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

 

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Theatrical Teamwork 2-3

THEATRICAL TEAMWORK

THEATRICAL TEAMWORK

Learning Description

Challenge your students in a brand new way as they work collaboratively to explore critical thinking, creative problem solving, and team work with basic theatrical techniques!

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can collaborate with others to accomplish a goal.
  • I can interact with others to explore ideas and concepts, communicate meaning, and develop ideas through collaborative conversations.
  • I can build upon the ideas of others to clearly express my own views while respecting the ideas of others.

Essential Questions

  • How can theatre techniques help us collaborate with each other?
  • How can working together help us accomplish our goals?

 

Georgia Standards

Curriculum Standards

Grade 2: 

ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

  1. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others.

 

ELAGSE2SL3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

 

Grade 3:

ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

  1. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.

 

ELAGSE3SL3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

 

Arts Standards

Grade 2:

TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

Grade 3:

TA3.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

 

 

South Carolina Standards

Curriculum Standards

Grade 2: 

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

1.2 Apply the skills of taking turns, listening to others, and speaking clearly.

1.3 Apply verbal and nonverbal techniques including volume and tone, eye contact, facial expressions, and posture.

1.4 Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups.

1.5 Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges.

 

Grade 3: 

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

1.1 Explore and create meaning through conversation and interaction with peers and adults.

1.2 Participate in discussions; ask questions to acquire information concerning a topic, text, or issue.

1.3 Apply techniques of articulation, adequate volume, eye contact, facial expressions, posture, gestures, and space; take one’s own turn in a respectful way.

1.4 Engage in focused conversations about grade appropriate topics and texts; build on ideas of others to clarify thinking and express new thoughts.

1.5 Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges.

 

 

Arts Standards

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

Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.

 

 

 

Key Vocabulary

Content Vocabulary

  • Collaboration - The process of two or more people working together to achieve a common goal by sharing knowledge, learning, and building consensus
  • Diverse perspectives - The variety of viewpoints, experiences, and ideas that individuals from different backgrounds, cultures, and life experiences bring to a discussion or decision-making process

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • Voice – An actor’s tool, which we shape and change to portray the way a character speaks or sounds
  • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
  • Improvisation - A creation that is spoken or written without prior preparation
  • Ensemble - All the parts of a thing taken together, so that each part is considered
  • Conductor - The director of an orchestra or symphony
  • Signal - Non-verbal cue

 

Materials

  • Whiteboard
  • Markers
  • Blank index cards
  • Clipboards, paper and pencils
  • Balloon or beach ball

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: This activity works best in an open space with chairs around the perimeter of the room. 

 

  • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
    • Stretching: Stretch all major muscle groups.
    • Shaking Out Limbs: Shake out arms, legs, and the whole body to release tension.
    • Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
  • UP IN THE AIR: This ensemble building warm-up is a good exercise to keep coming back to throughout the year. You will see how your students start to work as a team as the school year passes. You can use a plastic cup, balloon, beach ball, etc. for this activity.
    • Arrange students in a circle.
    • Explain that the goal of the activity is to keep the balloon or ball in the air. The balloon/ball cannot hit the floor. A player cannot hit the balloon/ball twice in a row.
    • Ask students to help you come up with some guidelines for the game. All players must agree on the guidelines. Post these where the class can see them (such as written or typed on a smart board).
    • Tap a balloon or beach ball into the air!
    • Allow students to continue tapping the balloon or ball without the cup hitting the floor. (No one can hit the cup two times in a row, but he or she can hit the cup more than once in the sequence.)
    • All students must audibly count to ten; the goal is to keep the cup from hitting the floor before the number ten is reached. If the cup hits the floor, the process must be repeated.
    • At the end of the activity, ask students to reflect on how they had to work together to achieve their goal.

 

Work Session

ORCHESTRAL THEATER: This exercise invites students to discover the actor or actress within!

  • Ask students to define the word conductor. Ask students for some examples of conductors (e.g., Bach, Debussy, Liszt, Beethoven).
  • Discuss this role and identify what signals he/she uses to tell the musicians to slow down, speed up, get louder and softer, and eventually stop. If time permits, show students a segment of an orchestral performance and discuss the body language, postures, signals, etc. that students notice.
  • Arrange students in groups of five. One student will be the conductor and the other four will be the orchestra.
  • Tell the students who are the conductors to think of a name for themselves.
  • One at a time, each conductor will come forward and choose four cards.
  • Each card will have a topic with suggestions for unusual instruments (drumbeat on a cup, etc.).
  • The conductor will give each member of his or her orchestra one of the peculiar instruments to play or be. The conductor may use the suggestions on the card or make up his/her own instrument. 
  • The orchestra members will use a sound and a movement to create/play this instrument. Give students a designated amount of time to create a musical composition.
  • Tell students that the conductor will need to use signals to indicate whether the orchestra members should play faster or slower, louder or quieter, simultaneously or individually (eye contact and focus are important for both the conductor and the instruments). They cannot use words.
  • Finally, the conductor and orchestra will generate a name for the piece of music.
  • Each group will perform their musical composition for the class. Teacher note: Discuss appropriate audience participation and etiquette prior to performances.
  • The conductor should introduce him or herself with their chosen name and the name of the composition.
  • After the performance, all students should take a bow and the audience should applaud.
  • Debrief the process with students asking questions such as what was easy about the exercise and what was challenging. Was it easy or hard to lead (the conductor)? To follow (the orchestra)? Why?

GROUP POEM: This exercise allows students to vocalize their thoughts as a group. It enhances and strengthens the ensemble. The poem can be based on any theme that you wish to explore with your students. You can tie your theme to a particular issue that your class is dealing with, a unit of study, or an attribute that you are exploring.

 

Theme based:

  • Have students sit in a circle.
  • Discuss what it means to collaborate and respect diverse opinions. Ask students for examples of what this might look like. Establish agreed-upon guidelines for the activity and post them somewhere that everyone can see so that the class can refer back to them if needed.
  • Tell students to call out the first thing that comes to their minds when you say a particular word such as ”heart”.  Listen for answers and then call out another word such as “love”.
  • Once the students feel free to talk and explore, head toward the theme. (Option: Start with low-stakes words such as “candy” to help the group get comfortable sharing. Then, transition to deeper words like “heart” or “love”.)
  • Tell students that now you are going to start a phrase and they should finish it for you (based on your chosen theme).
    • Examples: “It's hard to be honest when……” or “Forgiveness is…..”
  • Write down answers as they are called out. Make sure to scribe word for word.
  • Read the title (“Forgiveness is”) and then read all of the student’s comments aloud in poem form.
  • Type the poem up and distribute it to students on the following day.

 

Person to Person:

  • Discuss what it means to collaborate and respect diverse opinions. Ask students for examples of what this might look like. Establish agreed-upon guidelines for the activity and post them somewhere that everyone can see so that the class can refer back to them if needed.
  • Say to students, “We all have things we want to tell people in our lives but don’t always feel comfortable saying to them in person. if you could say anything to a particular person (ie, your mother, father, teacher, friend, president, etc.) Who would you speak to?”
  • Allow time for students to reflect.
  • Say to students, “Let's all talk to the same person today–to tell that person something that you don’t feel comfortable telling them face to face or you just haven’t ever told them for some reason.”
  • Ask students, “Who are some people you might want to talk to?”. Allow time for answers and write them down.
  • Tell students that now you will take a vote to see who we will all talk to today.
  • Call out a list and have everyone vote one time.
  • Teacher: “Today we are going to talk to…..(the principal). Let’s title our poem, “Students to Principal”.” (Insert the appropriate people based on your students and the person they voted to talk to.)
  • Ask students to now close their eyes and think about standing in front of this person, face to face. Ask students to volunteer to share with the group what they would say to them.
  • Write down answers as they are called out. Make sure to scribe word for word.
  • Read the title (“Students to Principal”) and then read all of the student’s comments aloud in poem form.
  • Type the poem up and distribute it to students on the following day.

 

Closing Reflection

  • Allow students to reflect on the process with a 3-2-1 ticket out the door. Students should write three things that interested them about the process, two things they noticed about themselves or that were challenging for them in the process, and one question or comment they have about the process.
  • Provide time for students to either share with the whole class or with a partner.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, contributions to group activities, and collaboration with classmates.

 

Summative

CHECKLIST

  • Students can collaborate with others to accomplish a goal (up in the air, orchestral theatre and collaborative poems).
  • Students can interact with others to explore ideas and concepts, communicate meaning, and develop ideas through collaborative conversations.
  • Students can build upon the ideas of others to clearly express their own views while respecting the perspectives of others.

 

 

DIFFERENTIATION 

Acceleration: 

  • Arrange students in collaborative groups for poems so that students can work at their own pace.
  • Have students complete a written reflection that builds upon the 3-2-1 ticket out the door.
  • Let this lesson launch into a narrative writing piece about a time that students had to use teamwork and collaboration to accomplish a goal.

Remediation: 

  • Spend time unpacking the activities with examples. Provide examples of responses for the group poem and the person to person poem.
  • Arrange students in collaborative groups so that students can work at their own pace.

 

*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: Susie Spear Purcell. Updated by Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

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Living Summary 2-3

LIVING SUMMARY

LIVING SUMMARY

Learning Description

In this lesson, students will learn the technique of tableau (frozen picture). They will then form a tableau to tell a summary of a story passage from a book or story they are reading in class.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • Students can summarize a text through theatre techniques and in written form.

Essential Questions

  • How can theatre techniques be used as a tool of communication?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELAGSE2RL2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

 

Grade 3:

ELAGSE3RL2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

 

Arts Standards

Grade 2:

TA2.CR.1 Organize, design, and refine theatrical work.

TA2.CR.2 Develop scripts through theatrical techniques.

TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

Grade 3

TA3.CR.1 Organize, design, and refine theatrical work.

TA3.CR.2 Develop scripts through theatrical techniques.

TA3.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

 

South Carolina Standards

Curriculum Standards

Grade 2:

READING – Literary Text

Meaning and Context

Standard 6: Summarize key details and ideas to support analysis of thematic development

6.1 Use information gained from illustrations and words in a print or multimedia text to demonstrate understanding of its characters, setting, or plot.

 

Grade 3:

READING – Literary Text

Meaning and Context

Standard 6: Summarize key details and ideas to support analysis of thematic development.

6.1 Determine the theme by recalling key details that support the theme.

 

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.

Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.

 

 

Key Vocabulary

Content Vocabulary

  • Summary - A short version of a text that highlights key points and main ideas

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
  • Ensemble - All the parts of a thing taken together, so that each part is considered
  • Tableau -  A “living picture” in which actors pose and freeze in the manner of a picture or photograph

 

Materials

  • Story excerpts from Because of Winn Dixie, by Kate DiCamillo (or other text)
  • Various scenarios for sample tableaux written on 3x5 cards

 

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: If each of the activities are taking too long, have the students make one or two examples from “Family Portraits” at the same time as a whole class.

 

  • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
    • Stretching: Stretch all major muscle groups.
    • Shaking Out Limbs: Shake out arms, legs, and the whole body to release tension.
    • Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
  • Play “Family Portraits”.
    • Break the students into groups. Each group must go on to the rug and make a family portrait. 
    • The leader calls out a type of family and students must pose as that family. They have three seconds to get into pose and freeze when the teacher indicates (use a drum, a clap pattern, etc.).
      • Types of families could include: Crazy family, sick family, magical family, loving family, fighting family, goofy family, circus family, dancing family, rock’n’roll family, gymnastics family, swimming family, movie star family, athletic family, lion family, teacher family.

 

 

  • Explain to students that what they just did, is called tableau in theatre. A tableau is a “living picture” in which a group of people takes on various poses and maintains the poses silently in order to illustrate an abstract idea or communicate a concrete image.
  • With note cards that have different scenarios written on them, have the students pull different situations randomly from a bucket, such as:
    • A train robbery  
    • Seeing a big bear  
    • Shopping at the grocery store 
  • Students will practice making tableaux in their same groups from the activator demonstrating these scenarios.
  • Tell students that they will be making a tableaux to demonstrate summaries of various passages from a text they are reading. Ask students to listen for the key points of the passage and think about how they can be shown in a single picture.
    • Read an excerpt from the chosen text. Ask students to listen for the key points of the story, answering the questions who, what, when, where, and how.
      • Students should discuss who, what, when, where, and how with their group members. Optional: Have students complete a who, what, when, where, and how graphic organizer.
      • Facilitate a class discussion to answer who, what, when, where, and how. Write answers on a smart board so that students can see class responses. 
    • Ask students to plan a tableau that shows this passage. After planning time, announce, “On a count of three, show me, 1-2-3 freeze!”.
    • Move around the room and discuss the success of each of the tableaux and how they show a summary of the passage.  
    • Read another excerpt and repeat the process.
  • Assign different groups different passages that they enacted using tableau.
    • Together, students should write a summary of the passage.
    • Students should then create a final version of a tableau to summarize their passage.

 

 

Closing Reflection

  • Students will read their summaries and present their tableaux for the class in sequential order. Discuss appropriate audience participation and etiquette prior to groups presenting.
  • After each presentation, students should discuss how the group showed the summary using their bodies.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator; demonstration of tableaux; discussion of who, what, when, where, and how after each passage is read; and participation in summary tableaux.

 

Summative

CHECKLIST

  • Students can demonstrate the summary of a text using tableau.
  • Students can write a summary of a text including a main idea and essential supporting information.

 

DIFFERENTIATION 

Acceleration: Students can rewrite the passage as a scene using dialogue. Students in the group can practice their scene and perform it for the class.

Remediation: 

  • After reading the passage, answer the questions of “who, what, when, where, how and why?” together as a class. Then, spend time brainstorming ideas as a class for how a passage could be summarized using tableau. 
  • Rather than summarizing a passage into one tableaux, break the passage into several key events; students can make several tableaux demonstrating each event to summarize the passage.

 

 ADDITIONAL RESOURCES

NA

 

*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: Mary Gagliardi. Updated by Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

Back to Modules

Theatrical Teamwork 4-5

THEATRICAL TEAMWORK

THEATRICAL TEAMWORK

Learning Description

Challenge your students in a brand new way as they work collaboratively to explore critical thinking, creative problem solving, and team work with basic theatrical techniques!

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can collaborate with others to accomplish a goal.
  • I can interact with others to explore ideas and concepts, communicate meaning, and develop ideas through collaborative conversations.
  • I can build upon the ideas of others to clearly express my own views while respecting the ideas of others.

Essential Questions

  • How can theatre techniques help us collaborate with each other?
  • How can working together help us accomplish our goals?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

 

Grade 5:

ELAGSE5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Arts Standards

Grade 4:

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

 

Grade 5:

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

 

 

South Carolina Standards

Curriculum Standards

Grade 4: 

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

1.1 Explore and create meaning by formulating questions, engaging in purposeful dialogue with peers and adults, sharing ideas and considering alternate viewpoints.

1.2 Participate in discussions; ask and respond to questions to acquire information concerning a topic, text, or issue.

1.3 Apply techniques of articulation, adequate volume, eye contact, facial expressions, posture, gestures, and space; take one’s own turn in a respectful way.

1.4 Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, pose specific questions, respond to clarify thinking, and express new thoughts.

1.5 Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges.

 

Grade 5: 

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

1.1 Consider viewpoints of others by listening, reflecting, and formulating questions before articulating personal contributions.

1.2 Participate in discussions; ask and respond to probing questions to acquire and confirm information concerning a topic, text, or issue.

1.3 Apply effective communication techniques and the use of formal or informal voice based on audience and setting.

1.4 Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, pose specific questions, respond to clarify thinking, and express new thoughts.

1.5 Explain personal ideas while building on the ideas of others to demonstrate understanding of diverse perspectives.

 

Arts Standards

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

Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.

 

 

Key Vocabulary

Content Vocabulary

  • Collaboration - The process of two or more people working together to achieve a common goal by sharing knowledge, learning, and building consensus
  • Diverse perspectives - The variety of viewpoints, experiences, and ideas that individuals from different backgrounds, cultures, and life experiences bring to a discussion or decision-making process

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • Voice – An actor’s tool, which we shape and change to portray the way a character speaks or sounds
  • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
  • Improvisation - A creation that is spoken or written without prior preparation
  • Ensemble - All the parts of a thing taken together, so that each part is considered
  • Conductor - The director of an orchestra or symphony
  • Signal - Non-verbal cue

 

Materials

  • Whiteboard
  • Markers
  • Blank index cards
  • Clipboards, paper and pencils
  • Plastic cup, balloon or beach ball

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: This activity works best in an open space with chairs around the perimeter of the room. 

 

  • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
    • Stretching: Stretch all major muscle groups.
    • Shaking Out Limbs: Shake out arms, legs, and the whole body to release tension.
    • Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
  • SKILL CUP: This ensemble building warm-up is a good exercise to keep coming back to throughout the year. You will see how your students start to work as a team as the school year passes. You can use a plastic cup, balloon, beach ball, etc. for this activity.
    • Arrange students in a circle.
    • Tap the base of the plastic cup so that it is air-born!
    • Allow students to continue tapping the base of the cup without the cup hitting the floor. (No one can hit the cup two times in a row, but he or she can hit the cup more than once in the sequence.)
    • All students must audibly count to ten; the goal is to keep the cup from hitting the floor before the number ten is reached. If the cup hits the floor, the process must be repeated.
    • At the end of the activity, ask students to reflect on how they had to work together to achieve their goal.

 

Work Session

ORCHESTRAL THEATER: This exercise invites students to discover the actor or actress within!

  • Ask students to define the word conductor. Ask students for some examples of conductors (e.g., Bach, Debussy, Liszt, Beethoven).
  • Discuss this role and identify what signals he/she uses to tell the musicians to slow down, speed up, get louder and softer, and eventually stop. If time permits, show students a segment of an orchestral performance and discuss the body language, postures, signals, etc. that students notice.
  • Arrange students in groups of five. One student will be the conductor and the other four will be the orchestra.
  • Tell the students who are the conductors to think of a name for themselves.
  • One at a time, each conductor will come forward and choose four cards.
  • Each card will have a topic with suggestions for unusual instruments (drumbeat on a cup, etc.).
  • The conductor will give each member of his or her orchestra one of the peculiar instruments to play or be. The conductor may use the suggestions on the card or make up his/her own instrument. 
  • The orchestra members will use a sound and a movement to create/play this instrument. Give students a designated amount of time to create a musical composition.
  • Tell students that the conductor will need to use signals to indicate whether the orchestra members should play faster or slower, louder or quieter, simultaneously or individually (eye contact and focus are important for both the conductor and the instruments). They cannot use words.
  • Finally, the conductor and orchestra will generate a name for the piece of music.
  • Each group will perform their musical composition for the class. Teacher note: Discuss appropriate audience participation and etiquette prior to performances.
  • The conductor should introduce him or herself with their chosen name and the name of the composition.
  • After the performance, all students should take a bow and the audience should applaud.
  • Debrief the process with students asking questions such as what was easy about the exercise and what was challenging. Was it easy or hard to lead (the conductor)? To follow (the orchestra)? Why?

GROUP POEM: This exercise allows students to vocalize their thoughts as a group. It enhances and strengthens the ensemble. The poem can be based on any theme that you wish to explore with your students. You can tie your theme to a particular issue that your class is dealing with, a unit of study, or an attribute that you are exploring.

  • Have students sit in a circle.
  • Discuss what it means to collaborate and respect diverse opinions. Ask students for examples of what this might look like. Establish agreed-upon guidelines for the activity and post them somewhere that everyone can see so that the class can refer back to them if needed.
  • Tell students to call out the first thing that comes to their minds when you say a particular word such as ”heart”.  Listen for answers and then call out another word such as “love”.
  • Once the students feel free to talk and explore, head toward the theme. (Option: Start with low-stakes words such as “candy” to help the group get comfortable sharing. Then, transition to deeper words like “heart” or “love”.)
  • Tell students that now you are going to start a phrase and they should finish it for you (based on your chosen theme).
    • Examples: “It's hard to be honest when……” or “Forgiveness is…..”
  • Write down answers as they are called out. Make sure to scribe word for word.
  • Read the title (“Forgiveness is”) and then read all of the student’s comments aloud in poem form.
  • Type the poem up and distribute it to students on the following day.

 

PERSON TO PERSON

  • Discuss what it means to collaborate and respect diverse opinions. Ask students for examples of what this might look like. Establish agreed-upon guidelines for the activity and post them somewhere that everyone can see so that the class can refer back to them if needed.
  • Say to students, “We all have things we want to tell people in our lives but don’t always feel comfortable saying to them in person. if you could say anything to a particular person (ie, your mother, father, teacher, friend, president, etc.) Who would you speak to?”
  • Allow time for students to reflect.
  • Say to students, “Let's all talk to the same person today–to tell that person something that you don’t feel comfortable telling them face to face or you just haven’t ever told them for some reason.”
  • Ask students, “Who are some people you might want to talk to?”. Allow time for answers and write them down.
  • Tell students that now you will take a vote to see who we will all talk to today.
  • Call out a list and have everyone vote one time.
  • Teacher: “Today we are going to talk to…..(the principal). Let’s title our poem, “Students to Principal”.” (Insert the appropriate people based on your students and the person they voted to talk to.)
  • Ask students to now close their eyes and think about standing in front of this person, face to face. Ask students to volunteer to share with the group what they would say to them.
  • Write down answers as they are called out. Make sure to scribe word for word.
  • Read the title (“Students to Principal”) and then read all of the student’s comments aloud in poem form.
  • Type the poem up and distribute it to students on the following day.

 

Closing Reflection

  • Allow students to reflect on the process with a 3-2-1 ticket out the door. Students should write three things that interested them about the process, two things they noticed about themselves or that were challenging for them in the process, and one question or comment they have about the process.
  • Provide time for students to either share with the whole class or with a partner.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, contributions to group activities, and collaboration with classmates.

 

Summative

CHECKLIST

  • Students can collaborate with others to accomplish a goal (skill cup, orchestral theatre and collaborative poems).
  • Students can interact with others to explore ideas and concepts, communicate meaning, and develop ideas through collaborative conversations.
  • Students can build upon the ideas of others to clearly express their own views while respecting the perspectives of others.

 

 

DIFFERENTIATION 

Acceleration: 

  • Arrange students in collaborative groups for poems so that students can work at their own pace.
  • Have students complete a written reflection that builds upon the 3-2-1 ticket out the door.
  • Let this lesson launch into a narrative writing piece about a time that students had to use teamwork and collaboration to accomplish a goal.

Remediation: 

  • Spend time unpacking the activities with examples. Provide examples of responses for the group poem and the person to person poem.
  • Arrange students in collaborative groups so that students can work at their own pace.

*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: Susie Spear Purcell. Updated by Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

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Cultural Characters 6-8

CULTURAL CHARACTERS

CULTURAL CHARACTERS

Learning Description

In this lesson, students use photos that relate to a social studies concept as a springboard to write a first person monologue embodying the person who is pictured. This monologue explores the character’s views on the subject of the second photo that deals with the historical context students are studying. Next, students will bring the photo to life in an improvisation. By allowing your students to explore what they have read and heard about the social studies concept through the eyes of someone who experienced it, they learn empathy and better embody the concept. This exercise is a wonderful tool to increase presentation skills, empathy and ensemble in your classroom.

 

Learning Targets

GRADE BAND: 6-8
CONTENT FOCUS: THEATRE & SOCIAL STUDIES
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can write a monologue using photography as inspiration.

  • I can improvise a scene with a partner using photography as inspiration.

  • I can use theatre techniques to help me better understand a historical context/event.

Essential Questions

  • What impact does a photograph have on our perception of a society and/or historical context/event?

  • How can theatre techniques help me better understand a historical context/event?

 

Georgia Standards

Curriculum Standards

*This lesson can be taught using any Social Studies history standard that includes a figure who played a key role in a specific event, such as a governmental act, natural disaster, religious or governmental strife, etc.

Arts Standards

Grade 6: 

TA6.CR.1 Organize, design, and refine theatrical work.

TA6.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

Grade 7: 

TA7.CR.1 Organize, design, and refine theatrical work.

TA7.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

Grade 8: 

TA7.CR.1 Organize, design, and refine theatrical work.

TA7.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

*This lesson can be taught using any Social Studies history standard that includes a figure who played a key role in a specific event, such as a governmental act, natural disaster, religious or governmental strife, etc.

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.

Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.

 

Key Vocabulary

Content Vocabulary

  • Expository Writing - Writing with the purpose to demonstrate or explain 

 

*Social Studies vocabulary will differ by grade level and unit being studied.

Arts Vocabulary

  • Ensemble - All the parts of a thing taken together, so that each part is considered only in relation to the whole

  • Theater - Dramatic literature or its performance; drama

 

  • Improvisation - A creation that is spoken or written without prior preparation

 

  • Monologue - A speech by a single character in a play, film, or other dramatic work; often used to give the audience deeper insight into the character's motivations and feelings

 

  • Scene - A division of a play or act that presents continuous action in one place or setting

  • Dialogue - The conversation or interaction between characters in a written work

 

Materials

  • Printed photos
  • Index cards and pencils
  • Music and sound source

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: This activity works best in an open space with room for students to move. 

 

  • Begin by playing music from the region or culture that students are studying (e.g., Latin American music) quietly as you pass out the images (photographs).
    • Each student should have one sheet of paper with two images, an index card, and pencil.
      • The first picture is of two people engaged in an activity. The name of the country or event should be written at the bottom of the photo. One of the people should be circled so you can pair up the students to act out the scene later. 
      • The second picture is of a prominent figure who played a key role in the event or culture, a governmental act or natural disaster, geographical landmark, religious or governmental strife in the corresponding to the event or country of choice. The photo should be titled with the reference to the event, landmark, etc.
    • Have students write their name in the top right hand corner of the index card.
    • Ask the students to closely observe the person that is circled in the top photo. 
    • Ask questions for them to more deeply embody their character.
      • They should list the following on the left hand side of the card:  Character’s name, character's age, home country, how does the character feel about what is happening or who is pictured in the second photo and how is it affecting them and their people? 
      • What is the character’s greatest fear?  
      • What is the character’s greatest dream? 
      • Encourage students to use descriptive phrases and relevant details and facts from the unit of study to complete the card. 
  • Provide time for students to pair-share or share responses with the class.

 

Work Session

  • Tell students that they will be writing a monologue in the first person introducing themselves as the person in their photograph.
    • Tell students that a monologue is a speech by a single character in a play, film, or other dramatic work. Monologues are often used to give the audience deeper insight into the character's motivations and feelings. 
    • Tell students to turn the card over and write a monologue in the first person introducing themselves as the character and including all of the elements on the front side of the card.
      • Tell students to make sure to summarize the paragraph with their character’s greatest dream for themselves and their country.   
      • Turn up the volume of the music while students are writing. Give them a set amount of time to write. This could also be a longer exercise or assignment that they bring in the following class period.  
    • When everyone is finished writing, introduce the next section. 
    • Tell students, “Today we are going to learn about the ______ period through the eyes of its people. Each of you have been brought here to help us explore this time. Welcome!”
    • Tell students, “Using a voice different from your own, the voice of the character in the picture, on a count of three, softly but out loud, tell me what you had for breakfast this morning.  Now sit like your character sits, different from yourself. Imagine your character is wearing an article of clothing that you don’t have on. On a count of three adjust that article of clothing.”  
    • Next, ask a student to walk to the front of the class as that character would walk.  
    • Once they get to the front of the classroom, ask them to pick one person to tell their story to. Ask the student to look at this person as they are telling their story.  Have them read their character’s monologue aloud. 
    • If you desire or time permits, you can open the floor up for questions so the other students can interview the character. Let the class know that they can openly discuss the issues at hand and help the character answer questions that they might know the answers to.
  • Now, tell students to find the classmate who has the other character depicted in the photograph on their page. Pass out two index cards to each pair.
    • Have students read their monologues to each other practicing embodying the character they have created. 
    • Students should then discuss the historical context from the photographs and establish each of their character’s points of view. 
    • On each card, students should write a sentence in the first person with the first thing their character wants to say about the context/event depicted.
    • When you say “action,” students bring the photo to life using improvisation.
    • Beginning with the first line they previously generated on their index card, students should improvise a scene between the two characters discussing the context/event. 
    • Say “freeze!” and have students return to their seats.

 

NOTE: Instead of improvising scenes, students can write a script for their scene and present it to the class.

 

Closing Reflection

  • On the back of their index cards students should reflect on the process and how both embodying their character and listening to another character’s point of view helped them gain a deeper understanding of the historical context/event.
  • Allow students time to share with the whole class.

 

Assessments

Formative

Teachers will assess students by observing students’ responses to class discussion around photographs in the opening strategy, consulting with students during the writing process, and observing students’ work with their partners creating improvisational scenes.

 

Summative

  • Students can write a monologue in the first person using photography as inspiration that addresses all parts of the prompt.
  • Students can use historical context and relevant facts to create a realistic first person account.
  • Students can work collaboratively to improvise a scene with a partner to investigate a historical context or event.

 

DIFFERENTIATION 

Acceleration: 

  • Challenge students by telling them in the middle of the improvised scene, to swap characters with their partner and continue the scene from the new perspective. This tests their adaptability and understanding of character dynamics.
  • Pair two partner teams together to create a new scene with all four characters.

Remediation: 

  • Pair English Language Learning students with native English speakers.
  • When writing the questions about the pictures, provide the students with a graphic organizer on which to write answers and to assist with organization of thoughts and ideas.
  • Have students choose fewer items from the list about the character in the picture. 
  • Conference with students who struggle with writing. 

*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:  Susie Spear Purcell. Updated by Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

 

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