Enumclaw School District - FOL
March/April
Sample Target Learning
Assessment Criteria
Target: Knows and
Theatre Focus Lesson 1a:
understands verbs and
adverbs.
Theatre
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: Makes an
Theatre Focus Lesson 1b:
exaggerated vocal choice to
express the word.
Exaggerated Poetry
Criteria: Presents a distinct
voice that clearly conveys
and overstates the associated
sounds for a word.
March/April
Theatre Infused Lesson 1c:
Building Original
Narratives
Target: Uses information on
the Narrative Volcano
Worksheet and feedback
from performance to
refine/revise/edit the story.
Criteria: Writes a final draft
of the story with transitions
between the sequential key
events.
j·H GRADE ARTS CURRICULUM
Theatre Standards
Writing Standards
AEl1.1 concepts:
action
N/A
Theatre Vocabulary
Enduring Understanding
Arts:
Using an adverb as a
modifier can make verbs
more powerful or change
the meaning.
action
physical choice
AEL 1.2 skills and
techniques: expressive
movement
Arts- Infused:
adverbs
verbs
AEL 3.2 for a
purpose: expanded
meaning
AEL 1.1.2 concepts:
principals of
organization: physical
and vocal choice
N/A
AEL 2.2 creative
process: refines
Arts:
exaggeration
physical choice
pose
refine
statues
vocal choice
A strong vocal and
physical choice create a
more dynamic
communication.
Arts:
Parts of a story build
cumulatively from the
beginning through a
sequence of actions to the
climax and resolution.
AEL 4.2 connection
between content
areas: literacy
AEl 1.1 concepts:
character, parts of a
story, plot, resolution,
conflict
AEL 1.2 principles of
organization:
sequence of actions
AEl 1.2 skills and
techniques:
movement, feelings of
characters
AEl 2.2 artistic
process: working to
solve a dramatic
problem
conceptualization
WEl3.2.2
Uses language
appropriate for a specific
audience and purpose:
uses precise language
(e.g., powerful verbs,
specific descriptors),
selects words for effect
objective
Arts Infused:
character
climax
denouement
falling action
point of conflict
resolution
rising action
setting
sequence
ARTS IMPACT-AIllS-II1fUSE~STITUTE
LESSON PLAN (YR2-AEMDDl
LESSON TITLE: Modify My Action
Theater and Writing Lesson
Artist-Mentor: Dave Qujcksall
Grade Level:
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 ''examiner 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? "B"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.
Writing
Writing
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
Resource
WA Essential Learnin s & Frameworks
Perfol111ances:
Broadway Center for the Petforming Arts, Tacoma, WA:
Essential learnings
AEL 1.1 concepts: action
AEL 1.2 skills and techniques: expressive movement
AEL 3.2 for a purpose: expanded meaning
Materials and Communi
Mad Science: CSJ Investigation Show Wayan Tour, Spint
Horse, Blues Journey, The Phantom Tollbooth, Red Riding
Hood and Other Stories
WEL 3.2.2 Variety of Words: uses language
appropriate for a specific purpose
Perfol111ance Materials:
list of cards of verbs and adverbs
Writing State Frameworks
Grade 3: selects specific words
Grade S: uses precise words (e.g. vivid verbs)
Student Verb Lists
Third Grade-Theater and Writing-Modify My Action!
5-1
VERBS LIST "1"
VERBS LIST "2"
=aping
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"
ADVERB LIST "2"
gently
lightly
fast
intensely
softly
vigorously
backwards
eagerly
quietly
skillfully
slowly
sluggishly
strongly
powerfully
sneakily
timidly
wildly
gracefully
sharply
dramatically
smoothly
jerkily
confidently
clumsily
thoughtfully
fluidly
Third Grade-Theater and Writing-Modify My Action!
5-1
ABIS...lHPACT-ARTS-I.NFUSEO INSTITUTE ESSON PLAN (XR2-A MOD)
LESSON TITLE: Modify My Action
ASSESSMENT WORKSHEET
Disciplines
Concept
Student
WRITING
SPECIFIC WRODS: Verbs/ Adverbs
THEATER
PHYSICAL
CHOICES:
Action
THEATER
PHYSICAL CHOICES: Action
Identifies and verbally explains that verbs
are action words and adverbs qualify or
chanqe the meaninq of a verb
Demonstrates
action of verb
Changes and sustains an action to
reflect new attribute of a verb given by
an adverb
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 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!
