EDCI 301: Lesson Plan
Name: Brittany Mast
Lesson Title: Reading, Acting and Watching
Grade: 5
Subject: English
Fine Art: Theatre
Lesson Summary
In this 50 minute class period students will be introduced to theatre. Students will learn what theatre is, the purpose of
theatre and different parts and aspects that create theatre. Students will learn how different aspects of theatre are used to
help tell the story. For example, how the costume a character is wearing can tell the audience where they are, the
temperature of season and sometimes even their wealth status. Students will then look closely at the first chapter of the
book The Lightning Thief by Rick Riordan. Students will use their knowledge on theatre to identify key words that
create imagery. Lastly, students will complete a work sheet on the first chapter of The Lightning Thief that will be used
to assess what students learned.
Essential Question
How can the basic knowledge of theatre help bring books alive when reading?
Plan for Previous Lesson(s)
The teacher wrapped up last unit and introduced
students to their new unit. Students learned that their
new unit will be about theatre and they will be reading
the book The Lightning Thief by Rick Riordan. The
teacher gave a brief overview of Rick Riordan and the
book. The teacher assigned the students to read the first
chapter of the book for homework.
Learning Objectives
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English Standard(s)
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Theatre Standards(s)
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Plan for Next Lesson(s)
Students will create the characters based upon descriptive
language in the first two chapters.
Students will be able to describe how a narrator’s point of view influences how
events are described in a scene
Students will be able to identify key words from text that created imagery and
described what the imagery looked or sounded like to them.
Students will be able to identify key words that create a mood in a scene.
Describe how a narrator’s or speaker’s point of view influences how events are
described.
Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes
Describe ways that theatre depicts themes and stories
Compare ways in which the script, properties, scenery, costumes, lighting, and
sounds communicate character, time, place, and mood in productions and
improvised scenes.
Materials/Resources
Resources
1. The Lightning Thief (book PDF)
http://www.bookmyst.yolasite.com/resources/The
%20Lightning%20Thief%20-%20Hanz.pdf
2. Theatre Terms
http://www.theatrecrafts.com/page.php?id=30
Instructional Material:
White board, Markers/Eraser
Book-The Lightning Thief (each student has their
own copy)
Vocabulary/spelling list handout (1 per student)
Chapter 1 question Worksheet (1 per student)
Different colored index cards (1 per student)
Vocabulary
Theatre- the form of art—acting. It is the subject of drama
Theater- building where acting takes place
Drama- The academic subject area into which theatre falls.
Costumes- clothes worn by the actors
Lighting- the amount of light used in scene—setting a tone for the
scene
Tragedy- a form of drama based on human suffering
Comedy- a form of drama based on humor
History- a form of drama based upon real life or history
Facial Expression- movement and positioning of the face that
portrays emotion
Body Language- the process of communicating nonverbally through
conscious or unconscious gestures and movements.
Homophones- two words that are pronounced the same way but are
spelled differently and have different definitions
Foreshadowing- a literary device in which an author indistinctly
suggests certain plot developments that might come later in the story
Attributes of a good story:
Characters, Conflict, Climax, Themes, Setting, Resolution
The difference between weight and wait:
Weight- a body's relative mass or the quantity of matter contained
by it
Wait- stay where one is or delay action until a particular time
Assessment: Rubric
Evaluation
Criteria
I.
Identified key
words from text
that created
imagery
II.
Gives an accurate
description of
what the imagery
may have looked
like or sounded
like based upon
the descriptive
words
III.
Identify key
words that create
a mood in a scene
IV.
Describes how a
narrator’s point of
view influences
how events are
described
(Does not meet
expectations)
Correctly identifies
1 word and gives
incorrect or no page
number(s). Or does
not give and correct
words.
Connection made
between the
descriptive words
and what image it
may create has little
to no logic and is
not supported.
(Approaches
Expectations)
Correctly identifies 2
words and gives incorrect
or no page number(s). Or
correctly identifies 1
word and gives correct
page number(s).
Connection made
between the descriptive
words and what image it
may create has little logic
and somewhat supported.
Or it was some logic but
is not supported.
(Meets Expectations)
Correctly identifies 3
words and gives
incorrect or no page
number(s). Or correctly
identifies 2 words with
correct page number(s).
Connection made
between the descriptive
words and what image
it may create has some
logic and is supported.
Correctly identifies
1 word and gives
incorrect or no page
number(s). Or does
not give and correct
words.
Has no textual
support for how a
narrator’s point of
view influences how
events are described
Correctly identifies 2
words and gives incorrect
or no page number(s). Or
correctly identifies 1
word and gives correct
page number(s).
Support of how a
narrator’s point of view
influences how events are
described is opinionated
and has weak textual
support
Correctly identifies 3
words and gives
incorrect or no page
number(s). Or correctly
identifies 2 words with
correct page number(s).
Has some textual
support used to make a
weaker connection of
how a narrator’s point
of view influences how
events are described
Explanation is weak Explanation has some
Explanation is well
V.
