Instructional Unit: The Evolution of a Monologue

Transcription

1 Instructinal Unit: The Evlutin f a Mnlgue Elizabeth A. Klipa Dutchman Creek Middle Schl Theatre Arts Grade 6-8 August 10,

2 TABLE OF CONTENTS TASK A - Overview f Instructinal Unit 3 Instructinal Gal 3 Target Audience 3 Materials List 4 Task Analysis 5 Perfrmance Objectives 6 Lessn Plans 7 Rubrics 32 2

3 Task A: Overview f Instructinal Unit This unit uses reader s theatre and imprvisatinal activities t lead students int the creatin and perfrmance f individual character mnlgues. Thrugh analysis f a fairy tale, cllabratin effrts will lead t the analysis f the plt, setting, characters and the creatin f a reader s theatre script derived frm the elements f the fairy tale. Fllwing the perfrmances f the reader s theatre scripts, students will create an riginal mnlgue written frm their character s pint f view. The unit will culminate with the memrized perfrmances f the student written mnlgues. Gal f Instructin At the cnclusin f the unit, the sixth grade students in my theatre arts class will develp a welldefined character thrugh the creatin f imprvised scenes. Using what they learn abut the character thrugh the imprvisatinal activities, students will create a mnlgue frm the character s pint f view and perfrm it frm memry using apprpriate clarity, prjectin, prnunciatin, expressin, and dictin. Mastery will be measured using a rubric. Target Ppulatin Overview The instructinal prcess will take place at Dutchman Creek Middle Schl during the 6 th grade Theatre Arts class. The sixth grade is cmprised f a male ppulatin f fifty-ne percent, and a female ppulatin f frty-nine percent. Fifty-eight percent f the learners are Caucasian. African American students cmprise thirty-fur percent, six percent is cmprised f the Hispanic ppulatin, and tw percent is f the Asian ethnicity. 3

4 Additinal Relevant Grup Characteristics. The learners participating in the instructinal unit are in the sixth grade and enrlled in Theatre Arts fr a nine-week perid. Mst students have had little t n prir experience with the theatre arts. The schl verall has abve level standardized test scres, been granted the Palmett Gld Award fr three cnsecutive years fr grwth in PASS testing, and has been recgnized fr the prestigius Natinal Schls t Watch award fr the schl year. Additinally, the schl, which is nly seven years ld is a schl f chice with prjectin numbers indicating capacity will be reached at the clse f the schl year. Dutchman Creek Middle Schl is a schl students want t attend. Materials Needed fr Instructinal Unit Cpies f Fairy Tales Prmethean bard Prjectr Student ipads The app evernte The app garage band Cstumes Cstume trunk Assessments Peer evaluatins Self-evaluatins Cpies f rubrics 4

5 Task Analysis Task 1: Students will read and analyze fairy tales 1.1 Students will determine the plt, setting and characters f the stry 1.2 Students will identify character, setting, plt 1.3 Students will define character, setting, plt 1.4 Students will determine the character s pint f view 1.5 Students will cmplete a character analysis Task 2: Students will deepen their understanding f a fairy tale character 2.1 Students will determine the character s setting 2.2 Students will determine the character s pint f view 2.3 Students will determine the character s relatinship t ther characters 2.4 Students will demnstrate character vice thrugh imprvisatinal activities 2.5 Students will critique student perfrmed imprvisatins Task 3: Students will develp a reader s theatre script f the fairy tale 3.1 Students will cnstruct and analyze the fairy tale 3.2 Students will identify the narrative vice f the fairy tale 3.3 Students will identify each character s vice f the fairy tale 3.4. Students will mark the fairy tale t create a reader s theatre script 3.5 Students will rehearse and perfrm a reader s theatre script 3.6 Students will critique reader s theatre perfrmances 5

