Enumclaw School District - THI
Theatre
March/April
Theatre Focus Lesson 1a:
Sample Target Learning
Assessment Criteria
Target: Knows and
understands verbs and
adverbs.
Modify My Action
Criteria: Identifies and
verbally explains that verbs
are action words and adverbs
qualify or change the meaning
of a verb.
March/April
Target: Recognizes and uses
actor neutral.
Theatre Focus Lesson 1b:
Super Expressive
Body
Criteria: Moves and freezes
normally.
March/April
Target: Identifies and infers
character attributes.
Theatre Infused Lesson 1c:
I
'I
1
Character Attributes
in Writing
Criteria: Record's descriptions
and clues from text with
adjectives and adverbs.
u GRADE ARTS CURRICULUM
Theatre
Standards
AEl1.1 concepts:
action
Writing Standard.
Theatre Vocabulary
l:ndutlng Understaildlilg
N/A
Arts:
action
physical choice
Using an adverb as a
modifier can make verbs
more powerful or change
the meaning.
AEl 1.2 skills and
techniques:
expressive movement
Arts- Infused:
adverbs
verbs
AEl3.2 for a
purpose: expanded
meaning
AEl 1.1 concepts:
body, neutral
AEll.l.2 principles
of organization:
tableau
AEl 1.4: applies
audience skills
N/A
Arts:
active freeze
body neutral
super expressive body
tableau
Using exaggerated and
dynamic physical
expression helps actors to
convey emotion, character
attributes, and states of
being in order to tell
stories.
AEll.l concepts:
identifies character
traits of the main
character(s), Identifies
the sequence of actions
within a story
AEl 1.1.2 principles
of organization:
Identifies sounds for
character
AEl 1.2 skills and
techniques: uses a
range movements to
create character, uses
appropriate feelings to
create character
AEl 2.1 applies
creative process:
conceptualize
WEl 3.1.1 narrative
writing: analyzes ideas,
selects topic, adds detail
and elaborates
Arts:
Character Map
freeze
movement
neutral
physical choice
pitch
statue
vocal choice
volume
Arts Infused:
adjectives
adverbs
character
character attributes
dialogue
emotion
inference
Identifying and enacting
vocal and physical
choices, adding details
and elaborating, can build
character attributes and
distinguish one character
from another.
ARTS IMPACT-ARTS-INFUS~P INSTITUTE LESSON P
LESSON TITLE: Modify My Action
Theater and Writing Lesson
Artist-Mentor: Daye Quicksall
Grade Level:
N1XR2-AEMDDl
Third Grade
Examples:
Enduring Understandings
Using an adverb as a modifier can make verbs more powerful or change the meaning.
Target: Knows and understands verbs and adverbs.
Criteria: Identifies and verbally explains that verbs are action words and adverbs qualify or
change the meaning of a verb.
Target: Performs the action of a chosen verb.
Criteria: Uses entire body or parts of body in motion to reflect the meaning of the word (verb).
Target: Modifies action by applying an adverb.
Criteria: Changes and sustains the action to reflect the new physical attribute given by the
adverb.
Teaching and Learning Strategies
Introduction to Arts-Infused Concept through ClaSSroom Activity:
Concepts for writing instruction: verbs; adverbs; nouns; adjectives
Concepts in everyday life:
PREPARATION:
• Use list of verbs and adverbs proVided with this lesson. Or, make lists of verbs and adverbs, or nouns
and adjectives that might interact in texts or in writing.
1. This is a lesson that is a theater lesson and a writing lesson at the same time. Divides the students
into pairs, in which one student is "A" and the other is "B." The "A" students receive a VERB list from
the teacher; the "B" students receive an ADVERB list.
2. Explains that all of the "A's" pick any VERB from the list and act it out. Prompts: How would
you act out "examine?" What does to ''leap'' look like? Pick a verb from the list and act out its meaning.
Student: The "A" students begin to act in a way that reflects the meaning of the verb they have chosen.
Embedded Assessment: Criteria-based teacher checklist
3. Explains that all of the "B" students tell an ADVERB to the "A" students to modify their
action. Prompts: How can the adverb change the verb? ''8'' students, tell an adverb to your partner.
How is the action changing?
Student: The "A" students modify their actions to reflect the new attribute given to them by the "B"
student.
Embedded Assessment: Criteria-based teacher checklist
Third Grade-Theater and Writing-Modify My Action!
5-1
4. Directs the students to switch roles, after several turns so that everyone gets to work on the
verbs and adverbs. Allows time for pairs to perform for the rest of the class. The class can try and guess
the verbs and adverbs they see the pairs perform.
Student: Switches places and repeats exercise for as many words as time allows.
Embedded Assessment: Criteria-based teacher checklist; peer reflection
Before next THEATER lesson:
1. Use the same teaching strategies with nouns and adjectives.
2. Apply the activity to a text the class is reading. Pairs select characters and scenes in
the text or scenes they infer could happen based on details in the text. Pairs act out
scenes and modify them. The class can guess who they are and what moment they are
depicting. Use verbs and adverbs or nouns and adjectives for this activity.
3. Students generate their own vocabulary for this activity and put those words on a word
wall to reference for writing.
Independent Practice: Say a verb-write a verb! Picture yourself modifying it! Add an
adverb to give more information!
Vocabula
Arts:
action
physical choice
Arts- Infused:
adverbs
verbs
Materials and Communi
Resource
Performances:
Broadway Center for the Performing Arts, Tacoma, WA:
Mad Science: CSI Investigation Show Way on Tou0 Spirit
Horse, Blues ]ourneYt The Phantom Tollbooth Red Riding
Hood and Other Stories
WA Essential Learnings & Frameworks
Essential Learnings
AEL 1.1 concepts: action
AEL 1.2 skills and techniques: expressive movement
AEL 3.2 for a purpose: expanded meaning
WEL 3.2.2 Variety of Words: uses language
appropriate for a specific purpose
Performance Materials:
list of cards of verbs and adverbs
Writing State Frameworks
Grade 3: selects specific words
Grade 5: uses precise words (e.g. vivid verbs)
Student Verb Lists
Third Grade-Theater and Writing-Modify My Action!
5-1
VE RBS LIST \\ 1"
leaping
VE RBS LIST \\2"
bubbling
popping
flailing
blinking
whisking
pounding
flowing
creeping
flittering
dancing
pouncing
spinning
coughing
flapping
groaning
hopping
jumping
jerking
kicking
laughing
soaring
rattling
winking
Third Grade-Theater and Writing-Modify My Action!
5-1
Student Adverb Lists
ADVERBS LIST "1"
gently
ADVERB LIST "2"
lightly
fast
intensely
softly
vigorously
backwards
eagerly
quietly
skillfully
slowly
sluggishly
strongly'
powerfully
sneakily
timidly
wildly
gracefully
sharply
cI ra maticaIly
smoothly
jerkily
confidently
clumsily
thoughtfully
fluidly
Third Grade-Theater and Writing-Modify My Action!
5-1
ARTS IMPACT-ARTS-INFIJS D INSTITIJTE LESSON
LESSON TITLE: Modify My Action
PLAr!1YR2-A~
ASSESSMENT WORKSHEET
Disciplines
Concept
WRITING
SPECIFIC WRODS: Verbsl Adverbs
Identifies and verbally explains that verbs
are action words and adverbs qualify or
chanqe the meaninq of a verb
Student
THEATER
PHYSICAL
CHOICES:
Action
THEATER
PHYSICAL CHOICES: Action
Demonstrates
action of verb
Changes and sustains an action to
reflect new attribute of a verb given by
an adverb
Total
Points
3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15,
16,
17.
18.
19.
20,
21.
22.
23.
24.
25.
26,
27.
28.
Total
Percentage
Criteria-based Reflection Questions: (Note examples of student reflections.)
