Theater - uwosh.edu · Web viewTheater. Content Standard. Acting by assuming roles and...
Transcript of Theater - uwosh.edu · Web viewTheater. Content Standard. Acting by assuming roles and...
Theater
Content Standard
Acting by assuming roles and interacting in improvisations
Achievement Standard
● Students imagine and clearly describe characters, their relationships, and their environments● Students use variations of locomotor and nonlocomotor movement and vocal pitch, tempo, and tone for different characters
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LiteracyWeek 1:
- Day 1: RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
- Day 2: RL4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.- Day 3: RL2: 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- Day 4:
- RF3.3: Know and apply grade-level phonics and word analysis skills in decoding words.- RF3.4 Read with sufficient accuracy and fluency to support comprehension.
- Day 5:- RF3.3: Know and apply grade-level phonics and word analysis skills in decoding words.- RF3.4 Read with sufficient accuracy and fluency to support comprehension.
Week 2:- Day 1: RL1:Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers- Day 2: RL7:Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood,
emphasize aspects of a character or setting).- Day 3: RL9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar
characters (e.g., in books from a series).
Week 1: Introducing Voice ToolsWeek 1: Language Workshop Slides
- Day 1: Model voice tools while reading aloud a mentor text.- Choose an exciting book with varying text sizes, multiple characters,
and punctuation used in different ways.
- Day 2: Introduce Voice Tools ------------------------------------------------------------->- Create anchor chart for students to refer to during class.- Use powerpoint to warm-up students voice and introduce voice tools.
- Day 3: Students choose read aloud text to practice voice tools.- Students will checklist to choose a picture book to read aloud.- They will add post-its in places where they will change their voice using
the different voice tools.
- Day 4: Practice in a small group.
- Day 5: Small group assessment.- Formative Assessment Rubric for teacher.- Self-Assessment for students.
Week 2: Connecting Voice Tools to Make Meaning from Text(Questions are integrated into the district planners below.)
Week 2: Language Workshop Slides
- Day 1: How does the character affect the use of voice tools by the reader?- Introduce Narrative Vs. Character Voice ---------------------------------->- Thoughtful Log prompt
- Day 2: How do the illustrations affect the different voice tools that are used by the reader?- Thoughtful Log prompt
- Day 3: Using a new read aloud, how can you change your voice to match the meaning and punctuation of the text?
- Warm-up from powerpoint and review Voice Tools
Week 3: Connecting Writing to Voice Tools (Storytelling)(Can be introduced anytime during revision process)
- Students will use their storytelling voice during the revision process identify the various changes in meaning and punctuation that guide the changes the use of their voice tools.
Day 1: Dialogue Tags --------------------------------------------------------------------->
Day 2: --------------->
Day 3:---------- >
Day 4------------------>
Day 5 - Have students storytell their narrative writing to another student.- Self-Assessment for students.
Adapted District Planners *NOTE: Original copy of planners do not include arts integration. Please refer to week-by-week-outline.
Week 1: Marvelous CorneliusDay 1: WHAT DOES THE TEXT SAY?
Constructing Understanding of a New Text
Standards for Phase 1: highlight the standards that apply to this lessonRL1:Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answersRL2: 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 textRL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Language WorkshopFirst Reading of New Text
Unit of Study: COMMUNITYTitle of Text(s): Marvelous Cornelius by Phil BinderGenre: fictionLexile: 620
VocabularyConsider addressing relevant vocabulary before and/or during the reading. However, only select vocabulary that must be understood in order for students’ comprehension to be assembled during the reading.
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Essential Question: How does change influence a community?
Enduring Understanding: ● Change can influence a community in positive and negative ways
● Readers retell stories and ask themselves questions to ensure they understand.
Before First Reading:● Set purpose for listening
comprehension to prepare and motivate students for the learning.
Purpose for Listening Comprehension:Listen to find out who Cornelius Washington was and why he was known as Marvelous Cornelius.
During First Reading: ❏ Read the text through, allowing students to wrestle with meaning
making.After First Reading:
● Provide oral prompts to stimulate rich discussion that requires deeper encounters with the text.
Discussion Prompts (after reading the story, but before reading the Author’s Note)
❏ Who was Cornelius Washington? Why was he known as Marvelous Cornelius?❏ How did Hurricane Katrina change New Orleans?
Read the Author’s Note❏ What did you learn about the author from the Author’s Note?❏ What did you learn about Cornelius from the Author’s Note?
Thoughtful Log: (optional)● Provide an opportunity for
students to express their understanding of text through writing and offer evidence from the text to support their thinking.