6 Task 4: Students will write and perfrm a mnlgue frm the assigned character s pint f view 4.1 Students will create a stry synpsis f the selected fairytale based n assigned character s perspective 4.2 Students will develp and use language apprpriate t the rle f the character 4.3 Students will write a mnlgue based n the character s perspective f the stry synpsis 4.4 Students will rehearse and memrize the mnlgue 4.5 Students will develp and use fundamental vcal and physical techniques in the delivery f the mnlgue 4.6 Students will critique and evaluate mnlgues Perfrmance Objectives Given a character frm a fairy tale, students will define an assigned character thrugh reading the fairy tale, imprvisatinal activities, and reader s theatre and will identify with the character thrugh creating and perfrming an riginal character mnlgue frm memry with 100% accuracy. Mastery f perfrmance attributes (clarity, prjectin, dictin, expressin, eye cntact) will be measured using a rubric 6

7 Lessn 1: The Dissectin f a Fairy Tale Lessn Overview: Students will read a fairy tale and identify the plt, setting and characters in preparatin fr turning the tale int a script v Resurces r materials needed: Teacher Prmethean bard A link t the cpies f Fairy Tales Students ipad and the App Evernte Index cards Stry Cube Planning Line Lessn Standard The student will create imprvised scenes and written scripts based n his r her wn experiences and imaginatin as well as n literature, histry and culture, and current events. Lessn Objectives Given cpies f varius fairy tales, students will write a synpsis including 3 facts abut the plt (beginning, middle, end), 2 different lcatins f the setting, and a character analysis fr each character in the stry. Learners will and share their stry within a small grup setting. Time: 1 class perid 60 minutes 7

8 Step 1 (Pre-instructinal Strategies) Ask: Wh can share a stry yu used t read r hear as a small child. Give students tw minutes t pair and share. Instruct: Students will recall ne stry and write a synpsis including the plt, setting, and characters using their ipad evernte app. Vlunteers will share stry synpsis with the class. Step 2 (Cntent Presentatin) Ask: Wh is familiar with the fairy tale Hansel and Gretel? Students will respnd by writing yes r n n ipad and shwing respnse t teacher Students will read the fairy tale Hansel and Gretel ut lud in class Class will identify plt, setting and characters f stry Students will watch a reader s theatre presentatin f Hansel and Gretel. Ask: What is different abut the reader s theatre presentatin than the stry we read? Students respnd vluntarily Step 3 (Learner Participatin) Students will chse a fairy tale frm a hat and cngregate with all thers wh have drawn the same title. Using their ipads, students will g t classrm website and click n the fairy tale link and chse the title f the fairy tale Students will read fairy tales alud in their grup with each student taking a turn. Grup members will identify the plt, setting and characters f their stry. 8

9 The grup will cllabrate and cmplete a stry cube planning sheet accessible at: Students will identify the plt, setting and characters f the fairy tale and give a descriptin fr each. Step 4 (Assessment) Students will share infrmatin abut their fairy tale t the classrm and include the fllwing: Describe the setting and plt f yur fairy tale. Include the expsitin, cnflict, and reslutin Describe each character f the fairy tale. Share three descriptive wrds fr each character in the stry. Step 5 (Fllw-thrugh activities): Name that character/wh Am I? Game. Students will cllabrate with their grup and cnstruct a descriptive wh am I? card fr each character f their fairy tale. Students will write a descriptin n the frnt f the card, the character s name n the back. Example: I am a large, furry animal with big teeth and I m very hungry. Big Bad Wlf frm Little Red Riding Hd Mdificatins t Lessn fr Differentiatin Use fairy tales in native language fr nn-english speaking students, use ggle translate r lwer level examples. grup by reading ability level fr cllabratin wrk. 9

10 Lessn Plan # 2: Frm Stry t Script Lessn Overview: Students will use the stry analysis frm previus lessn t create a reader s theatre script Resurces r materials needed Teacher Prmethean bard Script Cutting Example Students Cmpleted Index cards ipad and the app Evernte Lessn Standard The student will create imprvised scenes and written scripts based n his r her wn experiences and imaginatin as well as n literature, histry and culture, and current events. Lessn Objectives Students will wrk in a cllabrative setting t create a script based n their chsen fairy tale. They will include all basic elements f the plt, setting and majr characters. Mastery will be decided using a rubric Time: 1 class perid 60 minutes 10