Self-Reflection: How can the adverb change the verb? How is your action changing?
Peer to Peer: How did different classmates modify the same verb/adverb combination
differently?
Thoughts about Learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:
Which classroom management techniques supported learning?
Teacher:
Date:
Third Grade-Theater and Writing-Modify My Action!
_
FAMILY LETTER
THEATER AND WRITING LESSON - Modify My Action!
Dear Family:
Your child participated in a theater and writing lesson. We studied verbs and adverbs.
•
We defined verbs and adverbs.
•
We connected an action with a verb.
•
We adjusted our actions by modifying our verb to show distinctions when a verb is modified by
an adverb, it can change the meaning. As actors we showed that by changing our physical
choices.
•
We participated in a theater exercise with a partner.
At home you could discuss the difference between a verb and a verb that is modified by an adverb.
How would a verb look different than the same verb modified by an adverb?
Enduring Understanding
Using an adverb as a modifier can make verbs more powerful or change the meaning.
Third Grade-Theater and Writing-Modify My Action!
ABIS IMPACU,NSTITUTE LESSON PLAN
core Program Year 1 Arts Foundations
THEATER LESSON - The Super Expressive Body
Artist-Mentor: Dave Quicksall -
Grade Levels: K - Fifth Grade
Examples:
Enduring Understanding
Using exaggerated and dynamic physical expression (The Super Expressive Body) helps actors to
convey emotion, character attributes, and states of being in order to tell stories.
Target: Recognizes and uses actor neutral.
Criteria: Moves and freezes normally.
Target: Understands and demonstrates an active freeze.
Criteria: Holds an exaggerated, frozen position that represents an emotion, character or state
of being.
Target: Makes a specific physical choice to convey actions.
Criteria: Uses posture and movement choices to communicate a specific emotion, character, or
state of being.
Target: Communicates a non-verbal narrative using the body.
Criteria: Creates and performs a story using specific physical choices that communicate
character and action.
Teaching and Learning Strategies
1. Instructs students to walk around the class as themselves. Prompts: In theater we
call movement without character added to it as neutral. When you are acting as yourself, you
are neutral.
Student: Walks around the class in a neutral manner.
2. Guides directional change. Prompts: When I clap my hands-you change direction.
Change direction quickly and sharply without thinking about it Change direction every time I
clap.
Student: Walks in a different direction.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist
3. Introduces the concept of Freeze. Prompts: We will walk around the room (not as a
characte0 just as ourselves). I will shout out "Freeze!" and you freeze wherever you are. I will
then callout a word and you turn your body into a statue of that word
Student: Walks around until teacher says "Freeze!" Turns body into statues of the given words.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist
Arts Impact Core I - Arts Foundations Summer Institute - Theater - The Super Expressive Body
4. Calls the first cue. (e.g. banana). Observes group to make sure everyone understands
what they are to do. The exercise continues with other options: policeman, teacher, pirate, rock
star, baby, tiger, astronaut, wizard, monkey, etc. After a few statues, teacher introduces the
concept of exaggeration. Prompts: Focus on your own work instead oflooking around to see
what everyone else is doing. Now I want you to exaggerate your statue; make it ten times
bigger! Use your Super Expressive Bodies to exaggerate the statue you already have.
Student: Responds to first and subsequent word cues.
THE SUPER EXPRESSIVE BODY
5. Divides class in half for I Wish I Had a Picture exercise, giving each group several
opportunities to creates frozen tableau of given situations. Leads the audience-half of the class
in a group reflection of what they see. Prompts: Actors tell entire stories with just their bodies.
Were going to start by interpreting one word. When I say ~2,1, C/ick~ make a committed
exaggerated physical choice and create a frozen picture together of the cue. (e.g. the beach a
grocery store, a gym, etc). As you create the picture, no talking! In the theater, when we create
a frozen picture, we call It a "tableau. " Tableau is French for painting.
Student: Upon hearing "I Wish I Had a Picture of a (word), makes a physical choice fitting with
the group tableau. Participates in audience reflection on what is seen.
Embedded Assessment: Criteria-based peer/group critique
6. Divides class into small groups to tell a story non-verbally. Prompts: I am going to
assign your group a nursery rhyme. Yourjob is to work together to tell the story of the rhyme
without talk. The class will then attempt to guess your nursery rhyme. You have three
minutes-Go! Don't forget, exaggeration is a great tool to use in your storytelling.
Student: Works with group to cast and rehearse the non-verbal story. Participates as an
audience member, watching group performances and attempting to identify nursery rhymes.
Embedded Assessment: Criteria-based peer/group critique; teacher checklist
Vocabula
Performing Arts:
active freeze, body,
neutral, Super
Expressive Body,
tableau
Materials and Resources
Performing Arts:
Tacoma. WA
BroadwaY Center for the Performing Arts: Mad
ScIence: CSJ Investigation Show Way on Tour, SpIrit Horse,
Blues Journey, The Phantom Tollbooth, Red RidIng Hood
and Other Stories
WA Essential Learnin s & Frameworks
AEL 1.1 concepts: body, neutral
AEL 1.1.2 principles oforganIzation: tableau
AEL 1.4 applies audience skills
Seattle. WA
Seattle Children's Theatre:
Bluenose, The Wlzard of Oz, Tomas and the Library Lady,
Pharaoh Serket and the Lost Stone of Fire, A Tale of Two
Cities, Goodnight Moon, I Was A Rat!
Arts Impact Core I - Arts Foundations Summer Institute - Theater - The Super Expressive Body
ARTS IMPAC
_
N.S:IIIlJn...L:=:ES~S&.::lOIll:.lN.:....:..P==LA;;;uN.z.....-
THEATER LESSOI\l - The Super Expressive Body
SELF-ASSESSMENT WORKSHEET
Student
Name:
Actor Neutral
Moves and freezes
normally
Exaggeration
Holds an exaggerated, frozen
position that represents an
emotion, character or state of
being
Character
Uses posture and
movement choices
to communicate a
specific emotion,
character, or state of
beinq
Narrative
Creates and performs a
story using specific
physical choices that
communicate character
and action
Criteria-based Reflection Questions:
Self-Reflection:
How does using exaggeration create a Super Expressive Body?
Peer to Peer: How did your peers communicate a character or story part using a Super
Expressive Body?
Name:
Date:
_
Arts Impact Core I - Arts Foundations Summer Institute - Theater - The Super Expressive Body
Total
4
ARTS IM.fAtI.lfiS..TITUT.=,E.=L=ESlI:.1ISL;:IQc:.:.N::...:P:..:.LA~N=---
_
THEATER LESSOI\l - The Super Expressive Body
ASSESSMENT WORKSHEET
Actor Neutral
Moves and freezes
normally
Students
Exaqqeration
Holds an exaggerated, frozen
position that represents an
emotion, character or state of
being
Character
Uses posture and
movement choices
to communicate a
specific emotion,
character, or state of
being
Narrative
Creates and performs a
story using specific
physical choices that
communicate character
and action
Total
4
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ll.
12.
13.
14.
15.
16.
17.
18.
19.
20.
2l.
22.
23.
24.
25.
26.
27.
28.
Total
Percentage
Criteria-based Reflection Questions: (Note examples of student reflections.)
Self-Reflection:
How does using exaggeration create a Super Expressive Body?
Peer to Peer: How did your peers communicate a character or story part using a Super
Expressive Body?
Thoughts about Learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:
Which classroom management techniques supported learning?
Teacher:
_~
Date:
Arts Impact Core I - Arts Foundations Summer Institute - Theater - The Super Expressive Body
_
ARTS
IMPACT....EAM.lLl...L=ETT-=-=-=E::.:.R~
_
THEATER LESSOI\J - The Super Expressive Body
Dear Family:
Today your child participated in a theater arts lesson. We talked about developing a Super
Expressive Body so that we could tell stories effectively, the way actors tell stories.
We used our Super Expressive Bodies to:
•
....create characters and express emotions or states of being.
•
....create frozen snapshots of different environments like the zoo or the beach.
•
....tell the story of a nursery rhyme without talk. Then the audience tried to guess the nursery
rhyme.
At home you could ask your child to teach you to play "on/off" to show an actor neutral position, and
practice using the Super Expressive Body to become different characters.
Enduring Understanding
Using exaggerated and dynamic physical expression (The Super Expressive Body)
helps actors to convey emotion, character attributes, and states of being in order to tell stories.
Arts Impact Core I - Arts Foundations Summer Institute - Theater - The Super Expressive Body
ARTS IMPACT-ARTS-INFUSED INSTITUTE LESSON eJMi..(YR2-Arnm;u
LESSON TITLE: Character Attributes in Writing
Theater and Writing Lesson
Artist-Mentor - Dave Quicksall with Gail Frasier
Grade Levels: Third Grade
Examples:
Enduring Understanding
Identifying and enacting vocal and physical choices, adding details and elaborating, can build character
attributes and distinguish one character from another.
Target: Demonstrates still and moving physical choices to portray character attributes.
Criteria: Creates statues and moves through space using individual word-based traits and
reactions.
Target: Speaks dialogue to portray character attributes.
Criteria: Demonstrates vocal choices that depict individual word-based traits and reactions.
Target: Creates character attributes for a main character.
Criteria: Records descriptions of primary individual with adjectives and adverbs.
Target: Combines voice and body to communicate character attributes.
Criteria: Demonstrates vocal and physical choices occurring at the same time to depict
individual word-based traits and reactions.
Target: Demonstrates physical choices and vocal choices to portray character.
Criteria: Creates statues, moves through space, and uses dialogue with adjectives and
adverbs.
Target: Identifies and infers character attributes.
Criteria: Records descriptions and clues from text with adjectives and adverbs.
Teaching and Learning Strategies
Introduction to Arts-Infused Concepts through Classroom Activities:
Arts-Infused Concepts: Character Attributes; Adjectives; Adverbs; Vocal Choices; Physical
Choices
This lesson leads into the next lesson "The Set-Up: Creating Dramatic Introdudions//
1. Introduces body and voice through the exercise, Statues. Introduces lesson and concept of
character attributes. Introduces ways actors use body and voice to create characters that have specific
physical, vocal and emotional attributes. Guides students to begin walking around the room as
themselves (neutral). Calls Freeze and then calls out a word (human or animal - rock star, parent,
Third Grade-Theater and Writing-Character Attributes in Writing
5-12
giant, monkey etc.). Prompts students to add voice to their characters with a greeting or sound (How
do you do? Hello, how are you? Grrrrr, etc.) The purpose of this exercise is to gUide the students
towards discovering different kinds of physical and vocal choices when investigating and developing a
character. Prompts: This lesson is a theater and a writing lesson at the same time. Were going to
create characters using our bodies and voices to help our writing. Actors are like detective~ they look
for clues or, character attributes-ways a character looks, moves, feels and sounds. We'll practice this
with a warm-up called ''Statues'~ Find an open spot in the room. I want you to walk around the room
as yourselves. When I call Freeze, I want you to freeze. When you freeze I will callout a word and
then you make a statue of that word. When I say a word, phrase or sound for the character, repeat the
dialogue in your character's voice.
Student: Walks around the room in neutral, freezes on cue, creates a frozen statue cued by the
prompt, vocally expresses dialogue cued by a prompt.
Embedded Assessment: Criteria-based teacher checklist
2. Guides students in whole class brainstorm for main character(s) based on a writing
prompt. Passes out Character Map. Reads a writing prompt. Guides the class to brainstorm main
characters. Writes ideas on overhead/document camera while students' write on Character l"1ap. Selects
one main character. Prompts: I'll read a writing prompt and as a whole clas~ we'll brainstorm ideas for
a main character and then decide on one main character.