Explanation of
with little to no
logic but only gives 1
thought out but only
how having the
examples or
example or support.
give 2 (in all) examples
basic knowledge
supports.
and supports.
of theatre can
bring books alive
when reading?
Instructional
Approximat Procedure
Sequence
e Time
Introduction
5 minutes
Introducing theatre
Discussion on theatre 10 minutes
Theatre vocabulary and aspect of theatre
Vocab/spelling list
5 minutes
Discussion on book
15 minutes
Wrap up class:
15 minutes
assignment
Instructional
Sequence
Set up
Approximat
e Time
Prior to class
(Exceeds
Expectations)
Correctly identifies 3
words and gives
correct page
number(s).
Connection made
between the
descriptive words and
what image it may
create has logic and
well supported.
Correctly identifies 3
words and gives
correct page
number(s).
Has strong textual
support used to make
an accurate connection
of how a narrator’s
point of view
influences how events
are described
Explanation is well
thought out and gives
examples and supports
(3 in all).
Procedure
Teacher will set up the front white board. The teacher will have the date, subject,
homework (read chapter 2), objectives and essential question written on the
board. Along with the word and question of the day. The question of the day is
“what is theatre?” and the word of the day is “foreshadow.”
Introduction
5 minutes
The teacher will begin class by asking the question of the day “what is theatre?”
The teacher will then explain that the word theatre is a homophone—two words
that sound the same but are spelled differently and have different definitions.
The teacher will give an example of homophones by: write the words wait and
weight on the board while say “like the words weight and wait”. The teacher will
explain the difference in meaning.
Weight- a body's relative mass or the quantity of matter contained by it
Wait- stay where one is or delay action until a particular time
The teacher erases “weight and wait” and writes both “theater and theatre” on the
board and explains how they are homophones. (pointing to theater) “Now,
theater ending with an ER is like a movie theater it is where you go to see a
movie or a play. (Pointing to theatre) And theatre ending with RE is the form of
art—acting. It is the subject of drama. So, if you are in theatre class it is theatre
ending with RE….So class, now what do you think of when you hear the word
theatre as in acting?” (Plays, actors, sets, Broadway, musicals, famous people,
TV shows, movies, drama, action, adventure). Teacher will write down answer
under “what is theatre?”
Discussion on theatre
10 minutes
Teacher segues into the purpose of theatre (storytelling), and then moves into
what makes a good story, to ultimately teaching students the different parts and
aspects of theatre.
After students answer what they think of when they hear theatre/acting teacher
asks, “So let me ask you another question. Why do we have theatre? What is the
point of it all?” (entertainment, hear a story, for fun, it is peoples jobs, etc.).
After students answer the teacher repeats some of the student’s answers, stating
what the purpose of theatre is. This is to give positive reinforcement for the
participation and answer and also to give the correct answer. “Right, so in the
end what we gain from theater is a story, we are being told a story. And what
goes into a story? We know this right. What makes a good story?” (Characters,
plot, setting, conflict, climax, resolution). “Good, now in theater how might the
personality of a character be shown without using words?” (facial expression,
clothes, body language). Teacher will define facial expression, body language,
and costumes and discuss how this can show personality.
Definitions and Discussion
Costumes- clothes worn by the actors (based upon what a character is wearing
you can infer where they are [a pool, somewhere casual, a black-tie event], what
the weather is like, money status [brand new fancy clothes every day or handme-downs])
Facial Expression- movement and positioning of the face that portrays emotion
(are they happy, sad, mad, mean)
Body Language- the process of communicating nonverbally through conscious
or unconscious gestures and movements. (The way characters react to situation
and give insight on their personality.)
After the teacher explains how costume, facial expression, and body language
can give clues to who a character is, the teacher will then ask:
“How the mood or feelings in a scene can be shown without using words?”
(Music, special effects, body language) The teacher will have students give
examples of what music might sound like in a sad scene compared to what music
might sound like in a scary scene. The teacher will ask what weather might tell
about a scene (sunny=happy, rain=sad, storm=chaos or anger, etc.). The teacher
will also ask about lighting and how that might affect the mood of a scene. (A lot
of lighting can make a scene seem more cheerful while dim lighting can make a
scene more serious)
After the teacher and class have gone over all that information, the teacher will
summarize what was just taught by asking the students questions. “What is the
difference between theatre, RE, and theater, ER?” (student answers: RE=subject,
ER=where you go to watch) “What is the point of theatre?” (student answers: to
hear/see a story be told). “What can be used to give hints on the personality of a
character or the mood of a scene?” (Student answers: body language, facial
expression, lighting, weather, clothes/costumes).
Vocab/spelling list
5 minutes
While asking these questions the teacher will pass out the student’s new
vocabulary/spelling list which consists of all the terms the class is going over
(vocab hand out attached). After reviewing what was just learned the teacher
will explain to the students what the handout is. Teacher will tell students this is
their new vocabulary/spelling list and as always quizzes are on Fridays and ask
and answer any questions. The teacher will then address the one vocab word that
does not have a definition. “As some of you may have noticed foreshadow is the
only word on your paper without a definition and as others of you may have
noticed foreshadow is also our word of the day. Does anyone have a guess of
what foreshadow might mean?” After students answer whether or not someone
got it correct, the teacher will give the definition of foreshadow and write it on
the board next to the word of the day. Students will copy down the definition
next to the word on their handout.
