Drama

Drama with Spencer Duncan

Add drama to any read-aloud or children's book

Earth's Systems &

Reader's Theatre

Acting out reader's theatre

2nd group for reader's theatre

Preparing to act out earth's systems

Understanding components

Reading

Standard 6 Distinguish their own point of view from that of the author of a text.

Writing

Standard 1.A Introduce the topic or text they are writing about, state an opinion and create an organizational structure that lists reasons.

1.B Provide reasons that support the opinion.

4.A With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Drama

Standard 3.T.CR.5: Create character through imagination, physical movement, gesture, sound and/or speech and facial expression based on stories or through improvisation.

Standard 3.T.P.2: Demonstrate the ability to work effectively alone and cooperatively, with a partner or in an ensemble.

Standard 3.T.P.3: Observe, listen, and respond in character to other actors.

Standard 3.T.R.1: Demonstrate audience skills of observing attentively and responding appropriately.

Visual Arts

Standard 3.V.CR.1: Elaborate on an imaginative idea and apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.

Standard 3.V.CR.2: Create a personally satisfying artwork using a variety of artistic processes and materials.

Standard 3.V.CO.1: Develop a work of art based on observations of surroundings.

What if Everybody Did That?

Grade: 3

Subject: Social Studies (integrates reading, writing, drama, visual arts)

Lesson Focus and Goals:

· Students will reflect on the effects behavior has on others.

· Students will collaborate to recreate one scene from the book and perform.

· Students will brainstorm and share ideas for adverse behaviors.

· Students will create a piece of art to represent how a behavior affects others.

Materials Needed:

· Book: What if Everybody Did That? By Ellen Javernick and Madden

· White cardstock (with binding holes), scratch/tear paper, string, colored pencils, watercolors, oil paints, sharpies, scissors, and glue.

Learning Objectives:

· Identify and verbalize detrimental behaviors at home, at school, community.

· Recognize that our choices and behaviors affect others.

· Decide to be more aware of decisions and how they influenceothers.

Structure/Activity:

1. Read book out load. Share short thoughts, observations, and personal stories to help children make additional connections to highlighted behaviors. (10 min)

2. Assign students into groups of 3-4. Give time to:

a. Choose a scene from the book

b. Assign parts

c. Run through their parts and work out any kinks (5-7 min)

3. Groups act out scenes. Encourage respectful audience skills including attentive eyes, listening ears, quite bodies, closed mouths. Encourage quick transitions in between groups. (5 min)

4. Introduce visual art activity (10 min)

a. Show examples from me or previous students

b. brainstorm personal opinions of behavior that negatively affects. Examples: throwing food in the lunchroom, yelling at a teammate who misses a ball, taking a sibling’s toy, sneaking into a treat, forgetting to feed the pet, not brushing our teeth, throwing paper or pencils in class, talking to a neighbor during class, chewing with our mouth open, talking about someone.

c. Introduce format of paragraph, including the words “What if everybody did that?

d. Write and design own idea on a page for the book.

e. Walk around and share pages that stand out as following format of writing, having good ideas, showing creativity, or includes thoughtful or creative illustrations.

Social Studies

Standard 3.1.C Identify why [obedience to laws] are important for a functioning community.

Standard 3.2.A Identify and consider the diverse viewpoints of the people who comprise a community.

Standard 3.2.BC Demonstrate respect for the opinions, backgrounds, and cultures of others.

Creating short dramatization with groups

Scene: child interupts librarian during read aloud

Drawing football field for setting

Engagement, Connection, and Cultural appreciation with Chief Akaila

The power of a story, the silence of engagement, listeners sitting on the edge of seat.

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