Creating a Role Drama to Analyze Characters in a Text

CREATING ROLE DRAMA TO ANALYZE CHARACTERS IN A TEXT

CREATING ROLE DRAMA TO ANALYZE CHARACTERS IN A TEXT

Learning Description

Students will use drama to analyze characters in the text A Bad Case of Stripes, by David Shannon. Students will examine the internal and external traits of the main character, and then take on roles of characters in the story and engage in a role drama presenting possible solutions for the central problem of the story. Students will then independently write their own endings to the story, and those will be shared and discussed.  

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify adjectives to describe a character
  • I can become a character and suggest a solution to a problem in a story

Essential Questions

  • How can drama be used to analyze the characters in a text and how their actions contribute to the sequence of events?

 

Georgia Standards

Curriculum Standards

Grade 2:ELAGSE2RL3: Describe how characters in a story respond to major events and challenges. 

ELAGSE2RL5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 

ELAGSE2RL6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Arts Standards

Grade 2: TAES2.3: Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

 

South Carolina Standards

Curriculum Standards

Grade 2:2.RI.5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing,synthesizing, providing evidence, and investigating multiple interpretations.

2.RL.8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

Arts Standards

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

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

 

Key Vocabulary

Content Vocabulary

  • Character – A person, or an animal or object that has human qualities, in a story.
  • Problem – The difficult or challenging situation in a story.
  • Solution – A way to fix or solve a problem.

Arts Vocabulary

  • Statue – An actor in a frozen pose.
  • Storytelling - Conveying events in words and images, often by improvisation or embellishment.
  • Character - A personality or role an actor/actress recreates.
  • Facial Expression - Use of the facial muscles to convey emotion and communicate the feelings and thoughts of the characters to the audience.

 

Materials

  • Anchor Chart Paper 
  • Markers 
  • Lined notebook paper 
  • Pencils
  • A Bad Case of Stripes, by David Shannon

 

Instructional Design

Opening/Activating Strategy

Warm-Up: Character Statues 

  • Have students spread out in the space  
  • Instruct students to freeze when the signal (tap of drum, clap of hands, or ‘Freeze”) is given, and to unfreeze on a corresponding signal (two taps, two claps, or “Unfreeze” or “Relax”) 
  • Give character prompts for students to create a Statues (E.g.,  “A happy clown juggling” “A baseball player catching a fly ball”, “An angry principal”, “A movie star signing autographs”, “Abraham Lincoln making a speech,” “Cinderella trying on the slipper”).

 

Work Session

Main Activity Scaffolding 

  • Explain that the lesson will explore the characters and problem in A Bad Case of Stripes, by David Shannon, through several drama strategies.
  • Read the book to “’No, thank you,’ sighed Camilla.  What she really wanted was a nice plate of lima beans, but she had been laughed at enough for one day.”
  • “Role on the Wall” Strategy”: On anchor chart paper, draw an outline of a human figure. Have students suggest adjectives to describe the main character’s internal feelings and characteristics.  Write, or have student volunteers write, those words and phrases inside the outline.  Have students suggest adjectives used to describe the character’s external appearance.  Write, or have student volunteers write those words and phrases outside the outline.
  • Lead the students in enacting Camilla talking about her internal feelings and external appearance.  Have the students repeat, in a Camilla voice, “When people look at me, they see someone who is ----, -----, and ------; but inside, I’m actually very --------, ---------, and ---------.”
  • Read the book to “’What are we going to do?’ cried Mrs. Cream.  ‘It just keeps getting worse and worse!’  She began to sob.” 
  • Have students choose someone in Camilla’s life.  It can be a character mentioned in the story (e.g., Dr. Bumble, Mr. Harms, Dr. Grop, Dr. Sponge, Dr. Cricket, Dr. Young, Dr. Gourd, Dr. Mellon, psychologist, allergist, herbalist, nutritionist, psychic, medicine man, guru, veterinarian, the environmental therapist), a character depicted in the illustrations (classmate, reporter, police officer, tattoo artist, onlooker), or some other character who would likely be in Camilla’s life (cousin, grandparent, neighbor, teacher, etc.).  It should not be Mr. or Mrs. Cream
  • Ask students to sit at their desk and “quick write” in the role of the character they are developing.  Provide several prompts: name, age, relationship to Camilla, 2-3 character traits (e.g., bossy, smart, shy, grumpy, nervous, fun-loving, etc.) 
  • Have students explore the space walking like their character and interacting with others as their character.
  • Have students sit down at desks or in a circle.  
  • Announce that there is going to be a town meeting to help Camilla.
  • Assume the role of Camilla's mother or father, express despair at Camilla’s condition, and ask for advice and guidance from the various people in Camilla’s life about what to do.  (Be prepared with ideas, in case students do not bring many forth, e.g., send Camilla away, give her a 24-hour bath, set her out in the sun, don’t let anyone talk to her, etc.).  Have students make their suggestions in character.  Discuss what might happen with each idea, and discuss the pros and cons.  Thank everyone for their suggestions and conclude the role play.
  • Have students return to their seats and write their new endings to the story, choosing one of the suggestions from the town meeting, and describing how it would play out.
  • Conclude the reading of the story.

 

Closing Reflection

  • Have students pair share, and have volunteers share out as a class.  Discuss how the new endings compare and contrast with the actual ending of the story.
  • Discuss Camilla’s transformation from the beginning to the end of the story.

 

Assessments

Formative

  • Students use their bodies expressively to convey the character statues.
  • Students provide a wide array of interesting and appropriate adjectives for the “Role on a Wall.”
  • Students assume characters and respond appropriately within the Role Drama.

 

Summative

Students’ story endings reflect the ideas shared in the Role Drama and bring the story to a logical conclusion accordingly.

 

Differentiation

Acceleration:

  • Have students further revise, illustrate and publish their new ending.
  • Have students get in small groups and dramatize one of their new endings.

 

Remediation

  • Model a character from the story suggesting a solution to the problem, and discuss how that might play out in a new ending to the story.
  • Give students a limited list of characters to  enact (perhaps: friend, cousin, teacher, grandparent, police officer).

 *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: Jessica Rosa and updated by Barry Stewart Mann.

Revised and copyright:  August 2022 @ ArtsNOW

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Dance Across Landforms K-1

DANCE ACROSS LANDFORMS

DANCE ACROSS LANDFORMS

Learning Description

In this lesson, students will become explorers encountering a variety of landforms. Students will create a fictional narrative about their journey and then create choreography to match the sequence generated in the story.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: DANCE, SOCIAL STUDIES, ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can describe and identify the different types of landforms.

  • I can use movement to represent the different types of landforms.

  • I can write narratives with a beginning, middle and end.

Essential Questions

  • How can we use movement to represent different types of landforms?

  • What are the similarities and differences between different types of landforms?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELA

ELAGSEKW3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

 

Grade 1:

ELA

ELAGSE1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 

 

Social Studies

SS1G3 Locate major topographical features of the earth’s surface. a. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia. b. Locate the major oceans: Arctic, Atlantic, Pacific, Southern, and Indian. c. Identify and describe landforms (mountains, deserts, valleys, and coasts).

Arts Standards

Kindergarten: 

ESDK.CR.1 Demonstrate an understanding of the choreographic process.

 

ESDK.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESDK.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESDK.RE.1 Demonstrate critical and creative thinking in dance.

 

Grade 1:

ESD1.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD1.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD1.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

ELA

WRITING - Meaning, Context, and Craft

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

3.1 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, to tell about the events in the order in which they occurred, and to provide a reaction to what happened.

 

Grade 1: 

ELA 

WRITING - Meaning, Context, and Craft

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

3.1 Explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of closure. 

 

Social Studies

1.G.4 Describe and compare various landforms within South Carolina through the use of primary and secondary sources.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

 

Anchor Standard 2: I can choreograph a dance.

 

Anchor Standard 3: I can perform movements using the dance elements.

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

 

Key Vocabulary

Content Vocabulary

  • Landforms - A specific geomorphic feature on the surface of the earth, ranging from large-scale features such as plains, plateaus, and mountains to minor features such as hills, valleys, and alluvial fans

  • Mountain - A natural elevation of the earth's surface rising more or less abruptly to a summit, and attaining an altitude greater than that of a hill, usually greater than 2000 feet

  • Valley - An elongated depression between uplands, hills, or mountains, especially one following the course of a stream

  • Desert - A region so arid because of little rainfall that it supports only sparse and widely spaced vegetation or no vegetation at all

  • Plateau - A land area having a relatively level surface considerably raised above adjoining land on at least one side, and often cut by deep canyons

  • Coast - The land next to the sea
  • Plain - An area of land not significantly higher than adjacent areas and with relatively minor differences in elevation, commonly less than 500 ft. (150 m), within the area

Arts Vocabulary

  • Sequence - Order of succession

  • Movement phrase - A series of movements linked together to make a distinctive pattern

  • Space - An element of movement involving direction, level, size, focus, and pathway

  • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low

  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers

  • Choreographer - A person who creates dances
  • Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers

 

Materials

  • Sound source and music with a steady beat
  • Cards with landforms written on them
  • Anchor chart/poster paper
  • Markers

 

Instructional Design

Opening/Activating Strategy

  • Begin by engaging students in movement that introduces students to the Elements of Dance: Body, action, space, time and energy.
    • Have students arrange themselves in the classroom with enough personal space to move freely without touching a neighbor.
    • Turn on instrumental music with a steady beat.
    • First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.). Then, ask them to make different shapes with their bodies.
    • Bring students’ attention to levels (high, middle, low) with movements such as stretching up high and moving on tiptoes, crouching in a small ball close to the floor, and bouncing in place at a middle level.
    • Have students practice what they just learned by saying words such as “high level” and have students create a spontaneous high level movement.
    • Have students return to their seats or the carpet.

 

Work Session

  • Project photos of the six main types of landforms (mountains, valleys, plains, plateaus, coasts, and deserts).  
  • As a class, describe each of these landforms. 
    • First, have students describe their height in terms of high, middle and low.
    • Next, have students describe what shapes they see in the images. 
    • Finally, discuss how the landforms are similar and how they are different.
    • Add descriptions of each landform to an anchor chart to post in the room.
  • Show students a map of a region being studied and where the landforms are located. Ask students to imagine that they are going on a journey and that they will encounter these different landforms along the way. 
  • Divide students into small groups or partners. Assign each group several landforms from the region being studied.
  • In their groups, students will write a story with words and/or pictures depending on grade and ability level about their journey across the region and the landforms they encountered. 
    • Remind students that their setting will be the landforms they encounter, so they should use descriptive details to help the reader visualize the setting.
    • Remind students that their stories should have a beginning, middle, and end.
    • Remind students to use temporal language to assist with communicating sequence.
    • Circulate and conference with students throughout the writing process.
  • Tell students that they will create a movement phrase to represent their journey.
    • Demonstrate how to create a movement to represent a landform with a different type of physical feature such as a river. 
      • Brainstorm with students a movement they could use to represent a river. Ask them to consider if the river movement should be high, middle or low and what shape it should be.
      • Allow students to practice the movement as a class.
    • Allow students to begin choreographing their dances. 
      • Their dances should tell their story, so the movements in their dances should be in the same sequence as they are in their narratives. 
      • Students should create a unique movement or movement phrase for each landform. Students should then connect the movements to create a whole dance.

 

Closing Reflection

  • Students will perform their dances for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, the audience will determine which landforms the group represented and what from their dance indicated that.
  • Optional: Allow groups to share their narratives either before or after their performances.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to describe and identify landforms, ability to collaborate with their classmates to choreograph a movement phrase that represents a journey through their assigned landforms, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can describe and identify the different landforms.
  • Students can use movement to represent the different landforms.
  • Students can write narratives with a beginning, middle and end.
  • Students can use temporal language to communicate the sequence of events in their narratives (first grade).

 

Differentiation

Acceleration: 

  • Challenge students by asking them to structure their dances like the story. It should have a beginning pose/shape, movement phrases, transitions between movements, and an ending pose/shape.
  • Challenge students to create not only individual movements, but movements and shapes that they make together to create a formation (i.e., how could all dancers’ bodies be used to create one mountain?).

Remediation: Write a narrative as a class; then have groups choreograph their dances to represent the class narrative.

 

 

*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: Melissa Dittmar-Joy. Updated by Katy Betts.

Revised and copyright:  August 2024 @ ArtsNOW

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Dance Graphs

DANCE GRAPHS

DANCE GRAPHS

Learning Description

Students will interpret data on graphs and use the information to explore dance composition, form, and order of choreography.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: Dance & Math
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can group and interpret data.
  • I can recognize different types of graphs.
  • I can interpret data in a graph to create choreography.

Essential Questions

  • How can dance and movement be used to demonstrate understanding of graphs and data interpretation?

 

Georgia Standards

Curriculum Standards

Kindergarten:

MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.Grade 1:

MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Arts Standards

Kindergarten:

ESDK.CR.1 Demonstrate an understanding of the choreographic process.

ESDK.CR.2 Demonstrate an understanding of dance as a form of communication

ESDK.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

ESDK.RE.1 Demonstrate critical and creative thinking in dance

ESDK.CN.3 Identify connections between dance and other areas of knowledge

Grade 1:

ESD1.CR.1 Demonstrate an understanding of the choreographic process.

ESD1.CR.2 Demonstrate an understanding of dance as a form of communication

ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

ESD2.CN.3 Identify connections between dance and other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.MDA.3 Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category.

K.MDA.4 Represent data using object and picture graphs and draw conclusions from the graphs.

Grade 1:

1.MDA.4 Collect, organize, and represent data with up to three categories using object graphs, picture graphs, t-charts and tallies.

1.MDA.5 Draw conclusions from given object graphs, picture graphs, t-charts, tallies, and bar graphs.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

Anchor Standard 5: I can describe, analyze, and evaluate a dance.

 

Key Vocabulary

Content Vocabulary

Graph - A diagram that shows the relationship between two or more things.

Data - A collection of individual facts or statistics.

Analyze - Examine a subject methodically and in detail, typically in order to explain and interpret it.

Arts Vocabulary

Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers.

Choreographer - A person who creates dances.

Level - The vertical distance from the floor that a dancer occupies during a movement

Plane - An imaginary flat surface running through the body.

 

Materials

  • Music source and speakers
  • Graphs/Data, printed or projected

 

Instructional Design

Opening/Activating Strategy

Teacher tallies the number of students born each month. Students group birthdays into seasons.

As a group, lead students in a warm up that includes these dance elements:

  • Levels, body shapes, plane
  • Locomotor and non-locomotor movements
  • Identify these dance elements so that students learn dance vocabulary.

 

Work Session

Movement Discovery
Look at a variety of types of graphs and discuss:

  • The basic, overall shapes of each graph, i.e., a bar graph may be described as rectangular while a pie chart may be called a circle
  • Looking inside the graphs, how different shapes and symbols express data in each example, i.e., a pie chart contains angles while a picture graph may contain hearts and stars.

Collaboration:

  • Divide the class into small groups and assign either a picture or a bar graph to each group, using various examples of graphs.
  • Students describe the graph form (overall form and form of value symbols) using the dance vocabulary and concepts from warm-up
  • Students assign dance movements to the visual expression of the form of the graph, i.e., bars on a bar graph may be jumps; stars on a picture graph may be spins.

Choreographic Process:

  • Students analyze the data that the teacher gathered at the beginning of class: How many students have birthdays in each season?
  • Students draw the data in their assigned graph.
  • Create a graph dance by sequencing the movements from the previous step so that they reflect the data, i.e., a bar graph with data of 5 and 2 may include a person standing on their toes and extending their arms overhead 5 times and another person repeating the movement 2 times.
  • Students decide how to order the data, such as least to most or progression of seasons in the calendar year.
  • Students decide how to demonstrate the type of graph, as well as data.

Performance and discussion:

  • Perform each group dance.
  • The audience identifies which type of graph the peer group is presenting.
  • The teacher asks questions about the data represented in each graph dance (How many? How many more? How many fewer? Which season had more birthdays? the most? fewer? the least?).

 

Closing Reflection

The audience explains how movement observed represents the form of the graph, as well as the data.

Groups explain why they chose certain movements to express the data and form of their graph.

 

Assessments

Formative

  • Students engage in a collaborative discussion about movement choices, graph form, and data.
  • Students correctly use dance vocabulary during the discussion.

 

Summative

  • Students correctly interpret their assigned data.
  • Students present choreography that accurately portrays their assigned data.
  • Students/audience will accurately identify and interpret the data expressed in peer choreography.

 

Differentiation

Acceleration: Show dance photos that contain multiple dancers; count the dancers and then express the data in scaled picture or bar graphs. Suggested photos in Additional Resources, below.

Remediation: Analyze data and draw it in different types of graphs as a whole class and then divide into small groups to create choreographies.

Additional Resources

Classroom Tips:

Set up chairs and tables in a circular format to maximize students’ engagement and ability to see their peers during the activity and performance. Also establish parameters for acceptable movement choices and discuss audience behavior/etiquette with students.

Suggested dance photos for first grade acceleration:

Two dancers:
https://commons.wikimedia.org/wiki/File:MX_MM_BALLET_FOLKL%C3%93RICO_DE_M%C3%89XICO_-_40289925045.jpg

Four dancers
https://commons.wikimedia.org/wiki/File:Ballet_Flamenco_de_Andaluc%C3%ADa19_(48628989227).jpg

Six dancers
https://commons.wikimedia.org/wiki/File:Opening_Performance_and_Address_(52146422509).jpg

Eight dancers
https://commons.wikimedia.org/wiki/File:Dance_Ensemble_Sofia_6_Women.jpg

Ten dancers
https://commons.wikimedia.org/wiki/File:NIGERIA_Group_Dance1.jpg

Remediation: Analyze data and draw it in different types of graphs as a whole class and then divide into small groups to create choreographies.

*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 and updated by: Julie Galle Baggenstoss and Melissa Dittmar-Joy

Revised and copyright: August 2022 @ ArtsNOW

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Discover the Art of Playwriting K-2

DISCOVER THE ART OF PLAYWRITING

DISCOVER THE ART OF PLAYWRITING

Learning Description

Students will be introduced to the art and technique of playwriting by brainstorming possible emotions, relationships, and storyline extensions based on a familiar fairy tale.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can contribute ideas to write a short play based on a familiar nursery rhyme.
  • I can take a role in acting out an original script.

Essential Questions

  • How can we write a short play together based on a familiar nursery rhyme? 

 

Georgia Standards

Curriculum Standards

Grade 2:

ELACC2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 

ELACC2W5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

ELACC2SL4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Arts Standards

Grade 2:

TA2.CR.2 Develop scripts through theatrical techniques. a. Explore the dramatic writing process. b. Collaborate to generate story ideas.

  1. Develop dialogue based on stories (e.g. personal, imaginary, real). d. Develop character and setting through action and dialogue. e. Sequence plot events for dramatizations.

TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments. a. Use imagination and vocal elements (e.g. inflection, pitch, volume, articulation) to communicate a character’s thoughts, emotions, and actions. b. Use imagination and physical choices to communicate a character’s thoughts and emotions.  c. Collaborate and perform with an ensemble to share theatre with an audience.  d. Explore character choices and relationships in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

 

South Carolina Standards

Curriculum Standards

Grade 2: 

2.W.MCC.3.1 Explore multiple texts to write narratives that recount a well-elaborated event or short sequence of events; include details to describe actions, thoughts, and feelings; use temporal words to signal event order; and provide a sense of closure.

Arts Standards

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

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

 

Key Vocabulary

Content Vocabulary

Character – a person, or an animal or object that has human qualities, in a story.

Setting - The time and place of a story (when and where). 

Plot - the series of related events that together form a story.

Arts Vocabulary

Theater - Dramatic literature or its performance; drama.

Playwriting – the process of writing or composing a script to be performed by actors.

Script – a story written in a format to be acted out, indicating what the characters say and do.

Dialogue – the part of the text that the characters speak aloud to one another.

Line – words or sentences spoken by an actor.

Stage Directions – actions or emotions for the actor, usually included in parentheses before or after a line of text.

 

Materials

  • Copies (on paper, or on one or more screens) of a familiar nursery rhyme, such as “Jack and Jill”
  • Flip chart, white board, or digital blank page for developing class script
  • Pencils 
  • Clip boards and lined paper

 

Instructional Design

Opening/Activating Strategy

CLAP-AROUND

This warm-up exercise helps students connect to one another through collaboration and eye  contact.

  • Arrange students in a circular formation. 
  • Have students place their hands on their hips and bend their knees to make sure they are in a neutral position. 
  • Begin the process by making eye contact with the first student and then clapping at the same time.  Instruct that student to turn to their other neighbor, make eye contact, and clap simultaneously.  That student continues the process.  Each student, in turn, passes the clap to the next student until the circle is completed.
  • Continue striving to keep the clap moving smoothly around the circle multiple times, with participants establishing eye contact and synchronizing the clap as it passes. 
  • Option:  Once the students have gained mastery of the Clap-Around activity, for an extra challenge try it with two starting points and two claps going around simultaneously.

 

Work Session

NURSERY RHYME 

  • Show students the selected nursery rhyme.  Read/recite it together. 
  • Ask students about the story elements:  “Who are the characters?  What is the setting?  What happens in the plot of the story?” (e.g., Jack and Jill; a hill, during the day; going to get water, then falling down).

PLAYWRITING

  • Tell students that together the class will use a playwriting process to adapt this simple story into a script that the class can act out.
  • Ask students what happened first in the story.  Ask them to imagine what the characters might have said – this can be imagined, as it likely is not included in the nursery rhyme (e.g., perhaps their mother said, “Children, we need water!”; Jill said, “Come on, Jack.  Let’s go! I have the pail,” and Jack said, “But I’m playing with my toys!” etc.).  
  • Select and write their ideas in script format.  Put the character name on the left margin followed by a colon. Then write what the character says.  Skip a line on the page between different characters’ spoken lines  Elicit enough ideas to fill out a simple scene.  Explain that the class is generating dialogue, composed of lines for the individual characters.  Option: Define, solicit, and include stage directions, including feelings or actions to help the actors know how to play the roles. Place those in parentheses within the script.
  • Hand out clipboards with paper and pencils.  Have students copy the developing script, being sure to follow the playwriting format.
  • Repeat the process with other segments of the story (e.g., climbing the hill, then tumbling down).  Write out the students’ ideas in a way that all can see, follow, and copy.  Remind them to use their neat handwriting as they copy the script.
  • As appropriate to the story, ask students to imagine what might have happened afterward, and then develop further dialogue for their idea (e.g., Jack and Jill are taken to the hospital).
  • Invite volunteers to come to the front to read and act out the script that the class generated.  Coach them in using voice and inflection to convey the meaning and emotions of the lines.  Prompt with lines as needed for emerging readers.  Allow several groups to do readings/performances (after several rounds, the students will be familiar with the script).

 

Closing Reflection

Ask:  “What is playwriting?  What is a script?  What is dialogue?  How did we add ideas to expand and fill out the story?  How did we act out our script for the story?  How is our script different from the original nursery rhyme?”

 

Assessments

Formative

  • Students are able to identify key elements of the story.
  • Students suggest additional ideas that are suitable to the story.

 

Summative

  • The class-generated script contains dramatic elements of character, setting, and plot.
  • The students’ copies of the script follow the prescribed playwriting format.
  • Students read and enact the script with enthusiasm and expression.

 

Differentiation

Acceleration:

Have students work in groups to replicate the process with other familiar nursery rhymes.

Remediation:

In developing the script with students’ ideas, keep the lines short with simple vocabulary and clear emotions.

 ADDITIONAL RESOURCES

http://www.teachingheart.net/readerstheater.htm - a site with numerous readers theater scripts available.

*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 and updated by: Susie Spear Purcell and Barry Stewart Mann

Revised and copyright:  June 2023 @ ArtsNOW

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