Objectives: Students will be able to, in a group, theatrically read “The Lion and the Mouse” using a variety of the vocal elements including “volume, pitch, rate, tone, articulation, and vocal expression”. Students will be able to retell the fable “The Lion and the Mouse” using vocal elements of volume, pitch, rate, tone, and articulation to express the perspective of the lion or the mouse. Students will be able to collaborate as a group to write a script for an original fable of their own creation and will perform through movement and voice (act it out). NC State Essential Standards: 4.C.1.1 Use a variety of postures, gaits, and mannerisms to express character in the presentation of stories. 4.C.1.2 Apply appropriate vocal elements of …show more content…
Procedures: Have the students, in groups of three, perform reader’s theatre to do the initial reading of “The Lion and the Mouse”. One student will read the lion’s lines, another student will read the mouse’s lines, and the third student will read the narrator’s lines. (5-10 minutes) Introduce the fable “The Lion and the Mouse” to the students and say that we are going to be working with this piece of text today to inspire our activities. Divide the class up into groups of three and have them sit in their own spot in the room. Provide each group with a copy of the story, “The Lion and the Mouse” with each part highlighted in a different color. Explain that this activity is called Reader’s Theatre. We are going to read the story in our groups by taking turns reading as the characters themselves. Ask one student in each group to raise their hand. Give that student the part of the mouse. Their part is highlighted blue. Ask for another student in each group to raise their hand. Give that student the part of the lion. Their part is highlighted yellow. Say that the last student in each group will be the part of the narrator and read the green highlighted
The teacher will begin reading the book, but also participate in guided reading, in where she/he will pause every so often to recollect ideas from the students.
Objective 3: Having read one children’s literature story, A Bad Case of Stripes by David Shannon, the students will demonstrate an understanding of the text by being able to write 5 sentences describing the main themes of the story with 95% accuracy.
While reading the stories “Of Mice and Men” and the poem “To a Mouse” the audience can infer that both stories have to do with hope for a better future. While Lennie and George live on the ranch there
He relates how Irish storytellers would turn their backs to the audience, or speak from another room in order that the listeners would rely on their imaginations. These types of storytellers would not rely on gestures, or voice inflections, but instead chose to paint a mental picture for their audiences who created vivid imagery in their own minds. The story was paramount to the teller. Lindahl laments that current storytellers have become enamored with their own performances and become as important to the tale as the tale itself. The “quiet, shyer world of the lone, quiet voice figures too rarely in folkloric performance studies.” Lindahl compares the true märchen tellers to the quilters who are more intrigued in the stitches of their work, and not the beautiful patterns or to the skilled basket weavers who focus on the intended use of the basket and not the aesthetic beauty of the weaving patterns (McCarthy xix-xx). In today’s society, the figure of a great storyteller evokes an image of gestures, voice inflections, voice impersonations provided by a colorful character. Perhaps our sensory overload from high definition televisions, streaming video, IMAX theaters have dulled our appreciation for the story itself, which is created in our own imaginations by a teller with skilled
I will ask multiple questions about the text to each of the groups after they have read the text in order to make sure that the knowledge has been attained.
On page 4, we read “Deep-sea Treasure Hunters” by Ramona Rivera. Students once again participated in reading, except one = student (Kristina) who claimed she did not like to read aloud. However, she did answer a few questions. I had students underline what they thought the central idea and supporting details of the story were. Afterwards, they shared their answers and explained why they choose certain sentences/phrases to underline as each. We also filled out the chart on the page
The essay will concern information pertaining to narrative text. First the essay will discuss the definition of narrative literature. Second, the essay will consist of the advantages of narrative literature. Third, the disadvantages of narrative literature will also be discussed. Fourth, the essay will consist of five possible uses of narrative text in middle school language arts.
Create a “Classroom Book Bag” using a “paper made book” of the Ugly Duckling. I will provide parent instructions letting them know that we worked on this story during class. I will instruct parents to ask their child what the story was about to see if their child can recall what had happened in the story. If they cannot tell their parents what had happened, have the parents read the story to their child and ask their child to retell the story.
Complete the comprehension exercise on page 84 by oneself. Arrange the list of events in order on the board (ask students to write it on the board). Ask class if that is correct. If so, read the line out loud. Question students’ mistakes or ask other students to correct their mistakes.
Share the powerpoint to provide students with background information on the novel. The powerpoint discusses the author and setting of the story. It also introduces redferns, redbone coonhounds and raccoons.
The five books above will be read to students for Read-Alouds each day. Prior to the Read-Aloud, there will be a discussion on the theme of the book we are about to read. After reading the book, we will all share our thoughts on the book leading to a discussion on what would the student done different to solve the problem Mercy Watson was in. Following that, students will move to rotations where they will be focusing on activities and retelling the story in
Every story has characters and their roles reveal much about the meaning and values of the story; additionally, the role that they play can serve as a representation of different ...
After the teacher is sure the students understand that books have themes that are far beyond the eye can see. The teacher will have the students split into groups of three. The teacher will hand out to the students a sheet with these words and phrases listed: corruption, power, human rights, racism, tolerance, environmental stewardship, greed, pollution, war, anti-Semitism, Hitler, Holocaust, Cold War. The teacher will ask the students if they are familiar with all of these terms, and if not, the teacher will define any of the words they don 't know. Each group will have to decipher the theme of one of the given Dr. Seuss books. The books are Horton Hears a Who, Yertle the Turtle, The Sneetches, The Lorax, and The Butter Battle Book. Utilizing words or phrases from the sheet, the groups will identify depending on the book they get from the teacher with words relate to the theme of the Dr. Seuss
Lessing, Doris. “Group Minds.“ Writing and Reading Across the Curriculum. Behrens Laurence and Leonard J Rosen. Boston: Pearson. 2013. 652. Print.
In preparation for each upcoming class students had required readings assigned as homework to be discussed in the next class time. Throughout this course’s timeframe we have had to read examples of poetry, fiction short stories, and essays. Even though each reading