Inspirational Quote. Los hombres no viven juntos porque sí, sino para acometer juntos grandes empresas. José Ortega y Gasset (Spanish philosopher)

Transcription

1 Ispiratioal Quote Los hombres o vive jutos porque sí, sio para acometer jutos grades empresas. José Ortega y Gasset (Spaish philosopher) lauchig the uit g a t e w a y s t o t h e a t e r plat the seeds Desig a bulleti board that ecapsulates the values ad key objectives of the Theater Series as they are explored throughout the uit. The bulleti board becomes a metaphoric garde where ideas are plated ad kowledge ad studet productivity are harvested. This is a tremedous tool to create a iteractive, child-cetered eviromet to lauch the theme of the uit. You may wat to use the model below as a ispiratio for your Theater bulleti board. Qué es el teatro? Egage studets i a discussio about what theater is. Ask them if they have ever see a play i a theater. Discuss other types of performig arts such as movies, televisio shows, circus, puppets, ad parades. Ecourage them to list the various elemets that make up a play or other types of performaces (actors, dialogue, settig, props, costumes, lights, soud effects, etc.). Elicit that theater also uses other types of art such as music, dace, architecture ad plastic arts (i sceery desig), tailorig ad fashio desig (i costumes ad masks creatio), hair stylig ad make up, etc. Tell them that huma beigs have cultivated this beautiful form of art i all places ad times. All civilizatios have had their ow forms of performig arts. Tell studets that plays are writte i the first place, so they ca read a play ad ejoy it as much as they do whe they watch the actual performace. The plays that they are goig to read i Teatro del Gato Garabato ad Teatrí de Do Crispí are adaptatios of well-kow fables ad folk tales. Allow them to preview the books ad poit out that the illustratios ad the directios lies (i paretheses ad italics) provide good tips for directors, actors, ad productio techicias ad desigers. They will be delighted to kow that they ca put o ay of these plays too! Abramos las puertas! Motivate studets to create their ow reduced versio of the bulleti board i which they record otes, sketches, sayigs, summaries, citatios from the book, elaboratio, ad amplificatios that coect the kowledge leared as they look at ad examie the plays preseted i the Theater series of Puertas al sol. Studets may use this map of learig as the cover of a portfolio or a persoal collectio of work ad activities developed throughout this uit. 70

2 Objectives Read ad discuss three plays Lear vocabulary associated with theater Read plays expressively, focusig o pitch, itoatio, ad physical gestures Put o a puppet show Talk about hoesty, self idetity, ad cooperative problem solvig Write cue cards, a program, ad a review Do research o coutries associated with studets backgrouds ad heritage Create masks ad props Essetial Skills Practiced 5 Comprehesio: Reality/Fatasy Comprehesio: Hypothesize Vocabulary: Compariso/Dimiutives Vocabulary: Cootatio Listeig/Viewig: Aalyze ad Evaluate the Itet ad Cotet of a Message Materials Selectio: Teatro del Gato Garabato Activity Sheets 7 5 Assessmet Sheets 5 7 Assessmet Forms, S,, 5 Suggestios for CLASSROOM USE Theater Maagemet Sheets See pages for a correlatio to the Stadards for Laguage Arts, Social Studies, Math, Fie Arts, Foreig Laguage, ad Techology. Lesso : Los tres cabritillos Explore t h e a t e r Egage studets i a coversatio about theater by askig questios such as the followig: Has visto ua obra de teatro e la escuela u otro sitio algua vez? Dóde la viste? Quié te llevó a verla? Cómo se llamaba la obra? Te gustó? Qué fue lo que más te gusto? Por qué? (Have you eve goe to see a play at school, or at some other place? Where did you see it? Who took you to see it? What was the ame of the play? Did you like it? What was your favorite part? Why?) Read the itroductio o page 5 of Teatro del Gato Garabato, ad egage studets i a discussio about the ideas stated there. The, iform that they will read a play ( ua obra de teatro ) called Los tres cabritillos. Explai that a play is a story that is writte to be acted out. Follow up by askig if they have read the story of El lobo y los siete cabritos (The Wolf ad the Seve Little Goats) ad motivate voluteers to retell the story. Fially, iform them that the characters i this play are based o the characters i that story. This last statemet will surely serve as a aid to studets comprehesio of the text as they read. Teach Creative Readig Questios such as the followig will help to iitiate a creative dialogue after you read the play together with studets: descriptive phase Cuátos persoajes hay e esta obra? Cómo se llama? (How may characters are there i this play? What are their ames?) Mira las ilustracioes del libro. Por qué vemos persoas e vez de aimales e ellas? Cómo sabemos quié hace el papel de cada persoaje? Qué lleva puesto cada ua de las persoas? Mira las máscaras que lleva cada persoa y di qué papel hace cada ua e la obra. (Look at the illustratios i the book. Why do we see people istead of aimals i them? How do we kow what part each perso plays? What is every perso wearig? Look at the mask each perso is wearig, ad tell what role he or she plays i the play.) Por qué los cabritillos o le abre la puerta al lobo? Quié les dijo que o lo hiciera? (Why do t the little goats ope the door for the wolf? Who told them ot to do it?) Por qué piesas que el ombre del lobo es 5 Rebobo y el de la zorra Glotoa? (Why do you thik that the wolf is amed Rebobo, ad the fox Glotoa?) Teatro del Gato Garabato / Los tres cabritillos 7