11 Step 1 (Pre-instructinal activities) Pass ut wh am I character cards frm yesterday s lessn t students as they arrive t class. Play the game name that character frm the cards students created at the cnclusin f the previus lessn Teams are the reader s theatre grups Explain the rules f the game by asking fr vlunteers t read their cards alud fr the class First students t hit the buzzer using their ipad app, and answers crrectly wins a pint fr their team. Winning team is given the privilege f selecting their place in the perfrmances f their script Step 2 (Cntent Presentatin) Describe the prcess and purpse f script marking. Take students sequentially thrugh the prcess have vlunteers mdel steps n bard Explain the fllwing t the students befre starting script marking prcess: The narratr is the persn wh tells the stry Characters are the peple wh are in the stry. Explain 1 st persn narrative Character parts appear in the stry inside qutatin marks Narratr parts appear utside f qutatins Nn-essential phrases include he/she said (etc) and shuld nt included in the script 11

12 Give students infrmatin n making cuts and changes t the stry t create a script Explain: Yu may make and cuts and changes t yur script t make it livelier, simpler t understand, r easier t perfrm. But be sure t read thrugh and check whether everything in the stry still makes sense. Ask: What d yu think sme things are yu shuld cut frm the stry t create the script? Give students a chance t respnd. Recrd their answer n the Prmethean bard. Answers shuld include: ü The lines that tell us he said r she said are knwn as tag lines In perfrmance, these seldm d mre than break up the flw f the stry and trip up the readers. ü Leave in the nes that give extra infrmatin the audience must hear. Als leave in nes that an authr has used t build rhythm. ü Lng descriptins. Many stries include lng sectins f narratin that slw the actin. These can ften be shrtened r even remved. ü Minr characters r scenes. Cutting these can simplify the stry and/r adjust fr a small number f readers. Step 3 (Learner Participatin) Students will cngregate in the same grups that were determined in previus lessn. Instruct grups t d the fllwing: As a grup, students will identify the rles in the stry and divide them amng themselves 12

13 Students will g ver the stry tgether, deciding wh will read what parts Students will decide as a grup which parts f the text need t be cut Using ipads and the app evernte students will use pencil t crss ut cuts and highlighter t feature spken lines Students will rehearse scripts by perfrming a rehearsal run-thrugh Students will recrd and listen t it as a grup and edit as needed and agreed upn Step 4 (Assessment) After grup agrees n acceptable recrding, students will send link t teacher via . Teacher will evaluate based n rubric fund in Appendix A and send cmments and suggestins fr editing Step 5 (Fllw-thrugh Activities) Explain t students the prcess fr perfrmance and evaluatin fr the upcming lessn: Reader s Theatre in Perfrmance Review Audience Etiquette rules fr bserving perfrmances Mdificatins t Lessn fr Differentiatin Students may underline r italicize wrds that shuld be stressed, add cmmas t delineate phrasing, r insert stage directins t indicate the feeling behind speeches, in additin ESL students wh are have nt mastered reading at this level, may act as the timer, recrder f live grups, r the sund effects tech persn. 13

14 Lessn Plan # 3: Reader s Theatre Perfrmances The Final Curtain Lessn Overview: Students will cmplete reader s theatre self and peer evaluatins and perfrm their reader s theatre scripts fr the class either live r by sharing their final recrding. Resurces r materials needed: Teacher Prmethean bard, prjectr and pen Rubrics fr student assessment Appendix A Students Link t self and peer evaluatins ipads and the app Evernte Lessn Standard The student will create imprvised scenes and written scripts based n his r her wn experiences and imaginatin as well as n literature, histry and culture, and current events. Lessn Objectives Students will wrk in a cllabrative setting t perfrm a script based n their chsen fairy tale including all basic elements f the plt, setting and majr characters. Mastery and assessment will be based n a rubric Time: 1 class perid 60 minutes 14

15 Step 1 (Pre-instructinal activities) Grups will cllabrate and discuss suggestins frm evaluated recrding and make necessary changes. Step 2 (Cntent Presentatin) Students will cmplete a peer evaluatin fr members f grup and self-evaluatin fr themselves Teacher will review audience etiquette guidelines with students participatin Teacher will give the winning grup f the Wh am I game first rights t decide their rder f the perfrmances Teacher will discuss hw rder f presentatins will dne and the lgistics f the shw After winning grup decides their perfrmance rder, thers will be chsen using a lttery prcess Grups chsing t share their recrding will have their link ready t be played n the prmethean bard Live grups will have a tw minute set-up prcess after the cnclusin f the prir grup s perfrmance Perfrmance time is a limit f 3 minutes with a minimum f 2 minutes, as per rubric Step 3 (Learner Participatin) Students will perfrm their reader s theatre presentatins fr class Other students acting as the audience will demnstrate crrect audience etiquette. 15

16 Step 4 (Assessment) Teacher will assess the perfrmances based n the rubric fund in Appendix A Students will cmplete peer and self evaluatins fund in Appendix B Step 5 (Fllw-thrugh Activities) Fllwing the cnclusin f the perfrmances, students will cmplete the adjective activity characterizatin cube where they will assign three clrful adjectives t each character. This will be dne in preparatin fr the imprvisatin lessn fr tmrrw: Mdificatins t Lessn fr Differentiatin ESL students wh are have nt mastered reading at this level, may act as the timer, recrder f live grups, r the sund effects tech persn. Additinally, they culd play a minr character, depending n their reading level using suggestins fr mdificatin as utlined in previus lessn. 16

17 Lessn Plan # 4: Character Imprvisatins Lessn Overview: In rder t discver a well- defined character, students will participate in imprvisatinal activities based n given character driven scenaris. Resurces r materials needed: Teacher Prmethean bard Imprvisatinal game cards Rubric fr student assessment Students Stry cube template Lessn Standard The student will create imprvised scenes and written scripts based n his r her wn experiences and imaginatin as well as n literature, histry and culture, and current events. Lessn Objectives Students will wrk in pairs t plan an imprvisatin based n a fairy tale character. They will include all basic elements f the plt, setting and majr characters. Mastery and assessment will be based n a rubric Time: 1 class perid 60 minutes 17

18 Step 1 (Pre-instructinal activities) Teacher will read the assigned adjectives frm previus lessn fr fairy tale characters. Students are t guess which adjectives belng t what character. Fllwing the activity, give the fllwing scenari: We knw what fairy tale characters d while they are in their stry, but have yu ever thught abut hw they g abut their daily lives? D they remain in the same character as pinted ut in ur adjective activity? What happens when a fairy tale character steps int a real wrld, a real twn and des activities rdinary peple d? Acting as yur fairy tale character, yu will be given a scenari and asked t devise a planned imprvisatin t present t the class. Fr a warm-up activity, we will begin with pantmimes and then prgress t the imprvisatinal scenaris. Step 2 (Cntent Presentatin) Tell students: fr the remainder f the unit, yu will be the same character yu represented in the reader s theatre. T begin with, I will read a physical task ut lud and yu will respnd accrdingly as that character wuld fr a time perid f 15 secnds befre the scene changes. Explain the rules f the game: Stay in yur wn space Remain in character thrughut the activity; n breaking character during transitins N talking permitted but emtins encuraged! Think larger than life Objects must stay cnsistent r the same size thrugh-ut the activity Tell a stry thrugh yur pantmime 18

19 Step 3 (Learner Participatin) Ask: Are yu ready t get in character? Frm this pint thrugh the end f class, yu will take n the characteristics f yur fairy tale character. I am ging t read a list f scenaris ut lud, yu will pantmime the actin as yur character wuld: Building a campfire Stranded in a snwstrm Training a dg t sit Playing a baseball psitin Learning t swim Walking a large dg Planting a garden Writing a letter, sealing it, stamping it Setting a table Carrying several heavy bxes Watching an exciting sprting event n tv Changing a flat tire Paddling a cane Walking thugh mud Trying t stay prtected during a severe strm Driving thrugh a snw strm Painting a rm Ask: Nw that we knw what yur character wuld d in certain situatins, we will nw explre nt nly their physical actins, but what they wuld say in certain situatins t. Befre we d that, hwever, wh can remind me what the difference is between imprvisatin and pantmime? Students will respnd until a cllectin f answers match the crrect answer: Imprvisatin is perfrming withut (much) rehearsal r a script Review the rules f imprvisatin with students. Give them pprtunity t recall the rules. Ask fr vlunteers t demnstrate a scenari that cntains a rule breaker. Any rules mitted frm students respnses shuld be mdeled and reviewed 19

20 Rules f Imprvisatin: Always agree with what yur cast mates say, then add t the stry line Dn't Try T Be Funny if yu fllw the stry line, always agreeing and adding t what s being said, humr will happen n it s wn. Have ENERGY always put as much energy int a character as pssible, even thse characters that lack energy Frget yur game plan. Even when yu have time t prepare fr yur imprv, yu may have t scratch yur agenda and g with the flw! Add as much actin (remember pantmime) t yur wrds. This will make the scene mre believable and much mre entertaining. Tell a stry. Be sure t describe yur character by talking abut yur setting, the situatin, and bringing yur thughts and feelings alive thrugh actin. Nw that we have the basics f imprvisatin dwn, let s begin the activity! Pair students tgether by picking ut their character names ut f a hat. Explain t students they will have ten minutes t brainstrm ideas fr their imprvisatin. Assign pairs an imprvisatinal scenari. They will have ten minutes t brainstrm and cmplete a stry cube that will utline their stry line f the imprvisatin. Stry cubes can be fund by clicking n the fllwing link: Remind students that all stry lines in an imprvisatin include a beginning, cnflict and a reslutin. Additinally remind them that they shuld remain as their fairy tale character thugh-ut the perfrmance 20

21 Step 4 (Assessment) The students will be given 10 minutes t cmplete stry cubes which will be turned in fr evaluatin based n rubric fund in Appendix C. The stry cube template can be fund by clicking n the fllwing link: Step 5 (Fllw-thrugh Activities) Ask fr a vlunteer and mdel an example f an imprvisatinal du using fairy tale characters with the vlunteer Briefly pull the vlunteer t the side, give him three imprvisatinal scenaris t chse frm, and explain he will play his character s fairy tale and yu will play the character gldilcks frm the three bears. This activity will initiate excitement fr tmrrw s lessn Mdificatins t Lessn fr Differentiatin ESL students wh are have nt mastered speaking English efficiently, may d an imprvisatinal pantmime. Explain the lessn using ggle translate. Students will type their stry cube int ggle translate and transcript t the teacher. 21

22 Lessn Plan # 5: Character Imprvisatins Lessn Overview: In rder t develp a well- defined character, students will perfrm an imprvisatin based n a given scenari. Resurces r materials needed: Teacher Prmethean bard Imprvisatinal game cards Students Stry cube template Lessn Standard The student will perfrm imprvised scenes and written scripts based n his r her wn experiences and imaginatin as well as n literature, histry and culture, and current events. Lessn Objectives Students perfrm an imprvisatin based n a given scenari frm a fairy tale character s pint f view. They will include all basic elements f the plt, setting and majr characters. Mastery and assessment will be based n a rubric Time: 1 class perid 60 minutes 22

23 Step 1 (Pre-instructinal Activities) Ask fr a vlunteer and mdel (anther) example f an imprvisatinal du using fairy tale characters. Briefly pull the vlunteer t the side, give him three imprvisatinal scenaris t chse frm, and explain he will play his character and yu will play the character f the wicked witch frm Hansel and Gretel. Step 2 (Cntent Presentatin) Review the rules f imprvisatin. Always agree with what yur castmates say, then add t the stry line Dn't Try T Be Funny if yu fllw the stry line, always agreeing and adding t what s being said, humr will happen n it s wn. Have ENERGY always put as much energy int a character as pssible, even thse characters that lack energy Frget yur game plan. Even when yu have time t prepare fr yur imprv, yu may have t scratch yur agenda and g with the flw! Add as much actin t yur wrds. This will make the scene mre believable and much mre entertaining. Tell a stry that includes a beginning, middle and end Explain t students that nw the basics f imprvisatin have been reviewed, it s time fr the perfrmances t begin! 23

24 Step 3 (Learner Participatin) Students will be given 10 minutes t review teacher cmments n the stry cubes and rehearse their scene befre perfrmances begin Step 4 (Evaluatin) Students will perfrm their imprvisatins. A timer will make sure pairs are within time limits (45 secnd-90secnds) Mastery will be determined by the rubric fund in Appendix C. Step 5 (Fllw Thrugh Activities) Using the vice and characteristics f the Witch frm Hansel and Gretel, deliver a mnlgue defending yur actins as yu pltted t eat the 2 children. This will ignite excitement fr tmrrw s lessn Mdificatins t Lessn fr Differentiatin ESL students wh are have nt mastered speaking English efficiently, may d an imprvisatinal pantmime. Explain the lessn using ggle translate, and have them type their stry cube int ggle translate and transcript t the teacher, r prviding there is enugh time, teacher can review befre class ends 24

