Central Unified School District
Arts Every Day
Grade 1 Theatre Unit 2
Lesson Title: Reader’s Theatre with Tableau and Pantomime
Theme 6 Selection: The Sleeping Pig
(Alternate: Theme 9 Selection: When I Am Old with You)
Integrated Learning Objective: Students will be able to retell stories and show character traits and actions through Reader’s Theatre, tableau, and pantomime.
Reading/Language Arts
Theatre
Standard(s)
Common Core State Standards
AP 1.2 Observe and describe the traits of a character.
R 1.2 Retell stories, including key details, and demonstrate
CE 2.2 Dramatize or improvise familiar simple stories from
understanding of their central message or lesson.
classroom literature or life experiences, incorporating plot
S & L 1.1a Follow agree-upon rules for discussions
(beginning, middle, and end) and using a tableau or a pantomime.
Ca Content Standards
RC 2.7 Retell the central ideas of simple expository or narrative
passages.
LS 1.1 Listen attentively.
Resources
Reader’s Theatre Scripts from the Santa Maria Bonita School District
HM Archive at http://www.smbsd.org/page.cfm?p=2413
HM, story map from Theme 6 TE52 or R18 (Transparency 6-3)
Assessment of
Student Performance
or Artwork
Materials
Physical Space
Requirements and
Grouping(s)
Prior Knowledge
Differentiation/
Extensions
Connections to other
subjects
Reader’s Theatre and TPT Performance Checklist
Writing: Students write a letter home that describes their part or character from the story
Copies of Reader’s Theatre Scripts; folders or construction paper for the RT scripts; Grade 1 Theatre Reflection; Pantomime and Tableau
Checklist; Coded popsicle sticks or animal cards; (optional) masks, hats or costume pieces
Space to move for tableau/pantomime activities; May choose to work in partners for each character; Chorus can be any number of
students; Teacher may opt to read narration
Vocabulary in The Sleeping Pig (or When I Am Old With You) Tableau, Pantomime, Audience, Stage, Applause, Freeze
ESL Variations – Bilingual Reader’s Theatre Script - The Goat in the Chile Patch
Students can also act out other stories as Narrative Pantomime as the teacher reads them aloud
Students write and perform their own Reader’s Theatre scripts based on other subjects (CBRT)
Written in collaboration with Fresno County Office of Education and Central Unified School District
For questions contact jcoull@fcoe.org
Page 1 of 10 Gr. 1 Theatre Unit 2
Direct Instruction
Narrative Pantomime
Materials
Anthology, story map
from Theme 6 TE52 or
R18
(Transparency 6-3)
Pantomime Check List
Introduce
I Do
Objective
Prior
Knowledge
I Do/We
Do
Vocabulary
Warm-Up
Teacher
Modeling
Students will listen
attentively and
pantomime “The
Sleeping Pig” as it is
read aloud.
“The Sleeping Pig”
Pantomime
Space Bubble
Narrative Pantomime
T and Ss pantomime
animal actions from
story: Pig sleeps,
Coyote howls, Mule
pushes, Rabbit hops,
Snake pulls, Cricket
chirrups.
Review Space Bubble
T pantomimes Narrator
Line 1 as Ss guess what
she is doing; T then
reads line aloud;
continue modeling as
necessary.
Reader’s Theatre
Script – The Sleeping Pig
Coded Popsicle Sticks (for
dividing into groups)
Tableau-Traits of a Character
Theme 6-“The Sleeping Pig”
Story Map from TE52
Music or Freeze Song
Handout: for “Turn and Freeze”
Handout: Tableau Check List
Students will read The Sleeping Students will use tableau to
Pig with fluency and expression show the traits of a character.
“The Sleeping Pig”
Vocabulary from S Pig
T and Ss repeat “I went to the
watermelon patch.” using
different emotions (happy, sad,
angry, surprised, nervous,
scared). Remind Ss they will
use these emotions to give
meaning when they are
reading.
T reads script as Ss follow
along. For each character line,
the T models how the
character would say it, then
signals Ss to repeat the line
and copy how the T says it.
Characters in “The Sleeping Pig”
Turn and Freeze; Tableau
character, tableau
Freeze activity- S practice
moving around the space in
their bubbles and Freeze when
the music stops; practice
holding freeze until
Refer to the characters on the
story map.
T describes Celina’s traits
(surprised, frustrated). Then
models a tableau for each of
those traits. (Use turn and
freeze technique.)
T uses Handout: Tableau
Checklist to remind Ss about
the characteristics of a tableau.
Page 2 of 10 Gr. 1 Theatre Unit 2
Perform
Tableau/Pantomime/Tableau
(TPT) Scenes
Reader’s Theatre “The Sleeping Pig”
Costumes (Optional)
Students will be able to collaborate
in small groups in order to dramatize
“The Sleeping Pig” using tableau and
pantomime.
