Common Core Content/Language Arts/Reading Standards

Wolf!

By

Becky Bloom

Treasures Grade 3, Unit 1

Readers’ Theatre

Grade Level: 3 (4-5+ with appropriate text)

Elements of Drama/Theatre Addressed: Focus, dialogue, character

Common Core Content/Language Arts/Reading Standards:

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

NM Fine Arts/Drama/Theatre Standards Addressed:

Standard 1: Learn and develop the essential skills and meet technical demands unique to dance, music, theatre/drama and visual arts.

K-5 Benchmark 1A: Use body and voice to portray character.

Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas.

K-5 Benchmark 3B: Explore connections between the elements of drama and other content areas.

Standard 4: Demonstrate an understanding of the dynamics of the creative process.

K-5 Benchmark 4A: Collaborate to design, plan, rehearse and perform dramatizations.

Materials:

• Copies of Wolf! readers’ theatre scripts, enough for each scene (see # of readers)
• Chairs or other to indicate space for readers/performers.

Vocabulary: Dialogue, expression, gestures, constructive criticism, sequence.

Teaching Process:

Anticipatory set—

• Why do we learn to read?
• Read Wolf! by Becky Bloom, from Treasures, grade 3 unit 1

Lesson—

• Review/present Readers’ Theatre. Discuss how RT is not like a play in that the actors hold their scripts as they perform—but it IS like a play in that it gets rehearsed A LOT!
• Divide students into groups—sizes are determined by the number of readers for each scene.
• Groups need to decide how to position themselves for a performance—will they all sit or stand in a line/semi-circle? Will some sit and some stand? Will one person enter the scene and thus begin the action?
• Allow time for groups to rehearse. Encourage them to used hand gestures, facial expressions, and to consider the lines their “character” says as to how the line needs to be read.
• Set the sequence of the story.
• Groups perform for each other.
• Debrief—ask what performers did to help retell the story. Was the sequence correct? Were the characters portrayed as intended in the story? Ask for any suggestions for how a group or an actor could change his or her performance to better convey meaning.

Assessment: Discussion/debriefing, teacher observation

Modifications:

• Students receive a copy of all the scenes and the RT is done as a whole class, at least three times. This will allow students to move from “cold reading” a text to beginning comprehension of the content.
• Pair less confident readers with stronger readers for choral reading on some parts.
• If this is being performed, each student needs to create a character profile for his/her part.

Character Profile

Your name:Date:

Give the information for your character with as much detail as you can so we can get to know him/her very, very well.

Name:

Age:

Traits:

Home:

Family:

Wish/Goal/Motive:

Fear:

*Hope for the world:

Continue any of these on the back if needed!