can you change your voice to match the meaning and punctuation of the text?

- Warm-up from powerpoint and review Voice Tools

Week 3: Connecting Writing to Voice Tools (Storytelling)(Can be introduced anytime during revision process)

- Students will use their storytelling voice during the revision process identify the various changes in meaning and punctuation that guide the changes the use of their voice tools.

Day 1: Dialogue Tags --------------------------------------------------------------------->

Day 2: --------------->

Day 3:---------- >

Day 4------------------>

Day 5 - Have students storytell their narrative writing to another student.- Self-Assessment for students.

Adapted District Planners *NOTE: Original copy of planners do not include arts integration. Please refer to week-by-week-outline.

Week 1: Marvelous CorneliusDay 1: WHAT DOES THE TEXT SAY?

Constructing Understanding of a New Text

Standards for Phase 1: highlight the standards that apply to this lessonRL1:Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answersRL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the textRL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Language WorkshopFirst Reading of New Text

Unit of Study: COMMUNITYTitle of Text(s): Marvelous Cornelius by Phil BinderGenre: fictionLexile: 620

VocabularyConsider addressing relevant vocabulary before and/or during the reading. However, only select vocabulary that must be understood in order for students’ comprehension to be assembled during the reading.

❏

❏

Essential Question: How does change influence a community?

Enduring Understanding: ● Change can influence a community in positive and negative ways

● Readers retell stories and ask themselves questions to ensure they understand.

Before First Reading:● Set purpose for listening

comprehension to prepare and motivate students for the learning.

Purpose for Listening Comprehension:Listen to find out who Cornelius Washington was and why he was known as Marvelous Cornelius.

During First Reading: ❏ Read the text through, allowing students to wrestle with meaning

making.After First Reading:

● Provide oral prompts to stimulate rich discussion that requires deeper encounters with the text.

Discussion Prompts (after reading the story, but before reading the Author’s Note)

❏ Who was Cornelius Washington? Why was he known as Marvelous Cornelius?❏ How did Hurricane Katrina change New Orleans?

Read the Author’s Note❏ What did you learn about the author from the Author’s Note?❏ What did you learn about Cornelius from the Author’s Note?

Thoughtful Log: (optional)● Provide an opportunity for

students to express their understanding of text through writing and offer evidence from the text to support their thinking.

○ My Thinking○ Strategies○ Language

Prompt:❏

Framework for the Response: ❏ Co-Construct the Response

OR❏ Students respond independently with appropriate

levels of scaffolding

Organizer: (if applicable)

Connected Minilessons❏ Teach a specific skill or

strategy using the LW text as the mentor text. Have students apply the thinking from LW into their independent reading/writing.

Reading Minilesson: Writing Minilesson:

Day 2: HOW DOES THE TEXT WORK?Revisiting Text(s) to Analyzing and Marinating on Critical Aspects

I can analyze how the author’s craft have an impact on the reader.

Standards for Phase 2: highlight the standards that apply to this lessonRL4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL7:Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Before Analysis● Set a purpose for analysis of

craft, structure, language, and vocabulary.

Purpose for Rereading & Analysis:In the Author’s Note, Phil Binder told us he told the story of Cornelius in the “flavor of folktales” using repetition, alliteration, and exaggeration. As I read today, listen for repetition, alliteration, or exaggeration and give me a thumbs up when you hear it.

During Analysis● Scaffold students in analyzing

craft, structure, language, and vocabulary through student discussion.

● Co-construct a chart, if needed, to represent learning from the discussion.

Close analysis of specific aspects of the text through discussion:

❏ How does Phil Binder’s language help you understand the story?

❏ How does the language impact you as a reader?

Co-Construct Chart:

After Analysis● Students demonstrate their

knowledge by responding to the prompt independently with appropriate levels of scaffolding.

○ My Thinking○ Strategies○ Language

OR● Co-construct the response.

Thoughtful Log Prompt:❏ Notice the author’s choice of language in your

independent reading book today. How does it impact the story and the reader? Fill in the chart.

Organizer: (if applicable)

Connected Minilessons● Teach a specific skill or

strategy using the LW text as the mentor text. Have students apply the thinking from LW into their independent reading/writing.

Reading Minilesson: ● Author’s use descriptive language to

help the reader.

Writing Minilesson: ● Writers use effective techniques

like descriptive language.

Day 3: WHAT DOES THE TEXT MEAN?Revisiting Text(s) to Analyzing and Marinating on Critical Aspects

I can describe the characters in a story and connect their actions to the sequence of events in a story.

Standards for Phase 3: highlight the standards that apply to this lessonRL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the textRL6: Distinguish their own point of view from that of the narrator or those of the characters.RL9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

Before Analysis❏ Set a purpose for analysis of

the integration of knowledge and ideas.

Purpose for Rereading & Analysis:As you listen, think about how Cornelius impacted his community before Hurricane Katrina and after.

During Analysis❏ Scaffold students in analyzing

Close analysis of specific aspects of the text through discussion:

Co-Construct Chart:

the integration of knowledge and ideas through student discussion.

❏ Co-construct a chart, if needed, to represent learning from the discussion.

❏ How did Cornelius impact his community before Hurricane Katrina?

❏ How did he impact the community after the hurricane?

❏ What does “flood of humanity” mean? How does the nation support New Orleans? (show page with the bridge and helicopter)

❏ There is a blue bird on most, but not all the pages in this book. What might it stand for?

*add to chart

After Analysis● Students demonstrate their

knowledge by responding to the prompt independently with appropriate levels of scaffolding.

OR● Co-construct the response.