25 Lessn Plan #6: Character Mnlgues Lessn Overview: Students will demnstrate their understanding f the basic cncepts f script writing by creating and perfrming a secnd mnlgue based n their fairy tale character s pint f view. Resurces r materials needed: Teacher Prmethean bard Rubric Large trunk placed in the middle f the rm Varius cstumes and pieces f material Students ipads and the app evernte Student Checklist fr mnlgue writing Lessn Standard The student will create imprvised scenes and written scripts based n his r her wn experiences and imaginatin as well as n literature, histry and culture, and current events. The student will develp acting skills that allw him r her t prtray a variety f characters in bth imprvised and scripted dramatic presentatins. 25

26 Lessn Objectives: Students will create a mnlgues based n their character s pint f view Mastery will be based n a rubric Time: 1 class perid 60 minutes Step 1 (Pre-instructinal activities) Dressing as the Wicked Witch (frm Hansel and Gretel) speak in a vice and behave as the character wuld while explaining the mnlgue writing activity t the students. In the middle f the rm will be a large trunk r carpet bag. Instruct students they will have 15 minutes t put tgether a cstume fr the fairy tale character they represent. Step 2 (Cntent Presentatin) Once the students are attired, tell them it s time t shw ff their new ensemble, hwever befre they d, they need t gather and recrd their thughts. They will be intrducing themselves t the audience explaining the dilemma r prblem they encunter during the fairy tale they appear. Remind them f the What am I game. Their gal is t create a mnlgue in such a way that students can easily identify wh they are prtraying during the perfrmance. The mnlgue must cntain a beginning, middle (cnflict) and an end (reslutin) Step 3 (Learner Participatin) Students will have 20 minutes t prepare their mnlgues. Fllwing the 20 minutes, they will have 10 minutes fr a pair and share sessin and rehearse their mnlgue in frnt f their 26

27 partner. At the tw-minute warning, ask students t give their final perfrmance fr their partner fr evaluatin. Partner will evaluate and cmplete a peer assessment based n the rubric fund in Appendix D Step 4 (Assessment) Students will cmplete peer evaluatins fr their partner based n their final perfrmance. Students will read the evaluatins and make the apprpriate changes. Edited scripts will be turned in fr teacher evaluatin Step 5 (Fllw-thrugh Activities) Explain that althugh the plt is imprtant, withut believable characters, even the best plt wn t keep an audience engaged and entertained. Althugh stries usually cntain the same types f characters (heres, herines, villains, etc.), it is the details abut the characters and their unique traits that make them interesting and great, and make the stry exiting. Explain t students they will be perfrming their mnlgues n the Mnday fllwing the cnclusin f the unit. Mnlgues will be memrized. Students will have pprtunities t recrd the mnlgue during tmrrw s lessn and will take the written and recrded mnlgues hme t help with memrizatin Mdificatins t Lessn fr Differentiatin Other ptins t identify a student s understanding f their character: Create a Sund Scape that represents a character s inner life Create a cllage f images that represents a character life perspective 27

28 Lessn Plan #7: Character Mnlgues The Dress Rehearsal Lessn Overview: Students will demnstrate their understanding f characterizatin by perfrming their mnlgue fr their peers using an auditin frmat Resurces r materials needed: Teacher Prmethean bard ipad fr recrding Rubric fr assessment Students ipad Cpies f mnlgues Lessn Standard: The student will develp acting skills that allw him r her t prtray a variety f characters in bth imprvised and scripted dramatic presentatins. Lessn Objectives: Students will perfrm an riginal mnlgue based n a fairy tale character. Mastery will be determined using a rubric Time: 1 class perid 60 minutes 28

