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Theatre Lesson Plan

Lesson 1

"Finding Your Way"

Click here to download this lesson plan in Microsoft Word format.
Click here to download the flipchart that goes with this lesson.

Arts Discipline: Theatre

Grade level: Grade 2

Standards:

1.1 Use the vocabulary of theatre, such as plot (beginning, middle, and end), scene, sets, conflict, script, and audience, to describe theatrical experiences.

2.2 Retell familiar stories, sequencing story points and identifying character, setting, and conflict.

Approximate time: 1 or 2 45 minute lessons

Topic: Story mapping and character study

Rationale: This lesson is important for students to begin to reflect, describe and make meaning of theatre in their daily lives and develop an appreciation for the art form.

Objectives:

Students will identify story elements from familiar stories: scene (setting), main characters, plot, (beginning, middle and end), conflict (problem), and resolution (solution).
Students will create story maps from familiar stories.

Interdisciplinary Connections

Social Studies

HSS 2.1 Students diffetiate between things that happened long ago and things that happened yesterday.

Language Arts

LRA 3.0 Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literature terms of elements (e.g., theme, plot, setting, characters)

Science

Investigation and experimentation 4.d. Write or draw a description of a sequence of steps, events, and observations.

Resources/Materials—

Story map template – one per student
Story map chart (non-Promethean users)
Flipchart Story Elements (click here to download flipchart)
Write & wipe graphic organizers
Dry erase markers
A variety of familiar stories (folktales, fairytales, etc.)
“When I was young” story from Social Studies book Unit 1

Vocabulary:

story: a narrative account by the author; a tale or legend
character: personality or part an actor recreates
plot: structure of a play, beginning, middle, end, problem, solution
setting: the place or location of a story or play
problem: conflict
solution: resolution
story map: a visual representation or sequential illustration of a story

Introduction:
WARM UP

In pairs, identify student as either student A or student B.
Tell student A to give directions to student B, in proper sequence for a familiar activity.
Student B will act out the directions through body movement. (e.g., brushing teeth, baking cookies, making and eating a sandwich, setting the table, etc.)
Switch roles and repeat.
Ask the students: “Was it difficult to follow the directions? Why or why not?”

Procedures:

MODELING

Read with the class “When I was young” (page 8, Unit 1 in S.S. text)
Working in pairs, ask students to identify and talk about the story elements: scene, main characters, plot (beginning, middle and end), conflict (problem), and resolution (solution)
Model how to create a basic story map using a map template taken from student suggestions.

GUIDED PRACTICE

Working in small groups of four give each group a familiar story, fable, or fairytale available in your classroom.
Each group should have a different story.
Select stories that are highly descriptive, have clear movement, an obvious problem (multiple problems are a bit complex) and strong characters are recommended.

Closure: (Identify problems encountered, ask and answer questions, discuss solutions and learning that took place. Did students meet expected outcomes?)

“What did we learn today about story structure?”
“What did all your stories have in common?”
“What kinds of problems did you have making your story map?”
“Did you have problems identifying something? What was it?”

For further discussion:

“As you read the story could you visualize the action taking place?”
“What would the characters movement look like?” Homework/Extension (optional)
Choose your favorite TV show and identify the story elements.
Choose a book that you enjoy and identify the story elements.

Assessment: Student’s will turn in their completed story map (see flipchart) including all the elements of a story. The teacher may use the rubric present at the bottom of the student story map to evaluate students knowledge of the concepts.

NSD > Educational Services > Classroom Resources > Lesson Plans > Vapa > 2TheatreSocUnit1Less1 > Finding Your Way

May 17, 2012