EXPLORING THEMES THROUGH PRINTMAKING 2-3

EXPLORING THEMES THROUGH PRINTMAKING

EXPLORING THEMES THROUGH PRINTMAKING

Learning Description

Students will explore themes in fables and fairytales by identifying key details that support a central message. They will then create a symbol that represents this theme and use printmaking techniques to produce a visual representation of their understanding.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify the central message of a fable, folktale, or fairytale and explain how key details support it.
  • I can design a symbol that represents the central message of a story.
  • I can create a printing plate using a styrofoam sheet and use it to make a print.

Essential Questions

  • What is a theme and how can we determine it in a story?
  • How do key details in a story help us understand its theme?
  • How can we use symbols to represent ideas visually?
  • What is printmaking, and how can it be used to express meaning?

 

Georgia Standards

Curriculum Standards

Grade 2:

2.T.T.1.c Identify and describe how characters’ responses to major challenges or events support the central message, lesson, or moral of the story.

 

Grade 3:

3.T.T.1.c Describe characters’ traits, motivations, actions, thoughts, and feelings and explain their connection to the central message, lesson, or moral of the story.

Arts Standards

VA.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA.CR.3 Understand and apply media, techniques, processes, and concepts of two-dimensional art.

 

South Carolina Standards

Curriculum Standards

ELA.AOR.2: Evaluate and critique the development of themes and central ideas within and across texts.

Grade 2:

ELA.2.AOR.2.1 Identify and explain an explicit theme in a literary text.

 

Grade 3:

ELA.3.AOR.2.1 Identify and explain an explicit theme in a literary text and how it is developed by key details.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Theme – The central idea or lesson in a story
  • Key detail – An important piece of information in a story that helps explain the main idea or theme

Arts Vocabulary

  • Symbol – A visual representation of an idea or theme
  • Printmaking – The art or technique of making prints, especially as practiced in engraving, etching, dry point, woodcut or serigraphy
  • Styrofoam printing plate – A carved surface used to make repeated prints
  • Brayer – A tool used to roll ink evenly onto the printing plate
  • Composition – How an artist arranges the Elements of Art (line, shape, form, value, color, space, texture) to create an artwork

 

Materials

  • Selected fairytale or fable
  • Pencils
  • Copy paper
  • Styrofoam sheets
  • Dull pencils or ball point pens
  • Water based printing ink
  • Brayers
  • Newsprint or packing paper
  • Paper for printing
  • Colored pencils or art sticks
  • Drying rack or space to lay prints

 

 

Instructional Design

Opening/Activating Strategy

Engage (Read & Discuss)

  • Read a selected fable or fairytale (e.g., "The Tortoise and the Hare", "The Three Little Pigs", or "The Lion and the Mouse").
  • Discuss the story’s theme and identify key details that support it.
  • Look closely at the illustrations.
    • Ask: How do they support the theme of the story?
  • Discuss what a symbol is, and ask students for examples of symbols in everyday life.
  • Brainstorm symbols that could represent the theme.
    • Here are some examples:
      • Hard work pays off (e.g., “The Little Red Hen” – Symbol: Grain of wheat or a loaf of bread).
      • Kindness is rewarded (e.g., “Cinderella” – Symbol: A heart or a helping hand).
      • Patience and perseverance (e.g., “The Tortoise and the Hare” – Symbol: A slow-moving turtle or a clock).
      • Bravery and courage (e.g., “Little Red Riding Hood” – Symbol: A shield or a roaring lion).
      • Sharing and generosity (e.g., “Stone Soup” – Symbol: A steaming pot of soup”).

Work Session

Explore (Sketch & Plan):

  • Discuss how symbols can convey meaning visually.
  • Have students sketch possible symbols on paper, focusing on simple yet effective designs.

 

Create (Printmaking Process):

  • Introduce and demonstrate the printmaking process:
    • Carving the styrofoam plate:
      • Draw lightly with a pencil before pressing into the styrofoam to avoid mistakes.
      • Use a dull pencil or ballpoint pen to carve designs—press firmly but avoid puncturing all the way through the styrofoam.
      • Keep lines simple and bold for clear prints; intricate details may not transfer well.
      • Vary line thickness for added depth—thicker lines hold more ink, while thinner lines create subtle details.
    • Inking the plate:
      • Roll out a thin, even layer of ink on a tray before applying to the printing plate with a brayer.
      • Then, using the brayer, roll a thin, even layer of ink over the styrofoam plate. Too much ink can make details disappear!
      • Students should take turns rolling ink on the plate while their partner watches for even coverage.
    • Printing process:
      • Carefully place the inked plate face down on paper—one student can hold it while the other presses.
      • Use hands or a clean brayer to press firmly and evenly over the entire plate.
      • Lift the plate slowly to reveal the print!

Students may need to repeat this process, experimenting with different amounts of ink and application of pressure when transferring the print.

  • Cleanup and reflection:
    • Lay prints flat to dry before handling.
    • Have students compare their prints and discuss what worked well.
    • If needed, allow students to re-ink and try again.
    • Once prints are dry, add color and details with art stix, crayons, or colored pencils.

 

Classroom Tips:

  • Students can work in pairs to create prints.
  • Encourage students to work carefully.
  • Make sure there is a piece of newsprint under each printmaking station.
  • This process works great as a center. Set up a station and allow student pairs to rotate through to create their prints.

 

Extension:

  • Use Book Creator to record short videos discussing the theme of their assigned fairy tale or fable.
  • Students can also create digital storyboards with apps like Storyboard That to map out key details leading to the theme.

 

Closing Reflection

Reflect (Gallery walk and discussion):

  • Display student prints and discuss how each symbol represents a theme.
  • Have students write a reflection explaining their design choices and how their symbol connects to the story’s theme.

 

Assessments

Formative

  • Teacher observation during discussions and sketching phase

Summative

  • Final print and reflection explaining their artistic and thematic choices

 

 

Differentiation

Accelerated: 

  • Encourage advanced students to incorporate multiple symbols in their design to represent complex themes.
  • Have students compare and contrast different versions of the same fairytale and compare the theme.

 

Remedial:

  • Provide sentence stems for theme explanation ("The theme of this story is ___. I know this because ___ and ___.").
  • Offer pre-drawn templates or examples of symbols for inspiration.
  • Pair students for peer support during sketching and carving phases.