_
Total
Points
3
ARTS IMPACT-ARTS-IfiFUS
IU-
ARw.&iFAM n.:.;..Y-=L~ETT~E:.;,;R
_
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!
E
TH EATER LESSON - Exaggerated Poetry
Author: Lisa Norman-
Grade Levels: Second - Fifth Grade
Examples:
Enduring Understanding
A strong vocal and physical choice create more dynamic communication.
Target: Creates an exaggerated pose to represent a selected dynamic word.
Criteria: Presents an embellished pose associated with word meaning.
Target: Adds exaggerated movement to the created pose to expand meaning.
Criteria: Uses entire body in motion reflecting the attributes of a word.
Target: Makes an exaggerated vocal choice to express the word.
Criteria: Presents a distinct voice that clearly conveys and overstates the associated sounds for
a word.
Target: Combines physical and vocal choices in a single exaggerated expression of a word.
Criteria: Creates a simultaneous exaggerated expression using body and voice.
Teaching and Learning Strategies
1. Warm-up: Leads students in verses of "When You're Happv and You Know It" in a
group circle. Draws attention to how the emotional states are manifested in the body/face.
Prompts: How do your eyes look when you are angry? Look around the circle. See the different
ways our faces show emotion or feelings. Were going to look at how our bodies and voices
communicate words.
Student: Uses body and facial expression.
2. Presents a selected word to the students and leads them through developing
poses (statues) that represent the word. Prompts: How can I show the meaning ofa word with
my body? Can I be Wiggly? Tiny? Enormous?
Student: Creates individual pose that reflects the meaning of a word.
Embedded Assessment: Criteria-based self-reflection
3. Leads the students in creating a more exaggerated pose. Prompts: How can I position
my body to expand or strengthen the meaning ofa word-really exaggerate it?
Student: Exaggerates and refines the pose already chosen.
Embedded Assessment: Criteria-based self-reflection
4. Guides students in adding exaggerated movement to enhance their interpretation
of the word.
Student: Creates and refines the accompanying movement to their exaggerated pose.
Embedded Assessment: Criteria-based self-reflection
Arts Impad Core I - Arts Foundations Summer Institute - Theater - Exaggerated Poetry
5-13
5. Guides students in making a vocal choice that conveys the meaning of the word.
Uses both physically and emotionally descriptive words.
Student: Creates a vocalization that conveys associated sounds with meaning.
Embedded Assessment: Criteria-based self-reflection
6. Guides the students in exaggerating their vocalization. Prompts: Ifyou were to
exaggerate your voice/ how could you do that? Ifit is shnll, how cold you make it shnller? If it is
deep/ how could you make it deeper?
Student: Exaggerates and refines the vocal choice already made.
Embedded Assessment: Criteria-based self-reflection
7. Guides the students in combining their physical and vocal creations.
Student: Combines, refines, and presents the exaggerated physical/vocal expressions of a word.
Embedded Assessment: Criteria-based peer reflection
8. Divides the students into small groups and assigns each group a different poem
by Shel Silverstein for an "exaggerated words" presentation. Prompts: How can you
apply what we just learned to presenting this poem? What words in the poem callout for
exaggeration?
Student: Applies the same tool learned above to making vocal/physical choices in presenting the
poem to the class.
Embedded Assessment: Criteria-based peer reflection
Vocabula
Performing Arts: exaggeration,
physical choice, pose, refine,
statues, vocal choice
Materials and Resources
Performing Arts:
Tacoma,WA
Broadway Center for the
Performing Arts: Mad Science: CSI
WA Essential Learnings & Frameworks
AEL 1.1.2 prindples oforganization: physical and vocal choice
AEL 2.2 creative process: refines
AEL 42. connection between content areas: literacy
Investigation, Show Way on Tour; Spirit
Horse, Blues Journey, The Phantom
Tollbooth, Red Riding Hood and Other
Stories
Seattle, WA
seattle Children's Theatre:
Bluenose, The Wizard 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 - Exaggerated Poetry
5-13
AgTS IMPACT INSJJIUIE::...lL==E:.:IlS~S~Q~N~=A~Ni-
_
THEATER LESSON - Exaggerated Poetry
PERSONAL ASSESSMENT WORKSHEET
Student Name
Physical Choice
Presents a pose magnifying the
word meaning: embellished
using the entire body in motion
Student Name
Vocal Choice
Presents a vocal choice that clearly conveys and
enlarges the meaning of the word: distinct voice
with overstated associated sounds
Refinement
Creates simultaneously
exaggerated expression
using body and voice
Total
3
Exaggerated Poetry
Self-Reflection
Word Choice:
Why does this body position exaggerate my word? Describe where you placed your arms, legs and back?