3 t h e a t e r persoal/iterpretive phase A los cabritillos les gusta jugar a las tiedas. Cuál es tu juego favorito? Co quié lo juegas? (The little goats like to preted that they have a store. What is your favorite game? With whom do you usually play it?) Al fial de la obra, los cabritillos dice que o le teme al lobo porque él o les pudo hacer ada malo. Temiste algo algua vez, quizás cuado eras más pequeño? Por qué o le temes más a eso? (At the ed of the play, the little goats say that they are ot afraid of the wolf because he was ot able to do aythig bad to them. Were you ever afraid of aythig, maybe whe you were little? Why are t you afraid of it aymore?) Te hizo reír algua parte de la obra? Cuál? Por qué te causó gracia? Aparte del libro, qué (o quié) te hace reír a ti e tu vida? (Did ay part of the play make you laugh? Which? Why do you thik it s fuy? Aside from this book, what (or who) i your life makes you laugh?) c r i t i c a l/mu l t i c u l t u r a l/ ati-bias phase 5 Por querer egañar a los cabritillos, el lobo pasa de ser el que persigue, al que es perseguido. Por qué piesas que es importate o egañar a las persoas y ser hoestos sobre uestras itecioes? Qué cosecuecias puede teer el o ser hoesto co los demás? (As a result of watig to fool the little goats, the wolf goes from beig the huter, to the huted. Why do you thik that is it importat ot to try to fool people, ad to always be hoest with them? What cosequeces ca lack of hoesty have?) creative/trasformative phase Qué podrías hacer tú para cofiar más e las persoas, y para que ellas cofíe más e ti? (What could you do to trust people more, ad to make sure that people trust you?) Help four voluteers create ad act out a scee that shows what would have happeed if the little goats had opeed the door to the wolf. Three studets will play the roles of the little goats, ad oe will play the role of the wolf. Apply Vocabulary Developmet itroducig ew words Use the followig strategies to guide studets to figure out the meaig of ay ukow words that they ecouter as they read the plays:. Tell them to explore the cotext ad the illustratios to fid clues to the meaigs.. Ask them to check other places where the same word is used.. Suggest that they examie the structure of the words to see if they recogize word parts that ca help them.. Ecourage them to draw upo their prior kowledge so that every studet feels compelled to cotribute to the discussio. 5. Whe ecessary, refer to a school dictioary. Read the appropriate defiitio aloud ad discuss it with the class. Discuss the relatioship betwee cabra ad cabritillo. Use this example to elicit the cocept of dimiutive ( dimiutivo ). Ask studets to give other examples of dimiutives ad list them o the board. Use their examples to poit out that besides illo/illa, there are other suffixes, or edigs, used to make dimiutives (ito/ita, ico/ica, uelo/uela, etc.). You may also wat to ivite studets to act out actio words (abra la puerta, cierre la puerta, tres toques, retorcediedo, marcha, corriedo, persigue, sale, etra) ad adjectives (ervioso, miedoso, furioso, pequeño, cofudido, fia, roca). To help studets apply or exted their kowledge of the ew vocabulary, explai that there are words that covey or coote ( coota ) positive or egative meaigs. A positive meaig ( u sigificado positivo ) evokes a good feelig, ad a egative meaig ( u sigificado egativo ) evokes a bad feelig or associatio. Write the word bobo (silly) o the board, let studets kow that the prefix re- meas agai or twice, so the word rebobo meas twice silly or silly agai. The word glotoa meas someoe who ca t stop eatig. The word miedoso meas full of fear. The words rebobo, glotoa, ad miedoso all have egative cootatios ( cootacioes egativas ) because they evoke bad associatios. O the other had, words such as mamá, blaca, ad pequeño are words we associate with positive meaigs. 7 Teatro del Gato Garabato / Los tres cabritillos