Student: Contributes and writes ideas in whole-class brainstorm, selects main character.
3. Guides students to identify and record character attributes for a main character on the
Character Map. Selects a specific moment in the writing prompt for a whole class brainstorm on
character attributes. Guides students to create character attributes and writes them on the
overhead/document camera while students' write on Character Map. Prompts: We are going to focus
on a specific moment in the writing prompt to create character attributes. A character attribute is
information about a character-how they move, feel, sound, what they want, what they like or dislike.
When we write, character attributes are described by using adverbs and adjectives. Let's create and
record character attributes for our main character dUring this specific moment in the Writing prompt
Student: Creates and records character attributes on Character Map.
Embedded Assessment: Criteria-based teacher checklist
4. Models acting out specific moment using physical and vocal attributes. Acts out a specific
moment using physical attributes and character dialogue created by the whole class brainstorm.
Introduces theater concepts of pitch and volume. Prompts: I am going to act out this moment in the
prompt so you can see the physical and vocal character attributes come to life. Listen for how my voice
sounds-am I using a high or low pitch? Am I loud or qUiet? What did you see? What words describe
my character actions and dialogue?
Student: Watches acting and reflects.
5. Leads the whole class to simultaneously act out the same moment. Guides students to
stand at their desks. Prompts students to act out the same moment using voice and body. Prompts:
You are going to act out this moment. Stand at your desk. On the count of three, act out the same
moment using the physical attributes and dialogue you've written for the character--1-2-3...
Student: Acts out vocal and physical choices occurring at the same time to depict character attributes.
Embedded Assessment: Criteria-based teacher checklist
6. Guides class to perform and reflect. Splits the class into two groups. Guides each group to
perform the specific moment while others watch and look for character attributes. Guides reflection on
the acting choices made by the actors. Coaches students to create sentences based on what they see
Third Grade-Theater and Writing-Character Attributes in Writing
5-12
e.g. "She slowly reach her arm out while cautiously looking for the teacher". Prompts: You are going
to perform this moment for each other. As each group performs, the audience will watch for acting
choices for the character. What did you see-what adverbs and adjectives describe the action and
attributes of the character? Let~ put these descriptive words into a sentence.
Student: Acts out specific moment; reflects on acting choices and creates verbal sentences.
Embedded Assessment: Criteria-based teacher checklist
7. Guides students to write descriptive sentences for specific moment and introduces Word
Bankfor writing. Guides students to sit at their desks and write at least two sentences describing the
specific moment they acted out, or they saw another student act out. Introduces Word Bank for writing
and add adjectives and adverbs shared by students. Prompts: Think about how you acted out this
specific moment and the physical and vocal choices you made. Write two (or more) sentences
describing this moment Use the adjectives and adverbs you've written on your Character Map. Then
we'll share some ofour descriptive sentences and write descriptive words on our Word Bank for
writing.
Student: Writes two (or more) sentences describing character attributes for a specific moment.
Embedded Assessment: Criteria-based teacher checklist
Before next THEATER lesson:
1. Repeat the same process with two different prompts and two additional Character
Maps. Guide students to do the prompts independently-less whole class brainstorming.
Students can rehearse and perform different main characters, character attributes, and
specific moments simultaneously. Add descriptive adverbs and adjectives to Word Bank.
Third Grade-Theater and Writing-Character Attributes in Writing
5-12
Independent Practice: What are the character attributes? How does your character move,
feel, sound? What does the main character want, like or dislike? What words describe
your character - use adjectives and adverbs.