29 Step 1 (Pre-instructinal activities) Perfrm a student written mnlgue frm previus lessn s submissin. Perfrm a perfrmance lacking apprpriate delivery and ne that includes all elements f acceptable mnlgue delivery. Discuss with students the difference between the tw delivery methds Step 2 (Cntent Presentatin) Students will take 20 minutes t review teacher recmmendatins fr mnlgues submitted during previus lessn. Students will make necessary changes and write final draft f mnlgue and submit fr teacher review. Once the mnlgue is apprved fr perfrmance, students will take remaining time fr rehearsal and memrizatin. Mnlgues written by students already apprved may begin the rehearsal and memrizatin prcess in the fllwing manner: Review character mvement questins (addressed in a previus unit) ü What is my psture like? ü Hw d I walk? ü What will I d with my hands? ü What are my distinctive facial expressins? ü Are my gestures large and wide, r small and cntained? ü D I have a master gesture? ü Hw subtle are my gestures? ü What are the rhythm and temp f my mvements? 29

30 ü D I have a clear leading center? ü D I enjy mving? ü D I have any difficulty mving? ü Hw des emtin affect my mvements? ü Hw d my mvements reveal what I am thinking r feeling, even if my wrds say smething else? With any time remaining rehearse mnlgues thrugh pair and share. Step 3 (Learner Participatin) Review character mvement questins (addressed in a previus unit and listed abve) Explain t students that mnlgue perfrmances will be dne thrugh the auditin frmat. Explain the fllwing perfrmance techniques with students having students pantmime the fllwing activities in their persnal space: Walk int the auditin space with cnfidence Stp, pause, and lk at the audience fr a mment Give yur name, the character s name, the name f the play r stry frm which the scene was taken, the authr s name, and any backgrund r infrmatin the audience may need t understand what s ging n. Take a mment t fcus n yurself Imagine the envirnment f the scene and what the ther characters are ding. Take a deep breath and begin 30

31 Step 4 (Assessment) Students will cngregate in their riginal Reader s theatre grups, draw a number and perfrm mnlgues in that rder fr each ther Students will cmplete perfrmance peer assessments with the gal f helping their grup members imprve their mnlgue delivery Step 5 (Fllw-thrugh Activities) Students will read peer assessments making apprpriate changes t the delivery f their mnlgue. Students will pair and share their mnlgues fr the purpse f recrding. Students will recrd their partner s mnlgue as it is being perfrmed. Students will use ipads t listen t mnlgues at hme t help with memrizatin Students will be reminded that mnlgues will be perfrmed n Mnday using the auditin frmat and assessed accrding t the mnlgue rubric fund in Appendix Mdificatins t Lessn fr Differentiatin Other ptins t identify a student s understanding f their character: Create a Sund Scape that represents a character s inner life Create a cllage f images that represents a character life perspective Perfrm a pantmimed scene frm their character s pint f view 31

32 Appendix A Reader s Theatre Rubric Criteria Weight Exemplary 5 yes Accmplished 3 yes, but Beginning 1 n Script 20% Script includes all majr elements and characters f the riginal fairy tale Script includes the majrity f the majr elements f the plt and characters f the riginal fairy tale Script des nt include many elements f the plt and characters f the riginal fairy tale Vice 15% Always speaks ludly, slwly, and clearly Crrect prnunciatin and emphasizes crrect wrds Delivery is with apprpriate emtin Usually speaks ludly, slwly, and clearly Crrect prnunciatin; wrd emphasis is limited Delivers with apprpriate emtin mst f the time Speaks t sftly r t rapidly; mumbles Incrrect prnunciatin n wrds n emphasis n wrds Little t n emtin during line delivery Acting 20% Cnsistently makes characters believable thrugh apprpriate vcal delivery Character is made believable mst f the time thrugh apprpriate vcal delivery Character is nt made believable and vcal delivery is mntne and nt believable Interactin with ther characters 15% Gd interactin with ther characters respnds apprpriately t ther s lines Adequate interactin with ther characters respnds apprpriately mst f the time t ther s lines N interactin with ther characters, reads lines rather than delivers them. Pacing 10% Lines delivered at the apprpriate pace, depending n the stry line. Perfrmance within the time limit f 2-3 minutes Lines perfrmed well, but sme parts may be rushed r dragged in sme parts. Perfrmance within the time limit f 2-3 minutes Lines delivered at ne pace with little r n excitement. Perfrmance was nt within the time limit f 2-3 minutes Apprpriateness 10% Stry is easily understd and develpmentally apprpriate fr audience Mst f the stry is understd and develpmentally apprpriate fr audience Stry is difficult t fllw and develpmentally inapprpriate fr audience Audience Etiquette 10% Student is a mdel audience member during ther perfrmances Student is a mdel audience member during the majrity f ther perfrmances Student des nt exemplify apprpriate audience etiquette during ther perfrmances 32