Foreshadow: a literary device in which an author indistinctly suggests certain
plot developments that might come later in the story
Discussion on book
15 minutes
The teacher will now move onto the second half of class. In this half the teacher
will go over the first chapter of The Lightning Thief. It was the student’s
homework to read this chapter. The teacher will start this off by asking a student
to summarize the first chapter. After the chapter is well summarized by the
students the teacher will ask the students to open their books to the first page and
look at the first few lines of the book.
The teacher will begin going over the first chapter by asking “Looking at just the
first page what have we already learned about this book?”
What needs to be covered in this discussion:
1. Who the main character is. (Percy Jackson)
2. Who the narrator is. (Percy Jackson)
3. What can infer about Percy Jacksons personality (He may be upset or
angry because he did not want this life. Also he was at a school for
troubled kids so he has some issues, brave because he says it is
dangerous, scary, can get killed, but he is facing it not running away
even though he did want it).
4. Foreshadowing (“I didn't want to be a half-blood.” The book does not
start out talking about him being half-blood he thinks he is a “normal”
kid so this foreshadows that something is going to happen. “Until a few
months ago” foreshadows he leaves or gets kicked out. These are hints to
what will happen later in the book.)
5. Theme of the book. (It is an adventure/action book based upon
adventure/action words like dangerous, scary, “killed in painful, nasty
ways”)
The teacher will state “Up until now we have been learning about different ways
a scene can be set without using words, narration or conversation. But now I
want you to think about if Percy Jackson being the narrator gives a certain feel
to the book?” The class will then discuss what they feel the tone is (dark,
adventurous, daring). The teacher will then ask what the tone of the first page
might be if Grover was the narrator (scared, sad). The teacher will wrap up
examining the first page by saying “So by just look carefully at the words on the
first page we can learn the tone of the book, what is going to happen, who the
main character is and what he is like. We can picture the story in our minds and
imagine what the scenes would look like.”
Wrap up class:
Worksheet
15 minutes
The teacher will begin wrapping up class by telling the students to “Take a
moment now to think about the rest of the first chapter and when you were
reading it at home. What parts of the book could you imagine clearly in your
mind as if you were watching it on TV? A characters appearance, tone of voice,
the setting around them and entire scene.”
As the students are quietly reflecting the teacher will pass out the chapter 1
worksheet (which is attached). To end class the teacher will have the students
answer the following questions on the worksheet:
1) When reading the first chapter what part of the book (scene, character,
setting, surroundings) most came alive in your mind? Give a description
of what it looked like and what key words in the book helped create this
image.
2) What mood or feelings did this imagery create?
3) On pages 8 and 9 when the class is eating lunch on the steps what might
this scene look like if Grover was narrating opposed to Percy?
4) How can the basic knowledge of theatre help bring books alive when
reading?
Plans to Display/Exhibit Student Work
In the class room on open wall space the teacher will hang a poster of the picture below. Above the poster it will say
“How can the basic knowledge of theatre help bring books alive when reading?” The letters of the question will be
different colors and in an esthetically pleasing font. This will be made by the teacher. The teacher will also hang student’s
multi-colored index cards that answer this question. Index cards will be spaced out nicely surround both sides and under
the poster. Some index cards may overlap onto the poster and all index cards will be place skewed in different directions.
Name:
Date:
The Lightning Thief Chapter 1 questions
1) When reading the first chapter of TLT what part of the book (scene, character, setting, surroundings) most came
alive in your mind? Give a quote or brief summary and the page number.
Page #
Give a one to two sentence description of what it looked like.
Identify what key words in the book helped create this image. Put the page number and then the quote or words.
(don’t forget your “quotation marks!!”)
Page #
Page #
Page #
2) What mood or feelings did this imagery create? Identify what key words helped create that mood and on which
page they are on.
3) On pages 8 and 9 when the class is eating lunch on the steps what might this scene look like if Grover was
narrating opposed to Percy. Support what makes you think this with the book. Give the page number and
example.
4) How can the basic knowledge of theatre help bring books alive when reading?
ANSWER ON COLORED INDEX CARD PROVIDED
Name:
Date:
Week 7 Vocabulary and Spelling List
Theatre- the form of art—acting. It is the subject of drama
Theater- building where acting takes place
Costumes- clothes worn by the actors
Lighting- the amount of light used in scene—setting a tone for the scene
Tragedy- a form of drama based on human suffering
Comedy- a form of drama based on humor
Facial Expression- movement and positioning of the face that portrays emotion
Body Language- the process of communicating nonverbally through conscious or unconscious gestures and movements
Entertainment-the action of providing or being provided with amusement or enjoyment
Character- a person in a novel, play, or movie
Personality- the combination of characteristics or qualities that form an individual's distinctive character
Narrator- a person who narrates something, esp. a character who recounts the events of a novel or narrative poem
Foreshadowing-