What changes did you make to exaggerate and refine (improve expressive power of) your pose?
What type of movement did you make to add to your pose? How does this movement relate to the meaning
of the word?
How would you describe the voice you created to communicate the meaning of the word? Why did you
choose it?
What changes did you make to exaggerate and refine (improve expressive power of) your voice?
Student Name
Exaggerated Poetry
Peer Reflection
Classmate
Observed:
What physical and vocal choices did the student make to express the meaning of their word?
How did the student combine voice and movement simultaneously so the voice and body smoothly and
effectively communicated as one?
Teacher Comments:
Arts Impact Core I - Arts Foundations Summer Institute - Theater - Exaggerated Poetry
5-13
ARTS It!lPACI...UtS..TITUTE LESSON P AN
THEATER LESSON - Exaggerated Poetry
ASSESSMENT WORKSHEET
Students
PhYsical Choice
Presents a pose magnifying the
word meaning: embellished
using the entire body in motion
Vocal Choice
Presents a vocal choice that clearly conveys and
enlarges the meaning of the word: distinct voice
with overstated associated sounds
Refinement
Creates simultaneously
exaggerated expression
using body and voice
Total
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: (l\Jote examples of student reflections.)
Self-Reflection:
Why does your body position exaggerate your word? Describe where you placed your arms, legs
and back. What changes did you make to exaggerate and refine (improve expressive power of)
your pose?
Peer to Peer: What adjustments did you see your classmate make when they combined their
body and voice together?
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 - Exaggerated Poetry
5-13
_
ARTS IMPACT FAMILY LETTER
TH EATER LESSON - Exaggerated Poetry
Dear Family:
Today your child participated in a theater arts lesson. We studied the use of phvsical and vocal
exaggeration to improve interpretation and communication.
•
We created poses to express words.
•
We exaggerated those poses and added movement to them.
•
We used our voices to enhance our physical expression of the word.
At home you could notice how your family members may use exaggerated gestures and voices to
clearly communicate how they are feeling.
Enduring Understanding
A strong vocal and physical choice creates more dynamic communication.
Arts Impact Core I - Arts Foundations Summer Institute - Theater - Exaggerated Poetry
5-13
CLASSROOI"1 RESOURCE
Lyrics to "When You're Happy and You Know It!
When
When
When
When
you're
you're
you're
you're
happy and know it, clap your hands,
When
When
When
When
you're sad and know it, say 'boo hoo',
you're sad and know it, say 'boo hoo',
you're sad and know it, then your face will truly show it,
you're sad and know it, say 'boo hoo',
When
When
When
When
you're
you're
you're
you're
When
When
When
When
you're
you're
you're
you're
When
When
When
When
you're frightened and know it, say'Ooooooh',
you're frightened and know it, say 'Ooooooh',
you're frightened and know it, then your face will truly show it
you're frightened and know it, say'Ooooooh'.
When
When
When
When
you're
you're
you're
you're
happy and know it, clap your hands,
happy and know it, then you face will truly show it,
happy and know it, clap your hands.
mad and know it, stomp your feet,
mad and know it, stomp your feet,
mad and know it, then your face will truly show it,
mad and know it, stomp your feet.
nervous and know it, shake and tremble,
nervous and know it, shake and tremble,
nervous and know it, then your face will truly show it,
nervous and know it, shake and tremble.
bored and know it, say 'What-ever',
bored and know it, say 'What-ever',
bored and know it, then your face will truly show it,
bored and know it, say 'What-ever',
NOTE TO TEACHER: You and/or your students may choose to make up other verses.
Arts Impact Core I - Arts Foundations Summer Institute - Theater - Exaggerated Poetry
5-13
ARTS IMPACT-ARTS-I FUSED IN$TITUT ..LESSON PLAN (YR2-AEMDD)
LESSON TITLE: Building Original Narratives
Theater and Writing Lesson
Artist-Mentor - Dave Quicksall
Grade Levels: Fourth Grade
Examples:
Enduring Understanding
Parts of a story build cumulatively from the beginning through a sequence of actions to the climax and
resolution.
Target: Knows and identifies the parts of a story.
Criteria: Records the introduction, rising action and climax, and falling action and conclusion)
of an original story on the Narrative Volcano Worksheet.
Target: Understands and demonstrates the cumulative actions that move the story through its
different parts.
Criteria: Creates a series of short scenes that incorporate sequential key events from the
recorded information and build action.
Target: Applies understanding of the story's structure to a presentation/performance.
Criteria: Shows rising and falling action through presentation/performance.
Target: Uses information on the Narrative Volcano Worksheet and feedback from performance to
refine/revise/edit the story.
Criteria: Writes a final draft of the story with transitions between the sequential key events.
Teaching and Learning Strategies
Introduction to Arts-Infused Concepts through Classroom Activities:
Arts-Infused Concepts:: Character Objective; Action: Rising/Falnng; Climax; Introduction;
Conclusion
Dav One: Class Introduction to the Narrative Volcano.
Warm-up: The I'm Trapped exercises. Introduces the concept of "character objective."
Defines character objective (what a character wants) and action (what a character does to get what
he/she wants). Leads students in the I'm Trapped exercise. Prompts: When actors are preparing for a
pla~ they identify their character's objectives and actions. A character's objective is something the
character wants. A character's action is something they do to fulfill that objective. When I say ''go, "1
want you to walk around the space in neutral. Remember that actor "neutral"means that you are
simply being yourself as you walk about. I will say ''freeze. // I will name a place or situation in which
you are trapped. Your objective is to do everything you must to get out of the trapped situation you
Fourth Grade-Theater and Writing-BUilding Original Narratives
5-1
are in. You must act alone and in your own personal space. As you struggle to free yourself, try to
remember the actions you use to get what you want-freedom! Different "trapped" situations can be:
caught in a bear-trap, stuck in an elevator, a box and/or bag, tied up with rope, tied to a tree, trapped
in a hole in the ground, etc. Prompts: Name some actions that you found yourselfdoing as you tried to
escape from your situation. Lead qUick reflections on different actions chosen.
1. Introduces the "Narrative Volcano" Worksheet to the class. Hands out a copy of the
worksheet to each student. Uses document camera/overhead to present worksheet and model filling
out the boxes along with the students Prompts: This is a lesson that is a theater lesson and a writing
lesson at the same time. Ifyou look on this worksheet you will notice that the structure ofa story
could be thought ofas a VOLCANO. The action ofa story is like the molten lava in a volcano: it keeps
rising until it explodes at the top. Once the explosion happens/ the lava pours out and flows down the
other side. The two sides of the volcano are called the RISING ACTION and the FALLING ACTION. We
will be using this worksheet to develop our own story based on the following prompt: (presents prompt
to the class).
Student: Follows the introduction to the worksheet.
2. Guides the students in brainstorming/recording information for the INTRODUCTION box.
Prompts: Think ofthe beginning of the story as an introduction to the characters. Who are they and
what do they want-what are their objectives? Let's brainstorm some ideas for some main characters
that would be appropriate for the prompt that we have. Also/ what is our setting? Where does this
story take place?
Student: Brainstorms with the class to determine main characters, objectives and setting. Records this
information on the worksheet.
3. Guides the students in brainstorming/recording information for the two PROBLEM boxes.
Prompts: As the story heads up the slope ofthe volcano there are spots where the action grows in
strength or intensity. These are the problems or situations that arise for the characters. The problem
could be between character~ i.e. their different objectives colliding. It could be something presented to
a character that he/she must overcome. The rising action keeps moving up the side of the volcano
from problem #1 to problem #2. In our story, what might the first problem be? What is the second
problem? Could there be more than two problems in a story? Ofcourse/ but right now we are
focusing on just two.
Student: Brainstorms with the class to identify two problems in the rising action in sequence. Records
the information on the worksheet.
4. Guides the students in brainstorming/recording information for the CLIMAX box. Prompts:
No~ we are at the top ofthe volcano and the explosion that is caused by the rising action. We call this
explosion the climax ofthe story. It is usually the biggest moment in the story where everything turns
around or changes/ for better or worse. What big explosion might our story have? What happens in the
story that makes everything unravel or change?
Student: Brainstorms with the class to identify the climax and records it on the worksheet.
5. Guides the students in brainstorming/recording information for the RESOLUTION box.
Prompts: Now we are heading down the falling action side ofour volcano to the resolution and
conclusion. Another word used for resolution is the French word denouement which means "to untie. "
If we think ofthe climax as the story getting all tied up/ how does the action begin to untie? Is it a
qUick resolution or a long/ drawn out one? What do the characters do? What do they want? Have they
changed since the beginning? What are the actions that start to bring our story to its conclusion?
Student: Brainstorms with the class and records the story's resolution on the worksheet.
Fourth Grade-Theater and Writing-Building Original Narratives
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6. Guides the students in brainstorming/recording information for the CONCLUSION box.
Prompts: Now we are at the end ofour sto~ the conclusion. How does the story end? Are all the
problems worked out? Is it a happy ending? A sad ending? Are there any lessons learned? The
conclusion is a great place for the writer to share any final thoughts or feeling with his/her reader.
Student: Brainstorms with the class and records the story's conclusion on the worksheet.
7. Leads student groups in creating 10- to1S-second scenes that communicate a section of
their worksheet. Divides the class into six groups. Each group is assigned one of the six boxes on the
volcano worksheet to dramatize. The students should use words and/or dialogue as they create the
scenes. The teacher floats through the room and touches base with each group as they rehearse and
refine their choices. Each member of the group should perform in some capacity. Prompts: Each group
has to create a small 10- to lS-second scene that incorporates all the key information of their section.
Remember to always think about the actions of the characters as they go after what they want.
Student: Using the information on the worksheet creates a scene with his/her group. Rehearses and
refines the scene in preparation for sharing it with the class.
8. Guides the students in presenting their scenes to the class. Prompt: Now each group will show
us their part ofour story volcano.
Student: Performs scenes with the group.
Day Two: Individual Application of the Narrative Volcano.
1. Divides class into groups (no more than 4 groups recommended). The entire class is provided
with a new writing prompt, and each individual is given a Narrative Volcano graphic organizer.
Prompts: Now, in small groups, you are going to use the volcano structure to create, act and write a
story ofyour own. Remember that the action ofa story is like the molten lava in a volcano: it keeps
rising until it explodes at the top. Once the explosion happens, the lava pours out and flows down the
other side. The two sides of the volcano are called the RISING ACTION and the FALLING ACTION.
Another way to think about the sides ofthe volcano is this: the rising action side represents the
PROBLEMS the character(s) have; the falling action side represents the OUTCOME to the problems.
Student: Gets into his/her group and receives the writing prompt and worksheet.
2. Guides the student groups in recording the information needed on the worksheet. Floats
through the room, assisting as needed, as the groups brainstorm and record ideas for their version of
the story. Prompts: As you create your sto~ make sure that you have a setting. What are the
objectives ofyour characters? Be sure to have two problems before you reach the climax ofthe story.
How does the action "untie" in the resolution? What lessons might be learned in the conclusion?
Student: Brainstorms/records with the group all the boxes on the volcano worksheet.
Embedded Assessment: Criteria-based teacher checklist
3. Leads the students in creating 10- to1S-second scenes that communicate each section of
their worksheet and builds cumulatively through points of conflict to climax and resolution. There
should be an introduction in which the characters and their objectives are presented, followed by two
short scenes demonstrating the problems, followed by the climax, the resolution and ending with the
conclusion. Guides students to use words an/or dialogue as they create the scenes. Floats through the
room and touches base with each group as they rehearse and refine their choices. Each member of the
group should perform in some capacity. Prompts: Each group has to create a small 10- to lS-second
scene that incorporates all the key information. There should be an introduction scene, two problem
scenes that build to a climax scene, a resolution scene and a conclusion scene. Remember to always
think about the actions of the characters. We need to see the story action BUILD from point to point,
Fourth Grade-Theater and Writing-Building Original Narratives
5-1
so make that clear to us. Aisol each person in the group needs to have something to do in the
presentation-but no narrators.
Student: Using the information on the worksheet creates the scenes with the group. Rehearses and
refines the scenes as they work on them showing how the story builds, gUided by the teacher.
Embedded Assessment: Criteria-based checklist
4. Guides the students in presenting their scenes to the class. Prompt: Now each group wt'll
show us their version ofthe story.
Student: Performs scenes with the group.
Embedded Assessment: Criteria-based checklist; peer reflection
5. Instructs the students to write a story based on their Volcano Narrative worksheet AND
the performance they created from it. Prompts: No~ each ofyou are going to write a story based
upon the scenes you just presented. You should use your "volcano" worksheet to structure the
beginningl middle and end ofyour story. Also, think back to your performance. What were some key
actions your characters acted out? What dialogue can you use in your written story? Be sure to include
setting and character objective in your writing.
Student: Writes a story based on the work previously written and acted.
Embedded Assessment: Criteria-based checklist using written story
Before next THEATER lesson:
1. Guides students as they complete their stories. Prompt students to think back to their
10-15 second scenes. You may want to support them by reminding them that each part
of the story relates to a section of the Volcano Narrative worksheet. Prompt them to
include key actions, dialogue, a clear setting and the character's objectives-tying it all
up with a strong conclusion.
Fourth Grade-Theater and Writing-Building Original Narratives
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Vocabulary
Arts:
objective
Arts Infused:
character
climax
denouement
falling action
point of conflict
resolution
rising action
setting
sequence
Materials and
Community
Resource
Performance:
Broadway Center for the
Performing Arts, Tacoma,
WA:
Mad Science: CSI
Investigation, Show Way
on ToUl; Spirit Horse,
Blues JourneYt The
Phantom Tollbooth Red
Riding Hood and Other
Stories
Performance Materials:
Volcano worksheet
WA Essential Learnings & Frameworks
AEL 1.1 concepts: character, parts of a story, plot, resolution, conflict
AEL 1.2 principles of organization: sequence of actions
AEL 1.2 skills and techniques: movement, feelings of characters
AEL 2.2 artistic process: working to solve a dramatic problem conceptualization
WEL 1.1.1 Applies more than one strategy for generating Ideas and planning writing:
generates ideas prior to organizing them and adjUSts prewriting strategies accordingly
(e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing, uses
a story board)
WEL 3.1.1 Analyzes ideas and elaborates using specific details: selects details to extend
ideas and develop elaboration (e.g., specific words and phrases, reasons, descriptions),
develops character, setting, and events within plot when writing a narrative, varies
method of developing character (e.g., dialogue) and setting (e.g., through the eyes of a
character) in narratives
WEL 3.1.2 Organizes writing using a logical organizational structure: writes in a logically
organized progression of unified paragraphs, constructs a recognizable introduction and
conclusion, structures plot in narratives using problem-solution-outcome
WEL 3.2.2 Uses language appropriate for a specific audience and purpose: uses precise
language (e.g., powerful verbs, specific descriptors), selects words for effect
Writing State Frameworks
Grade 4: develo s characters, settin
and events with a lot when writin a narrative
Fourth Grade-Theater and Writing-Building Original Narratives
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Student Name:
_
°rHE NARRATIVE VOLCANO
CLIMAX
PROBLEM #2
RESOLUTION
(Denouement)
PROBLEM #1
INTRODUCTION
CONCLUSION
Fourth Grade-Theater and Writing-Building Original Narratives
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ARTS IMPACT-AR:rS-INFUSED I STITUTE LESSOf:LPLAN (YR2-AEM.J2Ql
LESSON TITLE: BUILDING ORIGINAL NARRATIVES
ASSESSMENT WORKSHEET
Disciplines
Concept
Student
WRmNG
PARTS OF A STORY:
Identifying/Recording
(VOLCANO WORKSHEET)
Falling
Introduction
Rising
action,
action,
climax
conclusion
THEATER
PARTS OF A STORY:
Creating Sequential Key Events
(REHEARSAL/REFINEMENn
Introduction
Rising
Falling
action,
action,
climax
conclusion
THEATER
PERFORM
WRmNG
WRITE
Shows rising
and falling
action
through
presentation/
performance
Writes a
final draft
of the
story with
transitions
between
the
sequential
key events
Total
8
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 did your story untie? Was it a qUick resolution or a long, drawn out one?
Peer to Peer: How did one ofyour classmates' story untie? Was It a quick resolution or a long,
drawn out one?
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:
Fourth Grade-Theater and Writing-Building Original Narratives
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_
ARTS IMPACT-ARTS-INfUSED LEABNING FAMILY
L=-TT.:....:_::..=.:;,.;R~
_
THEATER AND WRITING LESSON - Building Original Narratives
Dear Family:
Today your child participated in a theater and writing lesson. We talked about how a dramatic story
is like a volcano.
•
We used the "Story Volcano" worksheet to create a story with rising and falling action, along
with several points of conflict for the main character to confront.
•
We acted out our stories before we wrote them.
•
We learned that the action in a story is like the molten lava in a volcano: it bubbles up, erupts
and flows back down the other side.
You could create your own "volcanic" stories and act them out.
Enduring Understanding
Parts of a story
build cumulatively from the beginning through a sequence of actions to the climax and resolution.
Fourth Grade-Theater and Writing-Building Original Narratives
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