33 Appendix B Peer Evaluatin Write the name f each f yur grup members in a separate clumn in the rder they appear in yur reader s theatre script. In the last rw, write yur name and the name f yur character Fr each persn, including yurself, indicate the extent t which yu agree with the statement n the left, using a scale f 1-4 (1=strngly disagree; 2=disagree; 3=agree; 4=strngly agree). Evaluatin Criteria Grup Member Name/ Character Grup Member Name/ Character Grup Member Name/ Character Yur Name/ Yur Character s Name Stay fcused during the rehearsal time Cntributes meaningfully t the grup rehearsals Acted ut the part assigned t the best f his/her ability. Demnstrates a cperative and supprtive attitude. Cntributes significantly t the success f the prject. TOTAL Feedback n Team Dynamics: Answer the fllwing questins 1. On a scale f 1-5, hw effectively did yur grup wrk? (ne is nt effective at all, 5 is very effective) 2. Were the behavirs f any f yur team members particularly valuable r detrimental t the team? Explain 3.What did yu learn abut wrking in a grup frm this prject that yu will carry int yur next grup experience? 33

34 Appendix C Imprvisatin Rubric Criteria Needs Imprvement Adequate Exemplary Idea and Plt Fcus is nt clear. There is a beginning but n develpment f the plt/stry line. Imaginatin is missing. The fcus is smetimes clear. There is a beginning and a middle, but the ending needs t be further develped and include a definitive reslutin A clear stry is tld thrugh a strng beginning, middle and end. The scene is imaginative. The scene has a clear fcus. Acting Staging Characters are simplistic. Actr mvement and vice are ften present. Actrs are unfcused. There is n mvement. Gestures are actrs, nt characters. Characters are beginning t be different frm the actrs. Actrs begin t respnd t each ther. The mvement is character driven sme f the time, but nt cnsistently. The actrs limit the use f the stage. The characters are interesting and respnd t each ther. The actrs wrk tgether-sharing and listening. Characters are believable. Blcking is well-mtivated, purpseful and character driven Creativity/ Overall Effect The scene lacked directin and creativity The scene had mments f creativity, but lacked directin An Award Winning Perfrmance! The scene has directin and tells an exciting stry! 34

35 Appendix D: Mnlgue Perfrmance Criteria Needs Imprvement Gd Exemplary Memrizatin Knws the mnlgue well; has bviusly practiced telling the stry; uses n ntes; speaks with cnfidence Knws the mnlgue fairly well; uses ntes; is fairly cnfident in the mnlgue delivery Mnlgue is nt memrized and little rehearsal time has gne int the perfrmance. Prjectin Always speaks ludly, slwly, and clearly Crrect prnunciatin f all wrds Usually speaks ludly, slwly, and clearly Crrect prnunciatin f all wrds Speaker is difficult t hear and understand. Mre than ne wrd is misprnunced Delivery Mnlgue is delivered with apprpriate emtin and creates a believable character Mnlgue is delivered with adequate emtin and creates a believable character Mnlgue is delivered with n emtin and character is nt believable Audience Interactin Audience is engaged and attentin is held thrughut the mnlgue Audience is engaged and attentin is held fr the majrity f the mnlgue Audience is nt engaged and attentin is nt held fr any part f the mnlgue Timing/Rhythm Mnlgue is tld at the apprpriate pace, depending n the stry line Mnlgue is tld well, but sme parts were rushed r rhythm and temp f piece slightly ff Mnlgue lacks rhythm and temp, is either t fast r drags. Intrductin Perfrmer intrduced themselves, the character they played and the name f the fairytale with energy, clarity, and prjectin Perfrmer intrduced themselves, the character they played and the name f the fairytale but lacked energy, clarity, r prjectin Perfrmer did nt intrduce themselves, the character they played, r the name f the fairytale 35