Tableaus, pantomimes, and reader’s
theatre used previously.
Characters, setting, narrator
Turn and Freeze animals
T models how to do a
Tableau/Pantomime/Tableau
(TPT). Teacher reads Narrator part.
T starts with a Tableau. Ss read
Celina’s part as T pantomimes this
part. T ends with a tableau. T reads
chorus. T reads the Narrator part.
T starts with a tableau. Ss read
coyote’s part as T pantomimes. T
ends with a tableau. T reads chorus.
Direct Instruction
PRACTICE
We Do
Guided
Practice
APPLY
You Do
Independent
Practice
Assess
Close
Narrative Pantomime
Reader’s Theatre
Tableau-Traits of a Character
T plans with Ss how
they would pantomime
“Go home Mrs. Pig.” #1
on Story Map Whole
class pantomimes
action silently. CFU- T
uses pantomime
checklist; Repeat with
new scenes as needed
T reads Setting and Narrator.
Ss Think-Pair-Share how they
would read Celina’s part. T
calls on pairs to read using
expression. T then reads
Chorus and Narrator part.
Continue the same way
throughout the rest of the
script with the pairs reading
character lines.
T divides the class into 8
groups as numbered on RT
script.
Each group works together to
decide how they are going to
read their part to the class.
Think/Pair/Share traits for
coyote. Whole class: Turn and
freeze to show trait. Review
characteristics of a tableau.
Turn and freeze one more time;
this time making it bigger and
bolder.
Optional – Count and Freeze – T
counts to 5 as Ss get bigger and
bolder with their movement.
T divides the class into 8 groups
as numbered on RT script. Each
group plans a tableau of their
part of the story.
Groups present their part of
the script to the class as
Reader’s Theatre as T reads
the Narrator.
Class gives oral feedback on
each group’s presentation. I
appreciate how you _________,
because______.
Each group shares their tableau.
Class gives feedback on each
tableau. I enjoyed the way you
__________, because ______________.
Narrative Pantomime:
T reads the entire story
aloud from the RT
script. Ss listen and
pantomime the story.
Alternate: T divides Ss
into groups; each group
pantomimes their part.
Ss self-evaluate: Draw
how you used your
body to create a
movement. Draw how
you would change that
movement if you were
doing it again.
Pantomime Checklist:
Was your pantomime silent?
Did you show the action with your body?
Did you show feelings with your face?
Did you stay in character?
Revisit objective
Tableau Checklist
Clear "freeze"
Strong body poses
Everyone stays in character
Everyone is visible
Group forms the tableau quickly and quietly
Page 3 of 10 Gr. 1 Theatre Unit 2
Perform
Tableau/Pantomime/Tableau
(TPT) Scenes
Think Pair Share: T reads narrator
part. Pairs plan a TPT scene and
then act it out as T reads part 1.
Continue doing this TPS activity
until the script is completed.
Divide class into 8 groups. Each
group decides how they will use
TPT to show their part. Remind
them that one or more Ss will read
as the rest of the group acts out
their part.
Each group performs as T reads the
Narrator and Chorus parts.
Ss complete Handout: Grade 1
Theatre Reflection.
Option: Ss write a letter home that
describes their part or character
from the story.
K-6
Theatre Vocabulary
Character: The personality or part an actor re-creates.
Dialogue: The conversation between actors on stage, in film, and in television or videos.
Downstage: The stage area toward the audience.
Gesture: The movement of a body part or combination of parts, with emphasis on the expressive aspects
of the movement.
Improvisation: A spontaneous style in which scenes are created without advance rehearsing or
scripting.
Narrative Pantomime: utilizes a storyteller or narrator as one or others act out the action of the
narrative.
Pantomime: Acting without words through facial expression, gesture, and movement.
Puppetry: Almost anything brought to life by human hands to create a performance. Types of puppets
include rod, hand, and marionette.
Reader’s Theatre: A performance crated by actors reading a script rather than working from memory.
Scene: The setting of the action of a play, story, etc.; a division of a play, usually part of an act.
Script: The written text of a play.
Setting: The locale of the action of the play.
Stage Left and Right: The left and right side of the stage from the perspective of an actor facing the
audience.
Tableau: A silent, motionless depiction of a scene created by actors, often from a picture.
Page 4 of 10 Gr. 1 Theatre Unit 2
The Sleeping Pig
Characters:
Celina
Pig
Mule
Rabbit
Snake
Coyote
Setting: Daytime in a watermelon patch.
Cricket
Chorus
Narrator
Narrator: When Celina walked into the watermelon patch to pick watermelons she found a
HUGE sleeping pig.