○ My Thinking○ Strategies○ Language
Prompt:❏
Framework for the Response: ❏ Co-Construct the Response
OR❏ Students respond independently with appropriate
levels of scaffolding
Organizer: (if applicable)
Connected Minilessons❏ Teach a specific skill or
strategy using the LW text as the mentor text. Have students apply the thinking from LW into their independent reading/writing.
Reading Minilesson: Writing Minilesson:
Day 2: HOW DOES THE TEXT WORK?Revisiting Text(s) to Analyzing and Marinating on Critical Aspects
I can analyze how the author’s craft have an impact on the reader.
Standards for Phase 2: highlight the standards that apply to this lessonRL4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL7:Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Before Analysis● Set a purpose for analysis of
craft, structure, language, and vocabulary.
Purpose for Rereading & Analysis:In the Author’s Note, Phil Binder told us he told the story of Cornelius in the “flavor of folktales” using repetition, alliteration, and exaggeration. As I read today, listen for repetition, alliteration, or exaggeration and give me a thumbs up when you hear it.
During Analysis● Scaffold students in analyzing
craft, structure, language, and vocabulary through student discussion.
● Co-construct a chart, if needed, to represent learning from the discussion.
Close analysis of specific aspects of the text through discussion:
❏ How does Phil Binder’s language help you understand the story?
❏ How does the language impact you as a reader?
Co-Construct Chart:
After Analysis● Students demonstrate their
knowledge by responding to the prompt independently with appropriate levels of scaffolding.
○ My Thinking○ Strategies○ Language
OR● Co-construct the response.
Thoughtful Log Prompt:❏ Notice the author’s choice of language in your
independent reading book today. How does it impact the story and the reader? Fill in the chart.
Organizer: (if applicable)
Connected Minilessons● Teach a specific skill or
strategy using the LW text as the mentor text. Have students apply the thinking from LW into their independent reading/writing.
Reading Minilesson: ● Author’s use descriptive language to
help the reader.
Writing Minilesson: ● Writers use effective techniques
like descriptive language.
Day 3: WHAT DOES THE TEXT MEAN?Revisiting Text(s) to Analyzing and Marinating on Critical Aspects
I can describe the characters in a story and connect their actions to the sequence of events in a story.
Standards for Phase 3: highlight the standards that apply to this lessonRL2: 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 textRL6: Distinguish their own point of view from that of the narrator or those of the characters.RL9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Before Analysis❏ Set a purpose for analysis of
the integration of knowledge and ideas.
Purpose for Rereading & Analysis:As you listen, think about how Cornelius impacted his community before Hurricane Katrina and after.
During Analysis❏ Scaffold students in analyzing
Close analysis of specific aspects of the text through discussion:
Co-Construct Chart:
the integration of knowledge and ideas through student discussion.
❏ Co-construct a chart, if needed, to represent learning from the discussion.
❏ How did Cornelius impact his community before Hurricane Katrina?
❏ How did he impact the community after the hurricane?
❏ What does “flood of humanity” mean? How does the nation support New Orleans? (show page with the bridge and helicopter)
❏ There is a blue bird on most, but not all the pages in this book. What might it stand for?
*add to chart
After Analysis● Students demonstrate their
knowledge by responding to the prompt independently with appropriate levels of scaffolding.
OR● Co-construct the response.
Thoughtful Log Prompt:❏ How are Marvelous Cornelius and Miss Rumphius similar? How are they different? (My Thinking)
Framework for the Response: ❏ Co-Construct the Response
OR❏ Students respond independently with appropriate levels of scaffolding
Connected Minilessons❏ Teach a specific skill or
strategy using the LW text as the mentor text. Have students apply the thinking from LW into their independent reading/writing.
Reading Minilesson: Writing Minilesson:
Week 2: The Tree LadyDay 1: WHAT DOES THE TEXT SAY?
Constructing Understanding of a New Text
Standards for Phase 1: highlight the standards that apply to this lessonRL1:Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answersRL2: 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 textRL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Language WorkshopFirst Reading of New Text
Unit of Study: COMMUNITYTitle of Text(s): The Tree Lady by H. Joseph HopkinsGenre: nonfiction, biographyLexile: 760
VocabularyConsider addressing relevant vocabulary before and/or during the reading. However, only select vocabulary that must be understood in order for students’ comprehension to be assembled during the reading.
❏
❏
Essential Question: How does change influence a community?
Enduring Understanding: ● Change can influence a community in positive and negative ways
● Readers retell stories and ask themselves
questions to ensure they understand.