Vocabula
Arts:
Character Map
freeze
movement
neutral
physical choice
pitch
statue
vocal choice
volume
Materials and Communi
Resource
Performances:
Broadway Center for the Performing Arts, Tacoma,
WA:
Mad Science: CSI Investigation, Show Wayan Tour,
Spirit Horse, Blues Journey, The Phantom Tollbooth,
Red Riding Hood and Other Stories
Performance Materials:
Character Maps to create a main character for a story
WA Essential Learnings & Frameworks
AEL 1.1 concepts: identifies character traits of the
main character(s), Identifies the sequence of actions
within a story
AEL 1.1.2 principles oforganization: Identifies
sounds for character
AEL 1.2 skills and techniques: uses a range
movements to create character, uses appropriate
feelings to create character
AEL 2.1 applies creative process: conceptualize
WEL 3.1.1 narrative writing: analyzes ideas, selects
topic, adds detail and elaborates
Arts Infused:
adjectives
adverbs
character
character attributes
dialogue
emotion
inference
Writing State Frameworks
Grade 3: provides details and/or support (e.g.
examples, descriptions, reasons); develops
characters
Third Grade-Theater and Writing-Character Attributes in Writing
5-12
CHARACTER MAP
Student Name:
_
Character's name:
_
Fill out the numbered areas
to create character
attributes for a main
character in a story. You can
write outside of the lines.
4. What does
this character
say?
2.
1. What does this character want?
How does this character move?
3. What feelings does
this character have?
Third Grade-Theater and Writing-Character Attributes in Writing
5-12
ARTS IMPACT.=ARTS-INFUSED INS1lI1lIE LESSON PLAftiIB2-AEMDD}
LESSON TITLE: Character Attributes in Writing
ASSESSMENT WORKSHEET
Disciplines
Concept
Student
WRmNG
DESCRIPTIVE WORDS:
Adjectives and Adverbs
Records descriptions
with adjectives and
adverbs
Adj
Map
Adv
Map
Adv&
Adj in
sentences
THEATER
PHYSICAL CHOICES
(statues)
THEATER
VOCAL CHOICES
(statues)
THEATER AND WRmNG
CHARACTERIZATION
(acting specific moment)
Creates statues and moves
through space using
individual word-based
traits and reactions
Moving
Still physical
physical
choices
choices
Demonstrates
vocal choices
that depict
individual wordbased traits and
reactions
Demonstrates vocal and physical choices
occurring at the same time to depict an
individual word-based traits and
reactions
Vocal
Physical
Vocal
Physical
Choice
Choices
Choices
Choices
(desk)
(desk)
for own
for own
char.
char.
(qroup)
(qroup)
Total
10
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ll.
12.
13.
14.
15.
16.
17.
18.
19.
20.
2l.
22.
23.
24.
25.
26.
27.
28.
Total
Percentaqe
Criteria-based Reflection Questions: (Note examples of student reflections.)
Self-Reflection: What did you do with your voice and/or body to create your character? How
did your voice affect your body? How did your body affect your voice?
Peer to Peer: What vocal and physical choices did you see others make to create characters?
Thoughts about Learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:
Which classroom management techniques supported learning?
Teacher:
Third Grade-Theater and Writing-Character Attributes in Writing
5-12
Date:
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ABIS.J.M..PAC· -ARTS-INBl5fD-LEARNING FAMIJ..Y Lf.TT.:=.;ER:..:.-
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THEATER AND WRITING LESSON - Character Attributes in Reading and Writing
Dear Family:
Today your child participated in a theater and writing lesson on characters and their attributes.
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We created statues, moved around the room and spoke dialogue as different characters.
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We created a Character Map to capture a main character's attributes - how a character feels,
moves, sounds and what they want.
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We acted out a moment in a story bringing those character attributes to life. Then, we wrote
descriptive sentences about that moment.
At home, you could read a story, or create a character, and use a Character Map to capture their
attributes. You could create character statues shoWing how they look, move, sound and feel--maybe
even act out a scene.
Enduring Understanding
Identifying and enacting vocal and physical choices, adding details and elaborating,
can build character attributes and distinguish one character from another.
Third Grade-Theater and Writing-Character Attributes in Writing
5-12