#1 Celina: GO HOME Mrs. Pig! I wish you would go! You can’t rest here in the watermelon
patch. I can’t pick my watermelons!
#1 Chorus: But HUGE Mrs. Pig didn’t wake up.
Narrator: Then a coyote came by.
#2 Coyote: Hooowl! Hooowl! Hoowl!
#2 Chorus: But HUGE Mrs. Pig didn’t wake up!
Narrator: The coyote left and a mule came by.
#3 Mule: I can make Mrs. Pig climb out of the patch.
(Push, push, push)
#3 Chorus: But HUGE Mrs. Pig kept on sleeping.
Narrator: The mule went away and along came a rabbit.
#4 Rabbit: I will get Mrs. Pig out of the patch for you. (Hop, hop, hop)
#4 Chorus: But HUGE Mrs. Pig kept on sleeping.
Narrator: The rabbit hopped away and a snake came by.
#5 Snake: I will use my tail to lift Mrs. Pig out of the patch.
(Pull, pull, pull)
#5 Chorus: But Huge Mrs. Pig wouldn’t wake up.
Page 5 of 10 Gr. 1 Theatre Unit 2
Narrator: The snake left and a little cricket came by.
#6 Cricket: I know I am small and Mrs. Pig is huge. But look at what I can do!
Narrator: The cricket began to sing a tune.
#7 Cricket: Chirrr-chirrr-chirrr! Di-di-di-di!
#7 Chorus: Mrs. Pig woke up fast.
#7 Mrs. Pig: Yes it’s time to go home. A watermelon patch does not make a good bed.
Narrator: And she left, sulking.
#8 Celina: Thank you small cricket.
#8 Chorus: Then they ate a whole watermelon to celebrate!
Page 6 of 10 Gr. 1 Theatre Unit 2
When I Am Old With You
Characters:
Chorus
Boy 1
Boy 2 Boy 3
Chorus: When I am old with you, Granddaddy…
Boy 1: I will sit in a big rocking chair beside you and talk about everything.
Chorus: When I am old with you, Granddaddy…
Boy 2: An old dog will sit by my feet, and I will swat flies all afternoon.
Chorus: When I am old with you, Granddaddy…
Boy 3: We'll go fishing down by that old pond with the flat rocks all around.
Chorus: Granddaddy, when I am old with you…
Boy 1: We will play cards all day underneath that old tree by the road. We'll drink cool water
from a jug and wave at all the cars that go by.
Chorus: Granddaddy, when I am old with you…
Boy 2: We'll play cards till the lightning bugs shine in the trees. We won't mind that we
forget to keep score.
Chorus: Granddaddy, when I am old with you…
Boy 3: We will open up that old cedar chest and try on all the old clothes that your
Granddaddy left you.
Chorus: When I am old with you, Granddaddy…
Boy 1: We will cook bacon for breakfast and that's all. We can eat it on the porch too.
Chorus: When I am old with you, Granddaddy…
Boy 2: We can roast corn on a big fire and invite everyone we know to come over and eat it.
They'll all dance, play cards, and talk about everything.
Chorus: When I am old with you, Granddaddy…
Page 7 of 10 Gr. 1 Theatre Unit 2
Boy 3: We can take a trip to the ocean. Have you ever seen the ocean Granddaddy?
Chorus: Granddaddy, when I am old with you…
Boy 1: We will get on the tractor and ride through the fields of grass. We will see the trees
in the distance and remember when this field was a forest.
Chorus: Granddaddy, when I am old with you…
Boy 2: We will take long walks and speak to all the people who walk by us. We'll know them
all, Granddaddy, and they'll know us.
Chorus: Granddaddy, when I am old with you…
Boy 3: At the end of our walk, when we're tired, Granddaddy, I will set in a big rocking
chair… beside you.
Page 8 of 10 Gr. 1 Theatre Unit 2
Grade 1 Theatre Reflection
Name ___________________________________________________
DESCRIBE - I played the part of:
Draw a picture of your character.
ANALYZE- Use ACTION words to tell what you did in the story:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
INTERPRET- What else does your character like to do?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
DECIDE - What was the best part of the story?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Page 9 of 10 Gr. 1 Theatre Unit 2
Tableau Checklist:
Tableau
YES
NO
Clear "freeze"
Strong body poses
Everyone stays in character
Staging
Different levels (high/medium/low)
Clear focus points
Collaboration
Group works well together
Everyone knows their part
Group forms tableau quickly and quietly
Reader’s Theatre Rubric available at
http://www.readwritethink.org/files/resources/printouts/30698_rubric.pdf
Page 10 of 10 Gr. 1 Theatre Unit 2