 

Additional Resources

 

Credits

Ideas contributed by: Shannon Green

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  May 2025 @ ArtsNOW

 

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YOUR VIEW MATTERS–POINT OF VIEW 4-5

YOUR VIEW MATTERS–POINT OF VIEW

YOUR VIEW MATTERS–POINT OF VIEW

Learning Description

This interactive, energetic lesson helps students explore points of view through the lens of games, dialogue, and a story. Students will activate their bodies and minds as they express emotions on their feet while using props and dialogue to immerse themselves in someone else's shoes. They will improvise dialogue from well-known fairytale scenarios from all three points of view. Finally, they will apply their point of view knowledge to the enchanting book, The Tale of Two Beasts.

 

Learning Targets

GRADE BAND: 24-5
CONTENT FOCUS: THEATRE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use my body to tell stories from several perspectives.
  • I can step inside someone else's shoes to learn more about them.
  • I can retell stories using freeze frames in a tableau.
  • I can create dialogue from several characters’ points of view.

Essential Questions

  • How does my point of view help others know my story?
  • What can I learn about others when thinking from their point of view?

 

Georgia Standards

Curriculum Standards

Grade 4:

4.P.ST.2.b Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts.

 

Grade 5:

5.P.ST.2.b Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts.

Arts Standards

TA.CR.1 Organize, design, and refine theatrical work.

TA.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

ELA.AOR.3: Evaluate how an author's choice of point of view or perspective shapes style and meaning within and across literary texts.

Grade 4:

ELA.4.AOR.3.1 a. Compare and contrast the point of view from which different stories are narrated, including the difference between first person and third person; and b. explain how different characters' perspectives impact a literary text.

 

Grade 5:

ELA.5.AOR.3.1 a. Explain how the point of view from which a story is narrated influences how events are described; and b. Explain how an author reveals one or more characters' perspectives in a literary text.

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.

Benchmark T.CR NL.1 - I can identify basic story elements in simple stories, plays and scripts (e.g. plot, character, setting, theme, etc.).

Indicator T.CR.NL.1.2 - I can identify basic character qualities from a prompt.

Anchor Standard 3: I can act in improvised scenes and written scripts.

Benchmark T.P NL.3: I can use my body and voice to communicate character traits and emotions in a guided drama experience.

Benchmark T.P IM.3: I can use acting techniques to develop characters and create meaning in a simple theatrical work.

Benchmark T.P NM.3: I can make choices to change body and voice to portray differences between myself and characters in a guided drama experience.

Indicator T.P NM.3.1: I can make choices about using my body, and/or voice to imitate a variety of characters, conditions, and emotions.

Benchmark T.P NL. 3.1: I can experiment with a number of character choices in relation to other characters and conditions.

 

Key Vocabulary

Content Vocabulary

  • Character – A person, animal, or creature in a story
  • Story – A tale with a beginning, middle, and end that tells what happens to the characters
  • Problem – Something that goes wrong in a story that the characters need to fix
  • Solution – How the problem in a story gets fixed or solved
  • Point of View – The way a story is told and who is telling it
  • Perspective – How a character feels about what is happening in the story; different characters may see things in different ways
  • 1st person point of view – The story is told by someone in the story using "I" or "we."
  • 2nd person point of view – The story is talking to you, using "you", the reader (this is less common)
  • 3rd person point of view – The story is told by a narrator who is not in the story, using "he," "she," or "they”

Arts Vocabulary

  • Emotions – The feelings you have inside (happy, sad, scared, angry, calm, peaceful, joyful, embarrassed, etc.)
  • Facial expression – Using your face to show emotion
  • Body – Actors use their bodies to become a character through body posture and movement
  • Gestures – An expressive movement of the body or limbs
  • Posture – The position of one part of the body in relation to other parts
  • Gait – The way a person or animal walks or runs
  • Prop – Items that actors use in a performance to depict real-life objects
  • Dialogue – A conversation between two or more persons
  • Tableau - A frozen picture representing a scene or moment in a story that occurs during a theatrical performance
  • Freeze frame – A series of tableaux that tell a story

 

Materials

  • Feeling Wheels/Charts/Faces
  • Various props (for Step In My Shoes Relay–examples listed in Instructional Design)
  • POV sunglasses or headbands (for Whose Story Is it?)--two pairs of sunglasses or headbands needed–each one will have a character’s name taped to it
  • The book A Tale of Two Beasts by Fiona Roberton (A Tale of Two Beasts read aloud)
  • Four pieces of board or large paper (for Step In My Shoes Relay)

 

 

Instructional Design

Opening/Activating Strategy

EMOTION FACES & WALKS

  • Show a Feeling Wheel or a visual of emotions (see Additional Resources).
  • Point to an emotion and ask students to make the facial expression associated with that emotion.
    • Point to an emotion.
    • Say "1, 2, 3….FREEZE".
    • Students show a facial expression.
    • Then, call out the emotion/feeling.
  • Tell students that actors use their facial expressions to help tell the story of how they feel.
  • Ask students how you can use your body to show emotions.
    • Some ways are using gestures, posture, and gait.
  • Have students stand up and fill in spaces around the room.
    • Tell students to:
      • Walk around the room without touching anyone.
      • You will call out an emotion.
      • Students need to walk like that emotion until you call out the next emotion.

STEP IN MY SHOES RELAY

  • Divide students into groups.
  • Set up the following four stations around the classroom with props and prompt questions.
    • 1) The teacher station:
      • Prop Suggestions: Oversized glasses, chalkboard pointer, hat, sweater, clipboard, stack of papers
      • Prompt questions written on a board or large paper
        • How do you feel about grading papers?
        • What is your favorite part of the school day?
        • How do you feel when students don't listen in class?
        • What do you wish students would do more of in class?
        • What do you do when a lesson doesn't go as planned?
      • 2) The student station:
        • Prop suggestions (backpack, school supplies, fidget toy or earbuds, textbooks or notebook)
        • Prompt questions written on a board or large paper
          • How do you feel about homework?
          • What's your favorite subject and why?
          • How do you feel when there's a pop quiz?
          • What's the hardest thing about school?
          • How do you feel when you finally finish a big project?
        • 3) The pet station:
          • Prop suggestions (leash or collar, toy bone or ball, stuffed animal (dog or cat), pet bed or blanket
          • Prompt questions written on a board or large paper
            • What do you think when you hear the sound of food being prepared?
            • How do you feel when you're left alone at home?
            • What do you do when your owner comes home?
            • How do you react when someone new enters the house?
            • What's your favorite activity to do with your owner?
          • 4) The parent/caregiver station:
            • Prop suggestions (apron or parental hat, child's drawing, family photo, grocery bag, car keys, phone)
            • Prompt questions written on a board or large paper
              • How do you feel when your kids don't listen to you?
              • What do you think about the way school is run?
              • How do you feel when your child gets a good grade?
              • What do you wish your children would do more at home?
              • What do you find most challenging about being a parent/caregiver?
            • Let each student take turns putting on the "perspective shoes" (props) at each station.
              • Have them pick up the props at each station.
              • Then they will answer the prompt questions from that character's perspective.
            • After each round, students can rotate to the next station and take on a new perspective.
            • After completing all stations, come together to discuss the following questions:
              • How did it feel to be in that character's shoes?
              • How did the perspective change the way you viewed the situation?
              • What did you learn about how people in different roles might feel or think?
            • Relay extensions:
              • Change the setting: Instead of a classroom, set the stations in different environments (e.g., home, park, school bus).
              • Add a time limit: Challenge students to answer the prompts in under a minute, encouraging quick thinking.
              • Make it competitive: Turn the relay into a friendly competition, awarding points for the most creative or thoughtful answers.
            • Relay reflection questions:
              • How did the props help you feel more connected to the perspective?
              • What were the most surprising things you learned while "walking in someone else's shoes"?
              • How can understanding different perspectives help us in real life?

Work Session

  • Imagine you and a friend see the same thing; you might describe it differently because each one of you is looking at the story from your own perspective or "point of view".
    • Point of view is like whose eyes are telling the story.
    • Point of view is like whose thoughts we are reading about.
  • Explore the details about Points of View: 1st, 2nd 3rd and associated pronouns.

 

WHOSE STORY IS IT?

  • Choose a simple, well-known fable or fairytale. See suggestions below.
    • The Three Little Pigs (characters – Wolf, Pigs, Narrator)
    • Goldilocks and the Three Bears (characters – Goldilocks, Baby Bear, Narrator)
    • Little Red Riding Hood (characters – Little Red, Wolf, Narrator)
  • Ask students to act out the story in three different ways or from three different sets of eyes.
    • First, give each person a pair of sunglasses or headband with their point of view (1st, 2nd, or 3rd) taped to it.
      • 1st person:
        • One student pretends to be a character and tells the story as "I”.
        • Pronouns - I, me, we, our
        • Examples -
          • Little Red Riding Hood:
            • LITTLE RED: “I'm going to Grandmother's house.”
          • Goldilocks and the Three Bears.
            • GOLDILOCKS: “I'm sleepy.”
          • 2nd person:
            • A narrator tells it using "You"—like a “choose-your-own-adventure” story.
            • Pronouns - you, your, yours
            • Examples -
              • Little Red Riding Hood:
                • NARRATOR: “You are walking to Grandmother's house.”
              • Goldilocks and the Three Bears:
                • NARRATOR: “You are sleeping in Baby Bear's bed.”
              • 3rd person:
                • A narrator describes the scene while others act it out.
                • Pronouns - he, she, him, her, they, them
                • Examples -
                  • Little Red Riding Hood:
                    • WOLF: “She has a basket of goodies!”
                  • Goldilocks and the Three Bears:
                    • BABY BEAR: “She is sleeping in Baby Bear’s bed!”
                  • After, facilitate a discussion around the following questions:
                    • How does the story change depending on who is telling it?
                    • Which POV makes the audience feel closest to the story?

 

POINT OF VIEW BOOK

  • Tell students that you can explore Point of View when reading a book.
  • Read the book, The Tale of Two Beasts, by Fiona Roberton.
  • After reading, discuss the following:
    • Did the Girl and Beast see things the same way or differently? (Differently)
    • When the Girl thought she was rescuing the little Beast, what was the Beast thinking? (That he was being captured)
  • Ask students to make a statue of the two characters: the Girl and the Beast.
    • Tell students to add posture, facial expression, and emotion.
  • Discuss Part 1 - Who is speaking in Part 1 of the book?
    • Whose point of view or eyes are we seeing the story through? (The Girl)
  • Tell students that they will Freeze Frame her side of the story.
    • Define the parts of her story.
    • Ask students to come up and freeze-frame each part.
    • Tap each student playing the Girl.
      • Ask the student to say what the Girl is thinking, speaking in the first person using "I".
    • Discuss Part 2 - Who is speaking in Part 2 of the book?
      • Whose point of view or eyes are we seeing the story through? (The Beast)
    • Tell students that they will Freeze Frame the Beast's side of the story.
      • Define the parts of his story.
      • Ask students to come up and freeze-frame each part.
      • Tap each student playing the Beast.
        • Ask the student to say what the Beast is thinking, speaking in the first person using "I".
      • Ask students to pick their favorite book character and write three sentences:
        • 1st person - from the character's point of view using "I".
        • 2nd person - from a narrator's POV addressing the reader using "you".
        • 3rd person - from the narrator's POV using "he, she, they".

 

Closing Reflection

  • Facilitate a discussion around the following questions:
    • How did we bring point of view to life today?
      • We used our bodies to become the characters and the points of view.
      • We also retold the stories using our bodies and faces in tableaux or freeze frames.
    • Is this a way for us to help people understand us?
      • By sharing and showing our emotions
    • Do you think the girl and the creature understood each other better at the end of their stories?
    • Can you “turn and talk" showing your partner what emotion you feel right now?
    • What did the Girl and the Beast feel at the end of their stories?

 

Assessments

Formative

  • The teacher will observe:
    • Are students engaged and on task?
    • Can students speak in the first person from the character’s point of view?
    • Are students engaging their voices and bodies?

Summative

  • Use the following checklist to assess students (can be projected on the board):
    • Did you use your face?
    • Did you use your voice?
    • Did you use your body?
    • Did you speak from the 1st-person point of view?
    • Did you speak from a 2nd-person point of view?
    • Did you speak from a 3rd person point of view?

Student’s sentences from each point of view

 

 

Differentiation

Accelerated: 

  • Advanced students write a diary entry from a character's perspective.
  • They can also identify points of view in written text.

 

Remedial:

  • Remedial students can write the three POV sentences as a group instead of each individual.
  • The student can also draw a picture and write the pronoun instead of writing out sentences.

 

Additional Resources

 

Credits

Ideas contributed by: Susie Spear Purcell. 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  May 2025 @ ArtsNOW

 

Back to Lessons

YOUR VIEW MATTERS–POINT OF VIEW 2-3

YOUR VIEW MATTERS–POINT OF VIEW

YOUR VIEW MATTERS–POINT OF VIEW

Learning Description

This interactive, energetic lesson helps students explore points of view through the lens of games, dialogue, and a story. Students will activate their bodies and minds as they express emotions on their feet while using props and dialogue to immerse themselves in someone else's shoes. They will improvise dialogue from well-known fairytale scenarios from all three points of view. Finally, they will apply their point of view knowledge to the enchanting book, The Tale of Two Beasts.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: THEATRE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use my body to tell stories from several perspectives.
  • I can step inside someone else's shoes to learn more about them.
  • I can retell stories using freeze frames in a tableau.
  • I can create dialogue from several characters’ points of view.

Essential Questions

  • How does my point of view help others know my story?
  • What can I learn about others when thinking from their point of view?

 

Georgia Standards

Curriculum Standards

Grade 2:

2.P.ST.2.b Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts.

 

Grade 3:

3.P.ST.2.b Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts.

Arts Standards

TA.CR.1 Organize, design, and refine theatrical work.

TA.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

ELA.AOR.3: Evaluate how an author's choice of point of view or perspective shapes style and meaning within and across literary texts. 

Grade 2:

ELA.2.AOR.3.1 Identify different characters' perspectives in a literary text.

 

Grade 3:

ELA.3.AOR.3.1 Determine and explain the differences between the perspectives of the characters and/or between the characters and the reader.

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.

Benchmark T.CR NL.1 - I can identify basic story elements in simple stories, plays and scripts (e.g. plot, character, setting, theme, etc.).

Indicator T.CR.NL.1.2 - I can identify basic character qualities from a prompt.

Anchor Standard 3: I can act in improvised scenes and written scripts.

Benchmark T.P NL.3: I can use my body and voice to communicate character traits and emotions in a guided drama experience.

Benchmark T.P IM.3: I can use acting techniques to develop characters and create meaning in a simple theatrical work.

Benchmark T.P NM.3: I can make choices to change body and voice to portray differences between myself and characters in a guided drama experience.

Indicator T.P NM.3.1: I can make choices about using my body, and/or voice to imitate a variety of characters, conditions, and emotions.

Benchmark T.P NL. 3.1: I can experiment with a number of character choices in relation to other characters and conditions.

 

Key Vocabulary

Content Vocabulary

  • Character – A person, animal, or creature in a story
  • Story – A tale with a beginning, middle, and end that tells what happens to the characters
  • Problem – Something that goes wrong in a story that the characters need to fix
  • Solution – How the problem in a story gets fixed or solved
  • Point of View – The way a story is told and who is telling it
  • Perspective – How a character feels about what is happening in the story; different characters may see things in different ways
  • 1st person point of view – The story is told by someone in the story using "I" or "we."

Arts Vocabulary

  • Emotions – The feelings you have inside (happy, sad, scared, angry, calm, peaceful, joyful, embarrassed, etc.)
  • Facial expression – Using your face to show emotion
  • Body – Actors use their bodies to become a character through body posture and movement
  • Gestures – An expressive movement of the body or limbs
  • Posture – The position of one part of the body in relation to other parts
  • Gait – The way a person or animal walks or runs
  • Prop – Items that actors use in a performance to depict real-life objects
  • Dialogue – A conversation between two or more persons
  • Tableau - A frozen picture representing a scene or moment in a story that occurs during a theatrical performance
  • Freeze frame – A series of tableaux that tell a story

 

Materials

  • Feeling Wheels/Charts/Faces
  • Various props (for Step In My Shoes Relay–examples listed in Instructional Design)
  • POV sunglasses or headbands (for Whose Story Is it?)--two pairs of sunglasses or headbands needed–each one will have a character’s name taped to it
  • The book A Tale of Two Beasts by Fiona Roberton (A Tale of Two Beasts read aloud)
  • Four pieces of board or large paper (for Step In My Shoes Relay)

 

 

Instructional Design

Opening/Activating Strategy

EMOTION FACES & WALKS

  • Show a Feeling Wheel or a visual of emotions (see Additional Resources).
  • Point to an emotion and ask students to make the facial expression associated with that emotion.
    • Point to an emotion.
    • Say "1, 2, 3….FREEZE".
    • Students show a facial expression.
    • Then, call out the emotion/feeling.
  • Tell students that actors use their facial expressions to help tell the story of how they feel.
  • Ask students how you can use your body to show emotions.
    • Some ways are using gestures, posture, and gait.
  • Have students stand up and fill in spaces around the room.
    • Tell students to:
      • Walk around the room without touching anyone.
      • You will call out an emotion.
      • Students need to walk like that emotion until you call out the next emotion.

 

STEP IN MY SHOES RELAY

  • Divide students into groups.
  • Set up the following four stations around the classroom with props and prompt questions.
    • 1) The teacher station:
      • Prop Suggestions: Oversized glasses, chalkboard pointer, hat, sweater, clipboard, stack of papers
      • Prompt questions written on a board or large paper
        • How do you feel about grading papers?
        • What is your favorite part of the school day?
        • How do you feel when students don't listen in class?
        • What do you wish students would do more of in class?
        • What do you do when a lesson doesn't go as planned?
      • 2) The student station:
        • Prop suggestions (backpack, school supplies, fidget toy or earbuds, textbooks or notebook)
        • Prompt questions written on a board or large paper
          • How do you feel about homework?
          • What's your favorite subject and why?
          • How do you feel when there's a pop quiz?
          • What's the hardest thing about school?
          • How do you feel when you finally finish a big project?
        • 3) The pet station:
          • Prop suggestions (leash or collar, toy bone or ball, stuffed animal (dog or cat), pet bed or blanket
          • Prompt questions written on a board or large paper
            • What do you think when you hear the sound of food being prepared?
            • How do you feel when you're left alone at home?
            • What do you do when your owner comes home?
            • How do you react when someone new enters the house?
            • What's your favorite activity to do with your owner?
          • 4) The parent/caregiver station:
            • Prop suggestions (apron or parental hat, child's drawing, family photo, grocery bag, car keys, phone)
            • Prompt questions written on a board or large paper
              • How do you feel when your kids don't listen to you?
              • What do you think about the way school is run?
              • How do you feel when your child gets a good grade?
              • What do you wish your children would do more at home?
              • What do you find most challenging about being a parent/caregiver?
            • Let each student take turns putting on the "perspective shoes" (props) at each station.
              • Have them pick up the props at each station.
              • Then they will answer the prompt questions from that character's perspective.
            • After each round, students can rotate to the next station and take on a new perspective.
            • After completing all stations, come together to discuss the following questions:
              • How did it feel to be in that character's shoes?
              • How did the perspective change the way you viewed the situation?
              • What did you learn about how people in different roles might feel or think?
            • Relay extensions:
              • Change the setting: Instead of a classroom, set the stations in different environments (e.g., home, park, school bus).
              • Add a time limit: Challenge students to answer the prompts in under a minute, encouraging quick thinking.
              • Make it competitive: Turn the relay into a friendly competition, awarding points for the most creative or thoughtful answers.
            • Relay reflection questions:
              • How did the props help you feel more connected to the perspective?
              • What were the most surprising things you learned while "walking in someone else's shoes"?
              • How can understanding different perspectives help us in real life?

Work Session

  • Imagine you and a friend see the same thing; you might describe it differently because each one of you is looking at the story from your own perspective or "point of view".
    • Point of view is like whose eyes are telling the story.
    • Point of view is like whose thoughts we are reading about.

 

WHOSE STORY IS IT?

  • Choose a simple, well-known fable or fairytale. See suggestions below.
    • The Three Little Pigs (characters – Wolf, Pigs, Narrator)
    • Goldilocks and the Three Bears (characters – Goldilocks, Baby Bear, Narrator)
    • Little Red Riding Hood (characters – Little Red, Wolf, Narrator)
  • Ask students to act out the story in different ways or from different sets of eyes.
    • First, give each person a pair of sunglasses or headband with different characters taped to it, such as Little Red Riding Hood and the Wolf.
      • Each student pretends to be a character and tells the story as "I”.
        • Pronouns - I, me
        • Examples -
          • Little Red Riding Hood:
            • LITTLE RED: “I'm going to Grandmother's house.”
          • After, facilitate a discussion around the following questions:
            • How does the story change depending on who is telling it?

 

POINT OF VIEW BOOK

  • Tell students that you can explore Point of View when reading a book.
  • Read the book, The Tale of Two Beasts, by Fiona Roberton.
  • After reading, discuss the following:
    • Did the Girl and Beast see things the same way or differently? (Differently)
    • When the Girl thought she was rescuing the little Beast, what was the Beast thinking? (That he was being captured)
  • Ask students to make a statue of the two characters: the Girl and the Beast.
    • Tell students to add posture, facial expression, and emotion.
  • Discuss Part 1 - Who is speaking in Part 1 of the book?
    • Whose point of view or eyes are we seeing the story through? (The Girl)
  • Tell students that they will Freeze Frame her side of the story.
    • Define the parts of her story.
    • Ask students to come up and freeze-frame each part.
    • Tap each student playing the Girl.
      • Ask the student to say what the Girl is thinking, speaking in the first person using "I".
    • Discuss Part 2 - Who is speaking in Part 2 of the book?
      • Whose point of view or eyes are we seeing the story through? (The Beast)
    • Tell students that they will Freeze Frame the Beast's side of the story.
      • Define the parts of his story.
      • Ask students to come up and freeze-frame each part.
      • Tap each student playing the Beast.
        • Ask the student to say what the Beast is thinking, speaking in the first person using "I".
        • Ask students to pick their favorite book character and write a sentence from the character's point of view using "I".

 

Closing Reflection

  • Facilitate a discussion around the following questions:
    • How did we bring point of view to life today?
      • We used our bodies to become the characters and the points of view.
      • We also retold the stories using our bodies and faces in tableaux or freeze frames.
    • Is this a way for us to help people understand us?
      • By sharing and showing our emotions
    • Do you think the girl and the creature understood each other better at the end of their stories?
    • Can you “turn and talk" showing your partner what emotion you feel right now?
    • What did the Girl and the Beast feel at the end of their stories?

 

Assessments

Formative

  • The teacher will observe:
    • Are students engaged and on task?
    • Can students speak in the first person from the character’s point of view?
    • Are students engaging their voices and bodies?

Summative

  • Use the following checklist to assess students (can be projected on the board):
    • Did you use your face?
    • Did you use your voice?
    • Did you use your body?
    • Did you speak from the character’s point of view?

Student’s sentence from their favorite character’s point of view

 

 

Differentiation

Accelerated: 

  • Advanced students write a diary entry from a character's perspective.

 

Remedial:

  • Provide sentence stems.
  • The student can draw a picture and write the pronoun instead of writing out a sentence.

 

Additional Resources

 

Credits

Ideas contributed by: Susie Spear Purcell.  Updated by: Katy Betts

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  May 2025 @ ArtsNOW

 

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YOUR VIEW MATTERS–POINT OF VIEW K-1

YOUR VIEW MATTERS–POINT OF VIEW

YOUR VIEW MATTERS–POINT OF VIEW

Learning Description

This interactive, energetic lesson helps students explore points of view through the lens of games, dialogue, and a story. Students will activate their bodies and minds as they express emotions on their feet while using props and dialogue to immerse themselves in someone else's shoes. They will improvise dialogue from well-known fairytale scenarios from all three points of view. Finally, they will apply their point of view knowledge to the enchanting book, The Tale of Two Beasts.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: THEATRE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use my body to tell stories from several perspectives.
  • I can step inside someone else's shoes to learn more about them.
  • I can retell stories using freeze frames in a tableau.
  • I can create dialogue from several characters’ points of view.

Essential Questions

  • How does my point of view help others know my story?
  • What can I learn about others when thinking from their point of view?

 

Georgia Standards

Curriculum Standards

Kindergarten:

K.P.ST.2.b Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts.

 

Grade 1:

1.P.ST.2.b Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

Arts Standards

TA.CR.1 Organize, design, and refine theatrical work.

TA.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

ELA.AOR.3: Evaluate how an author's choice of point of view or perspective shapes style and meaning within and across literary texts.

Kindergarten:

ELA.K.AOR.3.1 Identify and explain the roles of the author and the illustrator of a story.

 

Grade 1:

ELA.1.AOR.3.1 Identify and explain who is telling the story at various points in the story.

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.

Benchmark T.CR NL.1 - I can identify basic story elements in simple stories, plays and scripts (e.g. plot, character, setting, theme, etc.).

Indicator T.CR.NL.1.2 - I can identify basic character qualities from a prompt.

Anchor Standard 3: I can act in improvised scenes and written scripts.

Benchmark T.P NL.3: I can use my body and voice to communicate character traits and emotions in a guided drama experience.

Benchmark T.P IM.3: I can use acting techniques to develop characters and create meaning in a simple theatrical work.

Benchmark T.P NM.3: I can make choices to change body and voice to portray differences between myself and characters in a guided drama experience.

Indicator T.P NM.3.1: I can make choices about using my body, and/or voice to imitate a variety of characters, conditions, and emotions.

Benchmark T.P NL. 3.1: I can experiment with a number of character choices in relation to other characters and conditions.

 

Key Vocabulary

Content Vocabulary

  • Character – A person, animal, or creature in a story
  • Story – A tale with a beginning, middle, and end that tells what happens to the characters
  • Problem – Something that goes wrong in a story that the characters need to fix
  • Solution – How the problem in a story gets fixed or solved
  • Point of View – The way a story is told and who is telling it
  • Perspective – How a character feels about what is happening in the story; different characters may see things in different ways

Arts Vocabulary

  • Emotions – The feelings you have inside (happy, sad, scared, angry, calm, peaceful, joyful, embarrassed, etc.)
  • Facial expression – Using your face to show emotion
  • Body – Actors use their bodies to become a character through body posture and movement
  • Gestures – An expressive movement of the body or limbs
  • Posture – The position of one part of the body in relation to other parts
  • Gait – The way a person or animal walks or runs
  • Prop – Items that actors use in a performance to depict real-life objects
  • Dialogue – A conversation between two or more persons
  • Tableau - A frozen picture representing a scene or moment in a story that occurs during a theatrical performance
  • Freeze frame – A series of tableaux that tell a story

 

Materials

  • Feeling Wheels/Charts/Faces
  • Various props (for Step In My Shoes Relay–examples listed in Instructional Design)
  • POV sunglasses or headbands (for Whose Story Is it?)--two pairs of sunglasses or headbands needed–each one will have a character’s name taped to it
  • The book A Tale of Two Beasts by Fiona Roberton (A Tale of Two Beasts read aloud)
  • Four pieces of board or large paper (for Step In My Shoes Relay)

 

 

Instructional Design

Opening/Activating Strategy

EMOTION FACES & WALKS

  • Show a Feeling Wheel or a visual of emotions (see Additional Resources).
  • Point to an emotion and ask students to make the facial expression associated with that emotion.
    • Point to an emotion.
    • Say "1, 2, 3….FREEZE".
    • Students show a facial expression.
    • Then, call out the emotion/feeling.
  • Tell students that actors use their facial expressions to help tell the story of how they feel.
  • Ask students how you can use your body to show emotions.
    • Some ways are using gestures, posture, and gait.
  • Have students stand up and fill in spaces around the room.
    • Tell students to:
      • Walk around the room without touching anyone.
      • You will call out an emotion.
      • Students need to walk like that emotion until you call out the next emotion.

 

STEP IN MY SHOES RELAY

  • Set up the following four stations around the classroom with props and prompt questions.
  • Travel to each station as a class.
    • 1) The teacher station:
      • Prop Suggestions: Oversized glasses, chalkboard pointer, hat, sweater, clipboard, stack of papers
      • Prompt questions written on a board or large paper
        • How do you feel about grading papers?
        • What is your favorite part of the school day?
        • How do you feel when students don't listen in class?
        • What do you wish students would do more of in class?
        • What do you do when a lesson doesn't go as planned?
      • 2) The student station:
        • Prop suggestions (backpack, school supplies, fidget toy or earbuds, textbooks or notebook)
        • Prompt questions written on a board or large paper
          • How do you feel about homework?
          • What's your favorite subject and why?
          • How do you feel when there's a pop quiz?
          • What's the hardest thing about school?
          • How do you feel when you finally finish a big project?
        • 3) The pet station:
          • Prop suggestions (leash or collar, toy bone or ball, stuffed animal (dog or cat), pet bed or blanket
          • Prompt questions written on a board or large paper
            • What do you think when you hear the sound of food being prepared?
            • How do you feel when you're left alone at home?
            • What do you do when your owner comes home?
            • How do you react when someone new enters the house?
            • What's your favorite activity to do with your owner?
          • 4) The parent/caregiver station:
            • Prop suggestions (apron or parental hat, child's drawing, family photo, grocery bag, car keys, phone)
            • Prompt questions written on a board or large paper
              • How do you feel when your kids don't listen to you?
              • What do you think about the way school is run?
              • How do you feel when your child gets a good grade?
              • What do you wish your children would do more at home?
              • What do you find most challenging about being a parent/caregiver?
            • Let each student take turns putting on the "perspective shoes" (props) so that each student gets to put on at least one perspective.
              • Have them pick up the props at each station.
              • Then they will answer the prompt questions from that character's perspective.
            • After completing all stations, come together to discuss the following questions:
              • How did it feel to be in that character's shoes?
              • How did the perspective change the way you viewed the situation?
              • What did you learn about how people in different roles might feel or think?
            • Relay extensions:
              • Change the setting: Instead of a classroom, set the stations in different environments (e.g., home, park, school bus).
              • Add a time limit: Challenge students to answer the prompts in under a minute, encouraging quick thinking.
              • Make it competitive: Turn the relay into a friendly competition, awarding points for the most creative or thoughtful answers.
            • Relay reflection questions:
              • How did the props help you feel more connected to the perspective?
              • What were the most surprising things you learned while "walking in someone else's shoes"?
              • How can understanding different perspectives help us in real life?

Work Session

  • Imagine you and a friend see the same thing; you might describe it differently because each one of you is looking at the story from your own perspective or "point of view".
    • Point of view is like whose eyes are telling the story.
    • Point of view is like whose thoughts we are reading about.

 

WHOSE STORY IS IT?

  • Choose a simple, well-known fable or fairytale. See suggestions below.
    • The Three Little Pigs (characters – Wolf, Pigs, Narrator)
    • Goldilocks and the Three Bears (characters – Goldilocks, Baby Bear, Narrator)
    • Little Red Riding Hood (characters – Little Red, Wolf, Narrator)
  • Ask students to act out the story in different ways or from different sets of eyes.
    • First, give each person a pair of sunglasses or headband with different characters taped to it, such as Little Red Riding Hood and the Wolf.
      • Each student pretends to be a character and tells the story as "I”.
        • Pronouns - I, me
        • Examples -
          • Little Red Riding Hood:
            • LITTLE RED: “I'm going to Grandmother's house.”
          • After, facilitate a discussion around the following questions:
            • How does the story change depending on who is telling it?