4 t h e a t e r related vocabulary This play offers studets the opportuity to lear or practice words related to theater. The followig activities promote word study through iquiry ad iteractive strategies. They may be utilized for direct, guided, or modeled istructio, as well as for idividual or collaborative group work. Use Activity Sheet 7. Qué ecuetras e el teatro? Motivate studets to use their prior kowledge to fid each word to label the appropriate picture. Tú eres el diseñador del esceario! Motivate studets to apply their kowledge of word meaig ad story settig to desig a scee. s t a g e b i g o Use the stage map o Activity Sheet 50 as a bigo card to ecourage studets to follow directios related to stage productios. Place your stage map o a overhead projector, or make a elarged copy of it ad paste it o the board, to model directios for studets by callig out positios ad placig the cutout figures provided i the correct spaces. For istace, you may call: Wolf, the word is wolf. Put the wolf o ceter stage. Cotiue playig the game util studets respod correctly to the ames of all the positios o the stage map. The ecourage them to cotiue playig the game i pairs or groups. coectio to eglish laguage additioal vocabulary activities You may also wat to take advatage of the discussio about story settigs ad scees ad the illustratios i the book to teach additioal words, such as actuar (to act), actuació (actig), disfrazarse (to disguise), truco (trick/ stut), papel (role), parlameto (speech). For Laguage Learers For youger studets, or for those who are ot thoroughly familiar with the laguage, you may wat to work o simpler words, such as sol, casa, árbol, flor, cabra, maestra, estudiate, iño, iña, lobo, gallia, huevo, puerta. illustrated biligual dictioary Help studets begi to build, or cotiue to create, their ow illustrated biligual dictioaries. List all words i the story that studets have geerated or asked about durig the readig process. Ecourage them to write the words ad their correspodig Eglish terms alog with a drawig of each item. Motivate older studets, ad those who have a better grasp of both laguages, to add related words. Motivate studets to work i biligual pairs or groups wheever possible so they ca cotribute to each other s laguage developmet. Reflect ad Close Oral Laguage Developmet Motivate studets to perform a collective readig of the play. Ask them to choose their favorite character ad the group them accordig to the characters they have selected. Ecourage them to reread the play, askig groups to do a choral readig of the roles of the characters they have selected. Motivate studets to pay particularly close attetio to their characters words ad the way the thik they should soud itoatio ( etoació ), pitch ( too ), ad pace ( velocidad ). See pages 8 8 for a comprehesive Assessmet for this lesso, icludig a tool to assess your studets listeig ad speakig skills ad strategies. See pages for ideas ad classroom maagemet tools to act out this play. writig c u e c a r d s Motivate groups of studets to write (or dictate) cue cards ( tarjetas de señal ) for the lies of the characters i the play. Ecourage them to thik about the audiece s respose to the play by askig them to also write cue cards for them, such as applause, sigh, or laughter. You may wish to combie this activity with the oe suggested i the Reflect ad Close sectio of this lesso above. Teatro del Gato Garabato / Los tres cabritillos 7

5 EXTEND THE LESSONS c r o s s-cu r r i c u l a r c o e c t i o s visual arts Props Motivate studets to create props ( accesorios ) for oe, or all three of the plays. Ecourage them to look at the illustratios closely, ad to thik about the kids of thigs that oe might fid i the settigs of the plays. For example, a door is ecessary for Los tres cabritillos, a moutai for El borreguito que quería ser buitre, ad a lemo for Pedro Pollito. The illustratios i the book iclude may additioal ideas for props, such as a Su, a castle, ad trees. Your choice of props should deped o the resources available, ad the level of studets iterest i creatig them. The props may be used for some of the activities suggested throughout the lessos, or simply to offer realistic surroudigs that help studets visualize the plays as they reread them. social studies Who We Are Reaffirm studets idetities by creatig a bulleti board that showcases the diverse makeup of the classroom. Depedig o their ages ad levels of ability studets may: Iterview a family member about their backgroud ad coutry of origi Do research o the coutries associated with their heritage Do research o goods produced by the coutry, ethic costumes, crafts, ad traditios All studets should discuss the aspects of their heritage which they are most proud of, ad how those aspects affect who they are. home coectio Life is Like a Play! Let your studets families kow that the class is egaged i readig ad performig short plays. Ivite parets to cosider that we are all protagoists of our ow lives. Ecourage them to talk with their childre about a time whe they ecoutered a challegig situatio. Sed home Activity Sheet 5, ad provide studets a opportuity to share with the class what they leared from their parets. hads-o project Masks Motivate studets to create their ow masks for the plays usig materials such as cardboard, costructio paper, cotto, crayos, paits, ad aythig else that will make their masks more represetative of the characters they are supposed to covey. Studets may use the masks they have created for ay of the suggested activities that iclude readig or performig. techology coectios Perfectig My Craft Use a video camera to record studets actig out assiged parts of each play i order to allow them to examie ad improve their performaces. Provide feedback whe ecessary, such as suggestios for facial expressios that may help them to better covey their emotios. Whe everybody is happy with the rehearsals, record the play as a whole, ad allow studets to view ad feel proud of their performaces ad the work they put ito improvig them. c o e c t i o to o t h e r titles o f the puertas al sol collectio The syergy amog the books of Puertas al sol leds itself to a dyamic itegratio of learig across the geres. The followig are just two suggested ideas to itegrate Teatro del Gato Garabato with other titles of the collectio. You will surely fid may other coectios as you work through the differet series. Book Title: Pasos Series: Biography Explai to studets that actors are very taleted people because they are required to dace ad sig as well as perform. Explore the possibilities for itegratig sigig ad dacig i the plays preseted i Teatro del Gato Garabato. Remid studets that Rita Moreo is the oly perso who has ever wo all four of the highest awards i the theater, televisio, music, ad movie idustries. Book Title: Azul y verde Series: Art Poit out that a masterpiece ad a play have some story elemets i commo. Story elemets iclude: sceery or settig, ad characters. I a play, the author tells us a story through actors. I a picture, the paiter coveys a story through illustratio. Ask studets to look at some of the masterpieces i Azul y verde ad discuss the stories they thik the pictures tell. 80 Teatro del Gato Garabato / Exted the Lessos