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Nature’s
Fury—Myths and Drama
Click
here to download
this lesson plan in Microsoft Word format.
Click
here to download
the flipchart that goes with this lesson.
Click
here to download
the Play Script for this lesson.
Click
here to download
the Story Map template for this lesson.
(**Note: Be sure the students have had the opportunity to review the
Promethean Flipchart “Theatre Vocabulary and
Elements”, before this lesson. This flipchart addresses the
elements of theatre necessary to create their dramatic performances.)
Arts Discipline
— Theatre
Grade level —
5th
Grade
Standards—
- Artistic
Perception
Development of the Vocabulary of Theatre
1.1, Use the vocabulary of theatre, such as sense memory, script, cue,
monologue, dialogue, protagonist, and antagonist, to describe
theatrical experiences.
- Comprehension
and Analysis of the Elements of Theatre
1.2, Identify the structural elements of plot (exposition,
complication, crisis, climax, and resolution) in a script or theatrical
experience.
Interdisciplinary
Connections—
Reading Comprehension -
Structural Features of Informational Materials
- 2.1Understand
how text features (e.g., format, graphics, sequence, diagrams, charts,
maps) make information accessible and usable.
- 2.2
Analyze text that is organized in sequential or chronological order.
Literary Response and Analysis
Structural Features of Literature
- 3.1
--Identify and analyze the characteristics of poetry, drama, fiction,
explain the appropriateness of the literary forms chosen by an author
for a specific purpose. Narrative Analysis of Grade-Level-Appropriate
Text
- 3.2
--Identify the main problem or conflict of the plot and explain how it
is
resolved.
- 3.3
--Contrast the actions, motives (e.g., loyalty, selfishness,
conscientiousness),
and appearances of characters in a work of fiction and discuss the
importance of the contrasts to the plot or theme.
- 3.4--Understand
that theme refers to the meaning or moral of a selection and recognize
themes (whether implied or stated directly) in sample works.
Literary Criticism
- 3.6--Evaluate
the meaning of archetypal patterns and symbols that are found in myth
and tradition by using literature from different eras and cultures.
- 3.7--Evaluate
the author’s use of various techniques (e.g., appeal of
characters in a picture book, logic and credibility of plots and
settings, use of figurative language) to influence readers’
perspectives.
Approximate time —
5-7 thirty minute sessions
Resources/Materials--
The Big Idea —
Students will dramatize the myth of “The Origin of the
Seasons”, and learn the structure and sequence of explanation
myths using a story map.
Objectives —
- Students will identify the
elements of the dramatization and the plot of the story.
- Students will dramatize an
explanation myth (explanation of the origin of seasons).
- Students will participate in
its development by acting, creating costumes, and drawing backdrops.
- Students will compare and
contrast the characters and their actions and motives.
- Students will identify and
apply the elements of a story plot to a new story.
Strategy--Instructional
strategies will vary. Some may be combined. Here are the basic
strategies:
- Direct Instruction--teacher
directed—Teacher will review the theatre terms (see flipchart
“Theatre Visual and Performing Arts Theatre Vocabulary and
Elements”).
- Guided Discovery--student
discovery—students will learn the explanation myth,
“The Origin of the Seasons”. They will review the
parts of a story (story plot graphic organizer from flipchart,
“Theatre Visual and Performing Arts Theatre Vocabulary and
Elements”).
- Inquiry--series of
divergent questions generate the learning; Teacher will use the
flipchart “Theatre Language Arts Unit 1” to pose
questions to guide the theme of myths.
- Group Process--cooperative
groups, Think-Pair Square, Jigsaw, etc.—Students will
rehearse and perform “The Origin of the Seasons”.
- Project--research,
presentation, etc. that is done over a long period of time; Students
will apply their knowledge of the story plot and complete a blank story
plot for “The Princess and the Warrior: A Mexican
Folktale”.
Vocabulary —
origin, harvested,
abundant, rose (past tense of rise), precious, chariots, consent,
famine, dwelling, vain, cloak, mourn, pomegranates
Anticipatory Set
— (refer to flipchart pg. 1 and 2)
- Teacher will share flipchart
to pose questions about the origin of the seasons.
- Teacher will present
background on Greek myths.
Procedures —
- Students will discuss the
setting and the characters from the play, “The Origin of the
Seasons”, using flipchart pages 3 through 8.
- Teacher will introduce
vocabulary using flipchart pages 9-21.
- Teacher will read-aloud and
discuss “The Origin of the Seasons” story.
- Teacher will model mapping of
the play (flipchart pages 23-24). (Inform students that this mapping is
in preparation for them to independently map “The Princess
and the Warrior: A Mexican Folktale” (HM anthology, page 102).
- Teacher will assign roles for
the play (assign roles according to teacher discretion).
Closure —
- Students will perform the play
“The Origin of the Seasons”.
Assessment —
- Students will independently
read and complete a story map for “The Princess and the
Warrior: A Mexican Folktale” (HM anthology, page 102), and
place the events in sequence.
Extension —
Students may write their own explanation myths. They may choose a
natural phenomenon and create a short story.
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