Thoughtful Log Prompt:❏ How are Marvelous Cornelius and Miss Rumphius similar? How are they different? (My Thinking)

Framework for the Response: ❏ Co-Construct the Response

OR❏ Students respond independently with appropriate levels of scaffolding

Connected Minilessons❏ Teach a specific skill or

strategy using the LW text as the mentor text. Have students apply the thinking from LW into their independent reading/writing.

Reading Minilesson: Writing Minilesson:

Week 2: The Tree LadyDay 1: WHAT DOES THE TEXT SAY?

Constructing Understanding of a New Text

Standards for Phase 1: highlight the standards that apply to this lessonRL1:Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answersRL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the textRL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Language WorkshopFirst Reading of New Text

Unit of Study: COMMUNITYTitle of Text(s): The Tree Lady by H. Joseph HopkinsGenre: nonfiction, biographyLexile: 760

VocabularyConsider addressing relevant vocabulary before and/or during the reading. However, only select vocabulary that must be understood in order for students’ comprehension to be assembled during the reading.

❏

❏

Essential Question: How does change influence a community?

Enduring Understanding: ● Change can influence a community in positive and negative ways

● Readers retell stories and ask themselves

questions to ensure they understand.

Before First Reading:● Set purpose for listening

comprehension to prepare and motivate students for the learning.

Purpose for Listening Comprehension:Listen to find out who The Tree Lady is.

During First Reading: ❏ Read the text through, allowing students to wrestle with meaning making.

After First Reading:● Provide oral prompts to

stimulate rich discussion that requires deeper encounters with the text.

Discussion Prompts ❏ How would you describe Kate? (chart

student thinking on a 2 column chart)❏ What in the text revealed that?

❏ How did Kate’s characteristics influence the

decisions she made?

Thoughtful Log: (optional)● Provide an opportunity for

students to express their understanding of text through writing and offer evidence from the text to support their thinking.

○ My Thinking○ Strategies

Prompt:❏

Framework for the Response: ❏ Co-Construct the Response

OR❏ Students respond independently with appropriate

levels of scaffolding

Organizer: (if applicable)

○ Language

Connected Minilessons❏ Teach a specific skill or

strategy using the LW text as the mentor text. Have students apply the thinking from LW into their independent reading/writing.

Reading Minilesson: ● Character Traits

Writing Minilesson: ● Use description to show

what kind of person your characters are, rather than just telling.

Day 2: HOW DOES THE TEXT WORK?Revisiting Text(s) to Analyzing and Marinating on Critical Aspects

I can analyze how illustrations help the reader better understand the text.

Standards for Phase 2: highlight the standards that apply to this lessonRL4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL7:Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Before Analysis● Set a purpose for analysis of

craft, structure, language, and vocabulary.

Purpose for Rereading & Analysis:As I reread the text today, listen for a pattern that repeats on each page.

During Analysis● Scaffold students in analyzing

craft, structure, language, and vocabulary through student discussion.

● Co-construct a chart, if needed, to represent learning from the discussion.

Close analysis of specific aspects of the text through discussion: ❏ What did you notice repeating on each page?❏ Why do you think the author chose to use, “Kate did” on almost every page in

the book?❏ How does this make the reader feel about Kate?

Let’s look closely at a few of the illustrations in this text. ❏ How do they help the reader?

Look the page that shows Kate on the boat, looking out at San Diego and then the

page that shows the fair. ❏ What do the illustrations show us about the change in San Diego?

After Analysis● Students demonstrate their

knowledge by responding to the prompt independently with appropriate levels of scaffolding.

○ My Thinking○ Strategies○ Language

OR● Co-construct the response.

Thoughtful Log Prompt:❏ In your independent reading today, look closely at the illustrations in your book. What do they

help you understand?

Organizer: (if applicable)

Framework for the Response: ❏ Co-Construct the Response

OR❏ Students respond independently with appropriate levels of scaffolding

Connected Minilessons● Teach a specific skill or

strategy using the LW text as the mentor text. Have students apply the thinking from LW into their independent reading/writing.

Reading Minilesson: ● Illustrations can add meaning to the

text.

Writing Minilesson:● Utilize illustrations to add to the

meaning of your story.

Day 3: WHAT DOES THE TEXT MEAN?Revisiting Text(s) to Analyzing and Marinating on Critical Aspects

I can infer character feelings and motives and explain how their actions impact the story.

Standards for Phase 3: highlight the standards that apply to this lessonRL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the textRL6: Distinguish their own point of view from that of the narrator or those of the characters.RL9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

Before Analysis❏ Set a purpose for analysis of

the integration of knowledge and ideas.

Purpose for Rereading & Analysis:As we look back at the text, think about the changes in San Diego and how they influenced the community?

During Analysis❏ Scaffold students in analyzing

Close analysis of specific aspects of the text through discussion:

Co-Construct Chart:

the integration of knowledge and ideas through student discussion.

❏ Co-construct a chart, if needed, to represent learning from the discussion.

❏ How did Kate influence change in San Diego?

❏ How did the change influence the community?

❏ How is Kate, Miss Rumphius, and Marvelous Cornelius similar to one another? How are they different from one another? (chart student thinking)

*add thinking to ongoing class anchor chart as well

After Analysis● Students demonstrate their

knowledge by responding to the prompt independently with appropriate levels of scaffolding.

OR● Co-construct the response.

Thoughtful Log Prompt:

Organizer: (if applicable)

Connected Minilessons❏ Teach a specific skill or

strategy using the LW text as the mentor text. Have students apply the thinking from LW into their independent reading/writing.

Reading Minilesson: ● Readers think across books and

compare and contrast characters, plots, themes, etc.

Writing Minilesson: