Understanding by Design: reading genre drama

Transcription

1 Understanding by Design: reading genre drama Stage 1: Identify desired results. Established Goals Big ideas: Dramatic stories and performances are enjoyable to watch and participate in. Plays can help us be expressive, connect to others and express or experience culture. Theatre plays an important role in daily life theatre can reflect the human experience. rationale: I want student to develop an appreciation of how the language and type of writing used in drama is different from other types of writing and has special structural elements such as casts of characters, setting, dialogue, and stage directions. I also want students to connect to the idea that literature written for dramatic purposes is meant for performance and as such vocal expression, body language are important to conveying the authors intention or message. By watching and experiencing basic character development, I hope that students are able to begin to use their own voices and body language to read with expression, conviction, and intention. CC Language Arts RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, setting descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 4.L.5 Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Drama FA Use the voice to express emotion Understandings: Understand stories written for drama are meant to be performed. Understand that in a dramatic scene a character s personality is revealed in the dialogue of the story through actions and interactions. Students will know The difference between drama and other Essential Questions: How can understanding text and structural features of a play help me to follow a story? How are dramatic stories different from other types of fiction? How is performing dramatic text aloud different from reading it silently? Students will be able to Explain relevant structural elements of a

2 types of literature such as poetry and prose. Stage directions may signal how a character delivers or speaks a line of dialogue. Setting provides reader information about time and place of the story. Characters are responsible for telling the story through words, actions and intentions. drama including setting, stage directions, dialogue, and cast of characters through verbal and written descriptions. Begin to use verbal expression and body language to convey meaning of story and/or character. Explain how actors turn words into meaning with intention. Use context clues in the text to infer the meaning of stage directions within the text. Describe the elements that make Ranita the Frog Princess a drama. Stage 2: Determine Acceptable Evidence : How will we know whether student students have achieved the desired results Performance Tasks: Other evidence: A) Video write Watch an actor discuss how to bring a character to life in the short video Meet Matt the Chihuahua Journal write for video: 1) What is the main idea of the video? Support the main idea with 3 or more context clues form the video. Write 3-4 sentences. 2) Think of a famous play or movie that has animal in it. What animal would you play? You can make one up. Consider how you would behave, move and talk. Use context clues from the video and you are your own experiences to describe what kinds of things you would do to prepare for the role. Write three or more sentences. 3) If you have time draw and color a picture of your character. Do not forget costume! See teacher and student rubrics. A) Morning video and writing observation: Are students focused on video? Task at hand? Do they share their ideas? Offer to share experiences? Offer to share writing? Does student use most of the time to write? Or do they rush through or not complete task in allotted time (blank page syndrome) Do students write B) Observation and class discussions: Are students able to work with partner and stay on task? Do they follow directions? Are students willing to share performance Are students able to explain the different between reading for one s self and speaking for others? Can students explain difference between meaning something literally and the unspoken intention or connotation? Connotation was a concept explored in grammar in previous week homework. Are students able to extend the understanding how authors and actors use when telling a story in a play? Some students will finish and spend time drawing. Ask to share- can we tell anything about the

3 Are they able to stay focused and not just be silly? B) Intentions: Discuss Intentions and how actors turn words into meaning. Use the short script to model how voice and body language and intention work together to help make the story clear and engaging to audience. Look for context clues to describe how the character is feeling and what their motivation is for saying and doing what they are doing. Practice Loud and Proud reading, encourage students to speak clearly and with expression. See rubric ( to be done informally as students work and present or upon teacher reflection) characters personality, where they are at or what they are doing by the picture? C) use textbook graphic organizers as students read. Informal observations and discussions: about setting, character and meaning of Ranita the Frog Princess. Is it a play? worksheet: Guides students to identify setting, cast of characters, number of scenes, setting. Textbook graphic organizer: actions and reactions Corresponding grammar and spelling worksheets (vocabulary and use of language) C )Read: Ranita the Frog Princess from class literature textbook. Identify the structure of a play: setting, cast of characters, scenes ect.. Ranita the Frog Princess. Alternate between choral reading, popcorn reading and acting out sections of scenes. Stage 3- Learning Plan Preparation: Get video ready, print and highlight scripts. cast, print worksheets Pre- assessment: Who has been in a play? Who has seen a play? How is it a different experience than reading a story, like Winn- Dixie? How was the story Winn- Dixie different than the movie? Students share experiences. I know that students have been to HTY shows..so I will encourage students to reflect on that experience. Lesson 1 (A) Video write Watch an actor discuss how to bring a character to life in the short video Meet Matt Watching a video and journal writing is part of the classes normal writing routine.

4 the Chihuahua Journal write for video: 4) What is the main idea of the video? Support the main idea with 3 or more context clues form the video. Write 3-4 sentences. 5) Think of a famous play or movie that has animal in it. What animal would you play? You can make one up. Consider how you would behave, move and talk. Use context clues from the video and you re your own experiences to describe what kinds of things you would do to prepare for the role. Write 3 or more sentence B) Intentions: Introduce the idea of drama and how some stories are meant to be performed. Actors study and learn how to use their voices and bodies to engage and entertain the audience. Even if we aren t always trying to entertain the audience- any time we are speaking aloud or presenting our ideas we want to engage our listeners and communicate our ideas clearly. Voice expression and body language can help. Read the blog from the director about intentions. Discuss Intentions and how actors turn words into meaning. Model how to use script with different intentions- use different students. Pass out scripts and give students 5-10 minutes to try reading the short script with different meanings. Use the short script to model how voice and body language and intention work together to help make the story clear and engaging to audience. Look for context clues to describe how the character is feeling and what their motivation is for saying and doing what they are doing. Practice Loud and Proud reading, encourage students to speak clearly and with Self- assessment and sharing help to keep students on track and focused on task. B) Students will struggle at first to use body language in an authentic (not hammed up way) Asking students to share 1 or 2 script reads before moving to 2 nd intentions. Look for improvement As this is the exploration phase of lesson students are encourage to find their own ways of bring the script to life and showing intention. Personal interpretations encouraged. \

5 expression. See rubric ( to be done informally as students work and present or upon teacher reflection) C) Reading of the play (main activity) move students to reading in the round set up. To begin with, I will have students look at the opening picture and the first few pages of the play. Discuss the special characteristics that a play has, such as scene and setting. Pass out the what is a play? Organizer. Give students a few moments to look through the pages, find the cast of characters, number of scenes. Read aloud the setting info. Encourage students to answer questions as we read. Scene 1: Silent read first- and begin to answer questions. Think about how each character would behave and speak. If time allows, read scene aloud with popcorn or choral reading. Scene 2- read aloud. Use graphic organizers and certain pages boy/girl roles (all with choral reading) scene 3- assign roles. Encourage students to read with expression. May stand up and use some body language. Conclusion: After discussion: how is reading a play different from a story? What makes a reader/performer successful? Reading in the Round: As students are currently in rows-, I want to create more of a sense of community for this play reading. I will move the center students of their desks and have them make 2 semi circles facing in toward the center (on the outside of desks) and the front row turn chairs around to face the back row. That way all students can see each other as reading occurs. Differentiation: Video: Students get to work at their own pace and self select their character. The video is meant for kids and is fun to watch. Intention: Students get the opportunity to bring personal style and preference into this exercise, work with a partner. I will support by reading the blog, modeling the script. Reading- whole class and individual opportunities. Help students to understand text through discussion, connecting to graphics and modeling..

6 Rubric: Journal writing Student is able to identify the main of idea of video and support it with three or more context clues Student uses their imagination to pick an animal role to play in a drama. Student is able to use context clues from the video and their own lives to support what steps they would need to take to prepare to play an animal. Student is able to use grade appropriate grammar conventions to communicate ideas Student is able to identify the basic main idea and some context clues. Student picks an animal but only uses generic stereo type to show animal. Student uses some ideas from video to describe how an actor might prepare for a character but ideas lack depth or details. Think about it Student does not clearly identify or mis- identifies the main idea. Does not use context clues to help find main idea. Doesn t do assignment. Does not use any clues from video.

7 clearly To get a star, my work shows that I was responsible by completing all my work. tried my best by following all directions and was resourceful if I had questions. I checked my work and presented my work in an organized and clear way. I made few or no mistakes. I went above and beyond Student self- assessment of work To get a checkmark: I completed all or most of my work, I followed all or most of the directions, I made a few or no mistakes. My work is presented in a way that is organized enough to read and understand. I did average work. Think about it To get a think about it I didn t show responsibility because I did not complete all my work or follow directions. I was not resourceful because made several mistakes but did not try to solve/figure out or ask for help. My work is presented in a disorganized or incomplete way. My work shows I need to think about it some more and try again. Understanding by Design: reading genre drama Stage 1: Identify desired results. Established Goals Big ideas: Dramatic stories and performances are enjoyable to watch and participate in. Plays can help us be expressive, connect to others and express or experience culture. Theatre plays an important role in daily life theatre can reflect the human experience. rationale: I want student to develop an appreciation of how the language and type of writing used in drama is different from other types of writing and has special structural elements such as casts of characters, setting, dialogue, and stage directions. I also want students to connect to the idea that literature written for dramatic purposes is meant for performance and as such vocal expression, body language are important to conveying the authors intention or

8 message. By watching and experiencing basic character development, I hope that students are able to begin to use their own voices and body language to read with expression, conviction, and intention. CC Language Arts RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, setting descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 4.L.5 Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Drama FA Use the voice to express emotion Understandings: Understand stories written for drama are meant to be performed. Understand that in a dramatic scene a character s personality is revealed in the dialogue of the story through actions and interactions. Students will know The difference between drama and other types of literature such as poetry and prose. Stage directions may signal how a character delivers or speaks a line of dialogue. Setting provides reader information about time and place of the story. Characters are responsible for telling the story through words, actions and intentions. Essential Questions: How can understanding text and structural features of a play help me to follow a story? How are dramatic stories different from other types of fiction? How is performing dramatic text aloud different from reading it silently? Students will be able to Explain relevant structural elements of a drama including setting, stage directions, dialogue, and cast of characters through verbal and written descriptions. Begin to use verbal expression and body language to convey meaning of story and/or character. Explain how actors turn words into meaning with intention. Use context clues in the text to infer the meaning of stage directions within the text. Describe the elements that make Ranita the Frog Princess a drama. Stage 2: Determine Acceptable Evidence : How will we know whether student students have

9 achieved the desired results Performance Tasks: A) Video write Watch an actor discuss how to bring a character to life in the short video Meet Matt the Chihuahua Journal write for video: 6) What is the main idea of the video? Support the main idea with 3 or more context clues form the video. Write 3-4 sentences. 7) Think of a famous play or movie that has animal in it. What animal would you play? You can make one up. Consider how you would behave, move and talk. Use context clues from the video and you are your own experiences to describe what kinds of things you would do to prepare for the role. Write three or more sentences. 8) If you have time draw and color a picture of your character. Do not forget costume! See teacher and student rubrics. Are they able to stay focused and not just be silly? B) Intentions: Discuss Intentions and how actors turn words into meaning. Use the short script to model how voice and body language and intention work together to help make the story clear and engaging to audience. Look for context clues to describe how the character is feeling and what their motivation is for saying and doing what they are doing. Practice Loud and Proud reading, encourage students to speak clearly and with expression. See rubric ( to be done informally as Other evidence: A) Morning video and writing observation: Are students focused on video? Task at hand? Do they share their ideas? Offer to share experiences? Offer to share writing? Does student use most of the time to write? Or do they rush through or not complete task in allotted time (blank page syndrome) Do students write B) Observation and class discussions: Are students able to work with partner and stay on task? Do they follow directions? Are students willing to share performance Are students able to explain the different between reading for one s self and speaking for others? Can students explain difference between meaning something literally and the unspoken intention or connotation? Connotation was a concept explored in grammar in previous week homework. Are students able to extend the understanding how authors and actors use when telling a story in a play? Some students will finish and spend time drawing. Ask to share- can we tell anything about the characters personality, where they are at or what they are doing by the picture? C) use textbook graphic organizers as students read. Informal observations and discussions: about setting, character and meaning of Ranita the Frog Princess. Is it a play? worksheet: Guides students to identify setting, cast of characters, number of scenes, setting. (see attached) Textbook graphic organizer: actions and reactions Corresponding grammar and spelling worksheets (vocabulary and use of language)

10 students work and present or upon teacher reflection) C )Read: Ranita the Frog Princess from class literature textbook. Identify the structure of a play: setting, cast of characters, scenes ect.. Ranita the Frog Princess. Alternate between choral reading, popcorn reading and acting out sections of scenes. Stage 3- Learning Plan Preparation: Get video ready, print and highlight scripts. cast, print worksheets Pre- assessment: Who has been in a play? Who has seen a play? How is it a different experience than reading a story, like Winn- Dixie? How was the story Winn- Dixie different than the movie? Students share experiences. I know that students have been to HTY shows..so I will encourage students to reflect on that experience. Lesson 1 (A) Video write Watch an actor discuss how to bring a character to life in the short video Meet Matt the Chihuahua Journal write for video: 9) What is the main idea of the video? Support the main idea with 3 or more context clues form the video. Write 3-4 sentences. 10) Think of a famous play or movie that has animal in it. What animal would you play? You can make one up. Consider how you would behave, move and talk. Use context clues from the video and you re your own experiences to describe what kinds of things you would do to prepare for the role. Write 3 or more sentence B) Intentions: Introduce the idea of drama and how some Watching a video and journal writing is part of the classes normal writing routine. Self- assessment and sharing help to keep students on track and focused on task. B) Students will struggle at first to use body language in an authentic (not hammed up way) Asking students to share 1 or 2 script reads

11 stories are meant to be performed. Actors study and learn how to use their voices and bodies to engage and entertain the audience. Even if we aren t always trying to entertain the audience- any time we are speaking aloud or presenting our ideas we want to engage our listeners and communicate our ideas clearly. Voice expression and body language can help. Read the blog from the director about intentions. Discuss Intentions and how actors turn words into meaning. Model how to use script with different intentions- use different students. Pass out scripts and give students 5-10 minutes to try reading the short script with different meanings. Use the short script to model how voice and body language and intention work together to help make the story clear and engaging to audience. Look for context clues to describe how the character is feeling and what their motivation is for saying and doing what they are doing. Practice Loud and Proud reading, encourage students to speak clearly and with expression. See rubric ( to be done informally as students work and present or upon teacher reflection) before moving to 2 nd intentions. Look for improvement As this is the exploration phase of lesson students are encourage to find their own ways of bring the script to life and showing intention. Personal interpretations encouraged. \ C) Reading of the play (main activity) move students to reading in the round set up. To begin with, I will have students look at the opening picture and the first few pages of the play. Discuss the special characteristics that a play has, such as scene and setting. Pass out the what is a play? Organizer. Give students a few moments to look through the pages, find the cast of characters, number of scenes. Read aloud the setting info. Encourage students to answer questions as we read. Scene 1: Silent read first- and begin to answer Reading in the Round: As students are currently in rows-, I want to create more of a sense of community for this play reading. I will move the center students of their desks and have them make 2 semi circles facing in toward the center (on the outside of desks) and the front row turn chairs around to face the back row. That way all students can see each other as reading occurs.

12 questions. Think about how each character would behave and speak. If time allows, read scene aloud with popcorn or choral reading. Scene 2- read aloud. Use graphic organizers and certain pages boy/girl roles (all with choral reading) scene 3- assign roles. Encourage students to read with expression. May stand up and use some body language. Conclusion: After discussion: how is reading a play different from a story? What makes a reader/performer successful? Continue with grammar and spelling skill exercises for the week. Differentiation: Video: Students get to work at their own pace and self select their character. The video is meant for kids and is fun to watch. Intention: Students get the opportunity to bring personal style and preference into this exercise, work with a partner. I will support by reading the blog, modeling the script. Reading- whole class and individual opportunities. Help students to understand text through discussion, connecting to graphics and modeling..

13 Rubric: Journal writing Student is able to identify the main of idea of video and support it with three or more context clues Student uses their imagination to pick an animal role to play in a drama. Student is able to use context clues from the video and their own lives to support what steps they would need to take to prepare to play an animal. Student is able to use grade appropriate grammar conventions to communicate ideas clearly Student is able to identify the basic main idea and some context clues. Student picks an animal but only uses generic stereo type to show animal. Student uses some ideas from video to describe how an actor might prepare for a character but ideas lack depth or details. Think about it Student does not clearly identify or mis- identifies the main idea. Does not use context clues to help find main idea. Doesn t do assignment. Does not use any clues from video. I followed all directions: Student self- assessment checklist of intention exercise give your self a score! Think about it.

14 I was successful in communicating my intention to my partner I took the activity seriously and tried my best I used my body and movement to help show my intention. I worked well with my partner, taking turns and learning from each other Intention Rubric checklist Is student able to alter voice to demonstrate intention? Is student able to use body language, gesture and eye focus to demonstrate intention? Did the student follow directions? Was the student able to communicate their intention clearly in an authentic and/or creative manner? Intention Rubric checklist Is student able to alter voice to demonstrate intention?

15 Is student able to use body language, gesture and eye focus to demonstrate intention? Did the student follow directions? Was the student able to communicate their intention clearly in an authentic and/or creative manner? Ranita the Frog Princess. Cast of Characters (how many?) Setting/Background # of scenes main characters scene 1 Important event What does character 1 wear? Look like? What does that infer (tell) the reader/audience about this character? scene 2 Important event What does character 2 wear? Look like? What does that infer (tell) the reader/audience about this character? scene 3 Important event prologue:

16 How is Raniata the Frog Princess, the play, different than other types of fiction stories and poems? Identify at least 3 differences: How is a play the same as a fictional story, poem or song? 1. 2.