 

POINT OF VIEW BOOK

  • Tell students that you can explore Point of View when reading a book.
  • Read the book, The Tale of Two Beasts, by Fiona Roberton.
  • After reading, discuss the following:
    • Did the Girl and Beast see things the same way or differently? (Differently)
    • When the Girl thought she was rescuing the little Beast, what was the Beast thinking? (That he was being captured)
  • Ask students to make a statue of the two characters: the Girl and the Beast.
    • Tell students to add posture, facial expression, and emotion.
  • Discuss Part 1 - Who is speaking in Part 1 of the book?
    • Whose point of view or eyes are we seeing the story through? (The Girl)
  • Tell students that they will Freeze Frame her side of the story.
    • Define the parts of her story.
    • Ask students to come up and freeze-frame each part.
    • Tap each student playing the Girl.
      • Ask the student to say what the Girl is thinking, speaking in the first person using "I".
    • Discuss Part 2 - Who is speaking in Part 2 of the book?
      • Whose point of view or eyes are we seeing the story through? (The Beast)
    • Tell students that they will Freeze Frame the Beast's side of the story.
      • Define the parts of his story.
      • Ask students to come up and freeze-frame each part.
      • Tap each student playing the Beast.
      • Ask the student to say what the Beast is thinking, speaking in the first person using "I".

 

Closing Reflection

  • Facilitate a discussion around the following questions:
    • How did we bring point of view to life today?
      • We used our bodies to become the characters and the points of view.
      • We also retold the stories using our bodies and faces in tableaux or freeze frames.
    • Is this a way for us to help people understand us?
      • By sharing and showing our emotions
    • Do you think the girl and the creature understood each other better at the end of their stories?
    • Can you “turn and talk" showing your partner what emotion you feel right now?
    • What did the Girl and the Beast feel at the end of their stories?

 

Assessments

Formative

  • The teacher will observe:
    • Are students engaged and on task?
    • Can students speak in the first person from the character’s point of view?
    • Are students engaging their voices and bodies?

Summative

  • Use the following checklist to assess students (can be projected on the board):
    • Did you use your face?
    • Did you use your voice?
    • Did you use your body?
    • Did you speak from the character’s point of view?

 

 

Differentiation

Accelerated: 

  • Advanced students can write a sentence and draw a picture to show the Beast or the Girl’s point of view.

 

Remedial:

  • Divide the lesson up into multiple days.
  • Model how to speak from a character’s point of view before asking students to.

 

Additional Resources

 

Credits

Ideas contributed by: Susie Spear Purcell.  Updated by: Katy Betts

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  May 2025 @ ArtsNOW

 

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YOUR VIEW MATTERS–FLASHBACK/FORESHADOWING 9-12

YOUR VIEW MATTERS–FLASHBACK/FORESHADOWING

YOUR VIEW MATTERS–FLASHBACK/FORESHADOWING

Learning Description

Students will be engaged throughout this lesson as they take improvisation to a new level. They will create stories on their feet without a script bringing laughter and energy into the classroom as they put flashbacks and foreshadowing into their bodies. They will work individually and in groups to bring prophecies to life. Students will learn about and put into practice literary techniques without even realizing it because they will be having so much fun with their friends and classmates!

 

Learning Targets

GRADE BAND: 9-12
CONTENT FOCUS: THEATRE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can act out memories from my own life using my body and voice.
  • I can use improvisation to create stories.
  • I can work with others to create a story.
  • I can be intentional about creating positive memories in my life.

Essential Questions

  • How can improvisation help me be flexible in my world?
  • When have I had foreshadowing and flashback moments in my life?
  • How can memories enhance my life and stories?
  • How can I be in tune to hear the foreshadowing voices around me?

 

Georgia Standards

Curriculum Standards

9th Grade Literature and Composition:

ELAGSE9-10RL5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

 

10th Grade Literature and Composition:

ELAGSE9-10RL5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Arts Standards

TAHSFT.CR.1 Organize, design, and refine theatrical work.

b. Incorporate dramatic elements through improvisation.

TAHSFT.PR.1 Act by communicating and sustaining roles in formal and informal environments.

a. Observe and demonstrate aspects of verbal and non-verbal techniques in common human activity for performance (e.g. voice, breathing, posture, facial expression, physical movement).

 

South Carolina Standards

Curriculum Standards

ELA.AOR.5: Evaluate and critique how an author uses words, phrases, and text structures to craft text.

English I:

ELA.E1.AOR.5.1 Analyze how an author’s choices in structuring a text, including the manipulation of time (e.g., flashback and foreshadowing), create effects such as mystery, tension, and/or suspense.

 

English II:

ELA.E2.AOR.5.1 Analyze how an author’s choices concerning how to structure a literary text, order events within it, and manipulate time, create effects such as mystery, tension, or surprise.

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.

Benchmark T.CR NH.1: I can work with others to add dialogue to a story.

Indicator T.CR NH1.2: I can collaborate with peers to improvise multiple dialogue choices.

Anchor Standard 3: I can act in improvised scenes and written scripts.

Benchmark T.P IM.3: I can use acting techniques to develop characters and create meaning in a simple theatrical work.

Indicator T.P IM.3.1: I can use acting techniques to develop characters and create meaning in a simple theatrical work.

 

Key Vocabulary

Content Vocabulary

  • Character – A person, animal, or being in a story that takes part in the action; characters have traits, emotions, and motivations that shape the story.
  • Story – A connected series of events that includes a beginning, middle, and end; a story usually has characters, a problem, and a resolution.
  • Foreshadow – A hint or clue about something that will happen later in the story. Example: Dark clouds gathering in the sky may foreshadow a storm.
  • Flashback – A scene that takes the story back in time to show something from the past. Example: A character remembers their first day of school while getting ready for graduation.
  • Tone – The author's attitude toward the subject, shown through word choice and style
  • Mood – The feeling or atmosphere a reader gets from a story

Arts Vocabulary

  • Memory – The process of taking in information from the world around us, processing it, storing it and later recalling that information, sometimes many years later. Actors have to memorize lines for a performance.
  • Improvisation – A moment in a play that is not rehearsed or "scripted", or acting without a script
  • Dialogue – Conversation between two or more persons
  • Scene – A single situation or unit of dialogue in a play
  • Visualization – Creating vivid mental images and scenarios to enhance the understanding of characters, scenes, and the overall narrative, ultimately leading to more authentic and engaging performances

 

Materials

 

 

Instructional Design

Opening/Activating Strategy

MEMORY WALK TIME MACHINE - FLASHBACK THEATRE

  • Ask students what happened right before they arrived today.
    • That was a memory.
    • Ask: Is a memory from the past or future? (Past)
      • Memory is the process of taking in information from the world around us, processing it, storing it, and later recalling that information.
      • Memories can be positive or negative.
      • Ask:
        • What is the first memory that pops into your head when I say…chocolate?
        • What about when I say…homework?
      • Explain that they are about to enter a Memory Machine Walk.
        • Invite students to close their eyes, if they feel safe to do so, and visualize a particular memory from their lives.
          • Actors visualize their characters, playing out the story in their mind's eye.
        • Tell students to think of events that have happened in their lives up to this point.
          • For example, when they were a baby, a toddler, an elementary schooler, activities or accolades, family milestones, the first day of school, birthday, embarrassing moments, etc.)
          • Tell students to choose one memory.
        • Explain how the Memory Machine Walk will work.
          • Students walk around the room.
          • Teacher calls, "1, 2, 3 …. FLASHBACK".
          • Students freeze.
          • Students act out their past event/memory from their life using body and voice.
          • Teacher calls, "1, 2, 3 …WALK".
          • Students visualize another memory and repeat the process.
        • Continue until through several rounds.
      • Memory Walk Group Improv:
        • Ask students to get into groups of three.
        • Tell them that they will improvise a scene (make it up on their feet).
        • Have them choose a simple scenario.
        • Give groups two minutes to decide on their scenario and who will play what characters.
        • Explain how the Memory Walk Improv will work.
          • Teacher calls, "1, 2, 3…ACTION".
          • Students start improvising the scene.
          • At some point during the improv, the teacher will call out "1, 2, 3…Flashback!".
          • Students must immediately improvise an earlier event that gives details to the scene.
        • Give students a moment to think about possible flashbacks that fit within their scenario.
        • Start the exercise.
        • Let students improvise for about 45 seconds before calling, "1, 2, 3…Flashback!".
        • Ask for any volunteers who would like to share their scene.
        • Reflect with students by asking what they noticed about the exercise. Use the following questions to facilitate discussion.
          • How did the flashback change the way they saw the story?
          • What emotions or surprises did it create?

Work Session

  • Ask students what they thought about the improvised scenes.
    • What worked and didn't work?
    • Did all of the partners accept suggestions given by their scene partner?
  • Tell students that improvisation is making up a story as you go along without using a script.
    • It can be tough and often ends flat with the characters arguing.
    • Improvisation takes practice, and there are some important rules that help actors make it successful.
    • Discuss Rules of Improvisation.
    • Watch the video Minute Improv Yes And.
    • Tell students that improvisation is radical acceptance and cooperation in action.
    • Tell students, “Now, let's put these rules into practice and sharpen our improvisation skills”.

 

CIRCLE OF PROPHECIES–FORESHADOW THEATRE

  • Ask students what a prophecy is.
    • A prophecy is a vague or dramatic prediction.
      • It adds tone and mood to a story–usually suspense and mystery!
    • Ask students if they can think of any movies or TV shows that they have seen or books they have read that contained prophecies.
    • Share an example of a prophecy: "The sky will weep silver tears, and a path of glowing moss will appear. Choose the path, or face the silence".
    • Ask them to think of a prophecy that they have heard or make one up.
      • Have them turn and share with the person sitting next to them.
    • Invite students to sit or stand in a circle.
    • Tell them that you have slips of paper with prophecies listed on them in a hat.
    • Have one student pull a prophecy out of the hat and read it.
      • Work as a class to come up with three foreshadowing clues that go with the prophecy.
        • Example: "The lights flicker, a character makes a cryptic comment, a storm begins outside".
      • Work as a class to come up with a fast-forward idea to reveal what happens next.
        • Example: "A ghost appears!"
      • Encourage dramatic foreshadowing, over-the-top reactions, and creative problem-solving!
    • Invite some students to the center of the circle to act out a short improv scene leading up to the prophecy coming true (or hilariously failing to).
      • The scene must include the following:
        • The prophecy
        • The three foreshadowing clues
        • The one fast-forward idea
      • Encourage students to have fun and take risks.
    • Ask students to get into groups of three or four.
    • Have them choose one scene idea from Scene Ideas for "Circle of Prophecies"- Foreshadowing.
      • Example: "The Missing Homework Will Decide the Future"
        • Prophecy: "Beware! If the sacred scroll (a.k.a. the missing homework) is not returned by sundown, disaster will strike!"
        • Scene: A group of students frantically searches for the missing assignment, convinced it holds magical powers. The teacher (or "guardian of knowledge") gets more suspicious by the minute.
      • Have students start on the spot or give groups five to ten minutes to decide the following:
        • Setting
        • Characters
        • Three foreshadowing clues that go with the prophecy
        • One fast forward idea
      • Have students share improvised scenes with the class.
      • Reflect with students by asking them what they noticed about the exercise. Use the following questions to facilitate discussion.
        • What made foreshadowing effective?
        • How does foreshadowing add suspense or mystery?

 

Fun additions to consider including in the lesson:

  • Encourage dramatic foreshadowing – Have one student act as the "Prophet" to ominously deliver the prophecy before the scene begins.
  • Use props, such as a toy crystal ball, an old book, and a flashlight for dramatic lighting.
  • Allow silly twists – Maybe the "big disaster" is that the vending machine runs out of snacks. Let them be creative!

 

EXTENSION:

Have groups write down their scenes after improvising them to create a script. Students will edit and revise the scripts.

 

Closing Reflection

  • Facilitate a discussion using the following questions:
    • What did you like or dislike about this lesson?
    • Do you have a better understanding of foreshadowing and flashbacks?
  • Tell students to get with their groups and share one memory they have from their improvised scenes.
  • Tell students that memories make life interesting and can make relationships stronger. Ask them to think of an intentional way to create a positive, fun memory with a friend or family member that might last a lifetime.

 

Assessments

Formative

  • The teacher can discern if the students understand the meaning of flashbacks and foreshadowings by the dialogue they include in their improvisations.

Summative

  • Create a checklist of the elements that need to be included in the scene.
  • Create a checklist for the rules of improvisation and have audience members check off the rules that were followed in each scene.

 

 

Differentiation

Accelerated: 

  • Have advanced students write a complete story containing both foreshadowing and flashbacks using the Simple Scene prompts.

 

Remedial:

  • Create one scene as a class or allow students to contribute to the story without acting in the scenes. Or, allow remedial students to pantomime without using words while the teacher reads the improvised text.

 

Additional Resources

Improvisation Video - A Lesson on Improv Technique, with Chris Gethard | Big Think

 

Credits

Ideas contributed by: Susie Spear Purcell

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  May 2025 @ ArtsNOW

 

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