Before First Reading:● Set purpose for listening
comprehension to prepare and motivate students for the learning.
Purpose for Listening Comprehension:Listen to find out who The Tree Lady is.
During First Reading: ❏ Read the text through, allowing students to wrestle with meaning making.
After First Reading:● Provide oral prompts to
stimulate rich discussion that requires deeper encounters with the text.
Discussion Prompts ❏ How would you describe Kate? (chart
student thinking on a 2 column chart)❏ What in the text revealed that?
❏ How did Kate’s characteristics influence the
decisions she made?
Thoughtful Log: (optional)● Provide an opportunity for
students to express their understanding of text through writing and offer evidence from the text to support their thinking.
○ My Thinking○ Strategies
Prompt:❏
Framework for the Response: ❏ Co-Construct the Response
OR❏ Students respond independently with appropriate
levels of scaffolding
Organizer: (if applicable)
○ Language
Connected Minilessons❏ Teach a specific skill or
strategy using the LW text as the mentor text. Have students apply the thinking from LW into their independent reading/writing.
Reading Minilesson: ● Character Traits
Writing Minilesson: ● Use description to show
what kind of person your characters are, rather than just telling.
Day 2: HOW DOES THE TEXT WORK?Revisiting Text(s) to Analyzing and Marinating on Critical Aspects
I can analyze how illustrations help the reader better understand the text.
Standards for Phase 2: highlight the standards that apply to this lessonRL4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL7:Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Before Analysis● Set a purpose for analysis of
craft, structure, language, and vocabulary.
Purpose for Rereading & Analysis:As I reread the text today, listen for a pattern that repeats on each page.
During Analysis● Scaffold students in analyzing
craft, structure, language, and vocabulary through student discussion.
● Co-construct a chart, if needed, to represent learning from the discussion.
Close analysis of specific aspects of the text through discussion: ❏ What did you notice repeating on each page?❏ Why do you think the author chose to use, “Kate did” on almost every page in
the book?❏ How does this make the reader feel about Kate?
Let’s look closely at a few of the illustrations in this text. ❏ How do they help the reader?
Look the page that shows Kate on the boat, looking out at San Diego and then the
page that shows the fair. ❏ What do the illustrations show us about the change in San Diego?
After Analysis● Students demonstrate their
knowledge by responding to the prompt independently with appropriate levels of scaffolding.
○ My Thinking○ Strategies○ Language
OR● Co-construct the response.
Thoughtful Log Prompt:❏ In your independent reading today, look closely at the illustrations in your book. What do they
help you understand?
Organizer: (if applicable)
Framework for the Response: ❏ Co-Construct the Response
OR❏ Students respond independently with appropriate levels of scaffolding
Connected Minilessons● Teach a specific skill or
strategy using the LW text as the mentor text. Have students apply the thinking from LW into their independent reading/writing.
Reading Minilesson: ● Illustrations can add meaning to the
text.
Writing Minilesson:● Utilize illustrations to add to the
meaning of your story.
Day 3: WHAT DOES THE TEXT MEAN?Revisiting Text(s) to Analyzing and Marinating on Critical Aspects
I can infer character feelings and motives and explain how their actions impact the story.
Standards for Phase 3: highlight the standards that apply to this lessonRL2: 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 textRL6: Distinguish their own point of view from that of the narrator or those of the characters.RL9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Before Analysis❏ Set a purpose for analysis of
the integration of knowledge and ideas.
Purpose for Rereading & Analysis:As we look back at the text, think about the changes in San Diego and how they influenced the community?
During Analysis❏ Scaffold students in analyzing
Close analysis of specific aspects of the text through discussion:
Co-Construct Chart:
the integration of knowledge and ideas through student discussion.
❏ Co-construct a chart, if needed, to represent learning from the discussion.
❏ How did Kate influence change in San Diego?
❏ How did the change influence the community?
❏ How is Kate, Miss Rumphius, and Marvelous Cornelius similar to one another? How are they different from one another? (chart student thinking)
*add thinking to ongoing class anchor chart as well
After Analysis● Students demonstrate their
knowledge by responding to the prompt independently with appropriate levels of scaffolding.
OR● Co-construct the response.
Thoughtful Log Prompt:
Organizer: (if applicable)
Connected Minilessons❏ Teach a specific skill or
strategy using the LW text as the mentor text. Have students apply the thinking from LW into their independent reading/writing.
Reading Minilesson: ● Readers think across books and
compare and contrast characters, plots, themes, etc.
Writing Minilesson: