Be You! 1 (Theatre)

A banner with the book cover "Be You!" by Peter H. Reynolds on the left, and the text "Creativity Task Cards 1" in large, white, playful letters on colorful circles—perfect for inspiring theatre activities or connecting with The Big Umbrella.

Art Form: Theatre

 

Supplies Needed

Be You! book

Vocabulary

Character - a person in a story or play, or an animal or object that has human qualities; also, a person’s personality, and how they make choices, or what makes a person unique

Character trait - an aspect of a person’s character or personality; a characteristic

Adjective - a describing word; a word that tells the color, shape, size, smell, taste, sound, or feeling of a person or object

Vocal expression - the way an actor uses their voice to portray a character or to convey feelings

Pantomime - a style of acting that involves pretending to hold, touch, or use things that you are not holding, touching or using; also, sometimes it is done silently.

Instructions

1. Look at the first two pages of the book, where it says,“You were born to BE so many things,” and features an illustration of a baby. Look at all of the words on the page. They are adjectives; they convey character traits. Read the book.

2. Choose a word that describes you. It might describe you all the time or only sometimes. Think of a time when that word describes you.

3. Make up a sentence that includes the character trait and when you exhibit it, with the format,  “I am ______ when I see _____". For example, it could be, "I am excited when I jump rope with my friend Chelsea," or "I am curious when I see a picture of an animal I’ve never seen before”

4. Decide on an action you can pantomime to go with your statement about your character trait. Think about how to use your body to act it out. Think about how to use your hands to pretend you are holding or doing something imaginary. Think about the size, shape and weight of the objects you are pretending to use.

5. As you pantomime the action, use your voice to express the feeling of the character trait. For example, you could pantomime drying dishes and say, with a very strong, proud voice, “I am helpful when I dry the pots and pans after a big dinner”.

6. Repeat the process with several adjectives from the book. Continue to make your pantomime actions feel and look real.

Extensions

Find or identify two opposite adjectives. Write a new sentence putting them together, and act it out. For example, “I am generous when I share my snack with my friends at school, but I am selfish when my sister asks for some of my popcorn on Movie Night”.

Make a collage using copies of family photos or simply draw a picture of yourself with all your various character traits and the actions that go with them.

Illustration of a child in a wooden boat floating with five heart-decorated balloons above clouds, as if on a dreamy theatre stage, with the text "Be You!" in large letters and "Peter H. Reynolds" as the author.
Download the complete Creativity Task Card Here

About

The REimagining and Accelerating Literacy through Arts Integration (REALAI) grant supports the literacy achievement of 3,200 students and 170 teachers, media specialists, and literacy coaches across six schools in Georgia and South Carolina.

In addition to professional learning for educators, this project contributes significantly to school library collections through the purchase of developmentally appropriate and culturally relevant books.

This grant also includes parent events to provide families with access to books and other content about how to support their child’s reading development.

Be You! 1 (Visual Arts)

A banner with the book cover "Be You!" by Peter H. Reynolds on the left, and the text "Creativity Task Cards 1" in large, white, playful letters on colorful circles—perfect for inspiring theatre activities or connecting with The Big Umbrella.

Art Form: Visual Arts

 

Supplies Needed

-Be You! book
-Paper
-Crayons, colored pencils, or markers

Vocabulary

Self Portrait - an artist’s visual portrayal of him or herself

Character - a person in a story or play, or an animal or object that has human qualities

Unique - one of a kind; special

Expression - a way to show feelings or ideas

Color - an element of art with three properties: 1) Hue: the name of the color, e.g. red, yellow, etc.; 2) Intensity: the purity and strength of the color (brightness or dullness); 3) Value: the lightness or darkness of the color (shades and tints)

Shape - a flat, enclosed line that is always two- dimensional and can be either geometric or organic

Confidence - believing in yourself

Instructions

1. Read Be You!. Who is the character in the story? Where might this story take place? Give the character a name. What are the some of the things the character is encouraging you to be?

2. Think about what makes you special, kind, or brave. Use lines and shapes to draw a picture of yourself, illustrating your style, your smile, and your favorite things!

3. Think about your smile, your talents, and your favorite things. Add words or symbols that show who you are (like hearts, stars, or books).

4.Write your name and a sentence to describe one thing you love about yourself. Use one of these sentence starters, “I am me because..., ” or My favorite thing about me is...”.

Extensions

Make a "Be You!" book with more pictures of what you like, feel, and dream about.

Talk about what makes your friends or family unique too!

Illustration of a child in a wooden boat floating with five heart-decorated balloons above clouds, as if on a dreamy theatre stage, with the text "Be You!" in large letters and "Peter H. Reynolds" as the author.
Download the complete Creativity Task Card Here

About

The REimagining and Accelerating Literacy through Arts Integration (REALAI) grant supports the literacy achievement of 3,200 students and 170 teachers, media specialists, and literacy coaches across six schools in Georgia and South Carolina.

In addition to professional learning for educators, this project contributes significantly to school library collections through the purchase of developmentally appropriate and culturally relevant books.

This grant also includes parent events to provide families with access to books and other content about how to support their child’s reading development.

Be You! 1 (Music)

A banner with the book cover "Be You!" by Peter H. Reynolds on the left, and the text "Creativity Task Cards 1" in large, white, playful letters on colorful circles—perfect for inspiring theatre activities or connecting with The Big Umbrella.

Art Form: Music

 

Supplies Needed

-Be You! book

Vocabulary

Tempo - the speed of the beat

Rhythm - long and short sounds and silences

Steady beat - the consistent pulse or "heartbeat" of music

Form - the organization of a piece (how the music is put together)

Dynamics - loud and soft sounds; volume

Instructions

1.  Read the book, Be You!. Discuss the events in the book. Who are the characters? What is the setting? What is the main idea or central message of the book?

2.  What word is repeated? (“be”). Notice that every “be” is followed by a different word or words.

3.  Pat the steady beat at a moderate tempo. Practice saying each “be” phrase rhythmically in two beats—some words and syllables will be short!

4.  Read the book, inserting each “be” phrase spoken rhythmically. Since the other parts of the book can’t be read rhythmically, pat the beat only while you say the “be” phrases.

5.  Some parts of the book have a steady beat (the “be” phrases) while others don’t (the phrases that don’t start with “be”). The book is organized in parts that aren’t read rhythmically and parts that are—it had a specific form!

6.  What other words could make a “be” sentence (for example, “be generous” and “be strong”)? Write those words on a card and add these to the story— you choose where!

Extensions

Experiment with different punctuation at the end of the “be” phrases. How would the dynamics change if the “be” phrase ended with an exclamation mark (as happens on the second page)? Would it be loud or quiet?

For extra challenge, change the beat from pat-pat to pat-clap.

Illustration of a child in a wooden boat floating with five heart-decorated balloons above clouds, as if on a dreamy theatre stage, with the text "Be You!" in large letters and "Peter H. Reynolds" as the author.
Download the complete Creativity Task Card Here

About

The REimagining and Accelerating Literacy through Arts Integration (REALAI) grant supports the literacy achievement of 3,200 students and 170 teachers, media specialists, and literacy coaches across six schools in Georgia and South Carolina.

In addition to professional learning for educators, this project contributes significantly to school library collections through the purchase of developmentally appropriate and culturally relevant books.

This grant also includes parent events to provide families with access to books and other content about how to support their child’s reading development.

Be You! 1 (Dance)

A banner with the book cover "Be You!" by Peter H. Reynolds on the left, and the text "Creativity Task Cards 1" in large, white, playful letters on colorful circles—perfect for inspiring theatre activities or connecting with The Big Umbrella.

Art Form: Dance

 

Supplies Needed

-Be You! book

Vocabulary

Movement - how you use your body to do a dance or action

Choreographer - the person who designs or creates a dance piece

Sequence - order of events in a story; order of shapes or movements in a dance

Body Shape - refers to an interesting and interrelated arrangement of body parts of one dancer; the visual makeup or molding of the body parts of a singular dancer; the overall visible appearance of a group of dancers

Gesture - an expressive movement of the body or limbs

Instructions

1.  Read the book Be You!. As you read, notice the book’s message: to be yourself. Begin thinking about all of the things that make you, you!

2.  After you’ve read the book, use body shapes to spell out your name! For each letter, you can:

  • Make the shape of the letter with your body (Ex: “T” with arms
    out wide),
  • Make a body shape that represents something that you like
    starting with that letter (Ex: “D” for “dog”
    – crouching on all
    fours).
  • Make body movements that reflect what the book encourages
    you to be.

3.  Practice posing the shapes of your name in order.

  • Freeze in each body shape for a few seconds/beats.

Extensions

Write a sentence that explains why you chose each movement in your sequence. Be sure to describe the size of your movement.

Teach your sequence to someone else.

Illustration of a child in a wooden boat floating with five heart-decorated balloons above clouds, as if on a dreamy theatre stage, with the text "Be You!" in large letters and "Peter H. Reynolds" as the author.
Download the complete Creativity Task Card Here

About

The REimagining and Accelerating Literacy through Arts Integration (REALAI) grant supports the literacy achievement of 3,200 students and 170 teachers, media specialists, and literacy coaches across six schools in Georgia and South Carolina.

In addition to professional learning for educators, this project contributes significantly to school library collections through the purchase of developmentally appropriate and culturally relevant books.

This grant also includes parent events to provide families with access to books and other content about how to support their child’s reading development.

THE DAY THE CRAYONS QUIT READER’S THEATER 4-5

THE DAY THE CRAYONS QUIT READER’S THEATER

THE DAY THE CRAYONS QUIT READER’S THEATER

Learning Description

In this lesson students will work collaboratively to understand the characters of a story through a reader’s theatre performance. Students will embody one character using their voices and bodies to portray the character’s feelings throughout the story. Through the use of theatre techniques, students will gain a greater understanding of the setting, characters, conflict, resolution, and theme of the story.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: THEATRE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can portray a character within the context of a story using my body and voice.

  • I can identify the setting, characters, conflict, resolution, and theme of a story.

  • I can create prps and costumes for my performance.

Essential Questions

  • How does using voice and body help us to understand a character?

  • What are the setting, characters, conflict, resolution, and theme of the story?

  • How do costumes and props enhance a performance?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

 

ELAGSE4RL3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

 

Grade 5: 

ELAGSE5RL2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

 

ELAGSE5RL3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Arts Standards

Grade 4: 

TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments.

TA4.PR.1.a Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate a character’s thoughts, emotions, and actions.

TA4.PR.1.b Use body and movement to communicate a character’s thoughts and emotions.

TA4.PR.1.c Collaborate and perform with an ensemble to present theatre to an audience.

 

Grade 5: 

TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

TA5.PR.1.a Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate thoughts, ideas, and emotions of a character.

TA5.PR.1.b Use body and movement to communicate thoughts, ideas, and emotions of a character.

TA5.PR.1.c Collaborate and perform with an ensemble to present theatre to an audience.

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.AOR.1.1 Explain how setting and conflict cause characters to change and how conflict(s) contributes to plot development. 

ELA.4.AOR.2.1 Identify and explain an explicit or implied theme and how it is developed by key details in a literary text. 

Grade 5: 

ELA.5.AOR.1.1 Analyze how setting, characters, and conflict impact plot development.

ELA.5.AOR.2.1 Explain the development of an explicit or implied theme over the course of a literary text.

Arts Standards

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

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

 

Key Vocabulary

Content Vocabulary

  • Setting - Where and when a story takes place

  • Characters - A person, animal, or imaginary being that takes part in the events of the story
  • Conflict - A problem or struggle that the characters face. It drives the action and makes the story interesting.
  • Resolution - How the problem or conflict gets solved; where the story comes to an end, and the characters' challenges are resolved
  • Theme - The main message, idea, or lesson the author wants to share

Arts Vocabulary

  • Dialogue - A conversation between two or more persons

  • Character - An actor or actress in a specified role
  • Script - The written version of a play, movie, or other acted performance
  • Props - Items that actors use in a performance to depict real-life objects.  Props can also be used to help students brainstorm for their writing or character study.
  • Body - Actors use their body to become a character through body posture and movement. What your mind thinks, what your emotions feel, all of this is supposed to show up in your body.
  • Facial expression - Using your face to show emotion
  • Gesture - An expressive movement of the body or limbs
  • Voice - Actors use their voice to be heard by the audience clearly. Actors must also apply vocal choices such as pitch, tempo, and volume to the character they are dramatizing. 
  • Tone - The way your voice sounds when you speak. It shows how you feel, like being happy, sad, excited, or serious.

  • Tableau - A frozen picture representing a scene or moment in a story that occurs during a theatrical performance. When creating a tableau in theatre, the following principles should be applied:
    • Create body levels (low, mid, high); 
    • Use facial expressions to communicate thoughts and feelings;
    • Show relationships between the various characters in the setting; and
    • Make sure the audience can all see your face.
  • Statues - Frozen poses or shapes made by actors to represent a character, idea, or moment in a story

 

Materials

  • Class set of The Day the Crayons Quit Reader’s Theatre script
  • Cardboard, construction paper, tape, and any other materials needed to create costumes and props
  • Dice (at least two for the whole class)
  • List of six sample sentences printed or projected

 

Instructional Design

Opening/Activating Strategy

  • Engage students in a warm-up where they can practice speaking with expression and fluency.
    • Start by explaining that they'll practice saying sentences in different expressive ways. Share how emotions and tone make stories fun and engaging.
    • Assign one die to represent an emotion (e.g., 1 = happy, 2 = sad, 3 = surprised, etc.).
    • Assign another die to pick a sentence from the list.
    • A student rolls the dice to determine their sentence and emotion.
    • They say the sentence aloud, embodying the emotion as much as possible, using gestures, tone, and facial expressions.
    • The rest of the class guesses the emotion or gives positive feedback like, “You sounded so excited!”.
    • To make it collaborative, pair students to have mini conversations where they act out their sentences and emotions.

 

Work Session

  • Pass out the script to students. Read through the script once as a whole class. Teacher can decide how best to assign reading roles.
  • After the read through, have students discuss in small groups the characters and their emotions.
  • Assign each group one character to discuss in detail.
    • Students should identify and write down the character’s emotions and characteristics. 
    • Then, they should decide what type of voice the character would have and how the character would speak. 
    • Next, they should decide how their character would move.
    • Have students rehearse lines in unison in their groups using their voices and bodies to embody the characters.
    • Teacher should circulate the room to check student progress and understanding. 
  • Performance option 1:
    • Have students decide whether they would like to audition to perform their group’s character in a class performance. The teacher will select the cast list. 
  • Performance option 2:
    • Divide students into new groups so that one person from each character group is in the new group. 
    • Have students rehearse the script in their new group and then perform for the class. 
  • Performance option 3:
    • Have students perform the script as a whole class. When it is each character’s turn to speak, the group will speak and use their bodies to act out their character in unison from their desks.
  • Optional: Students can work together to create simple props and costumes for the performance.

 

Closing Reflection

  • Students can give the performers two glows and a grow. 
  • Discuss the conflict, resolution, and theme of the story as a class.
  • Students should respond to the following reflection prompts either verbally or in written format:
    • How did using your voice and body help you understand your character?
    • How would you describe your character? What were their feelings?

 

Assessments

Formative

  • The teacher will observe whether:
    • Students can identify characters’ emotions.
    • Students can use their voices and bodies to embody a character.
    • Students can read lines with fluency and expression throughout the rehearsal process.

 

Summative

CHECKLIST

  • Can students read their lines with fluency and expression in the final performance?
  • Can students use their bodies and voices to express their character’s emotions?
  • Can students identify the conflict, resolution, and theme of the story?

 

DIFFERENTIATION 

Accelerated: 

  • Have the class perform the script using Performance Option 2.
  • Have students create props and costumes for their performances.

Remedial: 

  • Have the class perform the script using Performance Option 3.
  • Use tableau and statues to support student comprehension of the script prior to engaging in character analysis.

 

*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.

Ideas contributed by: Michelle Rheaume and Katy Betts

Revised and copyright:  2025 @ ArtsNOW

 

Back to Modules