Theatre Lesson Plan Lesson 4 Performing a Story Arts Discipline: Theater Grade level: Second Grade Standards: 2.2 Retell familiar stories, sequencing story points and identifying character, setting and conflict 1.2 Use body and voice to improvise alternate endings to a story. 4.2 Respond to a live performance with appropriate audience behavior. Approximate time: 2 days for 45 minutes each or 1 day for 1.5 hours Topic: Performing a Story Objectives: Students will identify and act out the character, setting, conflict, and resolution of a short story. Students will improvise alternate endings to a short story. Interdisciplinary Connections: HSS 2.3 Students will explain governmental institutions and practices in the United States and other countries. Resources/Materials 1. Flipchart Theatre Social Studies Unit 3 Lesson 5 (link to flipchart) 2. Bundle of sticks 3. Scripts written out for each part (old man, daughter, narrator, eldest child, younger son) Vocabulary Actor: a person, male or female, who performs a role in a play or an entertainment Setting: the location or place in which a story takes place Plot: structure of a play, beginning, middle or end, conflict, resolution Conflict: the opposition of persons or forces giving rise to dramatic action in a play Audience: people who watch, listen and respond to live theatre Introduction WARM UP 1. To get the feeling of teamwork across to your students, invite them to become a human machine. Teamwork and community will be the theme of the fable the students will be acting out in the procedures part of the lesson. 2. Ask each student to come up with a movement and a sound for their part of an imaginary machine. 3. Model how your body can act as a machine and make a sound to correspond with your action. 4. Ask each child to demonstrate their movement and sound to the class. 5. Have the students gather together - they should either be touching each other, or simply standing close to each other to get the feeling that they are all part of one machine. 6. On the count of three, have all the students perform their movement and sound together. 7. Afterward, ask students a. What kind of machine they were? b. What was the function of the machine? c. How did each individual part contribute to that function? Procedures MODELING 1. As a class, read the story, “The Bundle of Sticks,” on page 168-169 in the Social Studies book, the story is also on the flipchart. 2. Ask the students to identify the setting. Write the students response on the flipchart graphic organizer. 3. Ask the students who the characters are in the story. List the characters on the graphic organizer on the flipchart. Explain to the students how actors can portray the characters in the story. 4. Introduce the term plot. Discuss the beginning, middle, and end of the story and fill in the graphic organizer. 5. Introduce the word conflict. Ask the students to identify the conflict and write their response on the graphic organizer. 6. Introduce the word resolution and explain the meaning of the word. Have the students identify the resolution in the story. Write the students responses on the graphic organizer. 7. Talk to the students about appropriate audience behavior and what an audience does during and after a performance. 8. Introduce the word narrator to the students. Talk about the role of the narrator and identify the sentences in the story that the narrator would say. GUIDED PRACTICE 1. Break the students into groups of five students. Explain how each group will act out the story in front of the class. 2. Assign roles to the students: old man, eldest child, daughter, younger son, and narrator. 3. Using the story, “The Bundle of Sticks,” discuss each role in the story. Show which lines the narrator and the old man will say. Show the actions that the eldest son, younger son, and daughter will make. Show the students the bundle of sticks. 4. Discuss which actor will hold the bundle of sticks and how to use the props during the play. 5. You may either choose to use the flipchart, with the speaking lines defined, or print a script for each student (the script is at the end of this lesson plan). 6. Allow the students to practice in groups before presenting before the class. 7. Have each group perform the play in front of the class. At this point you can either end the lesson for the day and continue the following day or finish the rest of the lesson. 8. After all five groups perform, allow the students to reflect upon their performance and the performances they observed. 9. Revisit the terms conflict and resolution. Discuss different ways to solve the problem. If the characters solved the problem differently, how would the end of the story be different? 10. Each group creates a new ending to the story. The new ending must be different from the one in the story. Use the flipchart to show where the students will insert the new ending. 11. Allow the students to practice in groups. Remind students to portray the new ending using words and actions. 12. After students have had an ample amount of time to practice, allow each group present to the class. Closure 1. Ask the students to write how they felt about performing by answering the following questions: a. “Were you excited, scared, or nervous and why?” b. “Was it fun standing in front of the audience and acting?” c. “What did you like the best about performing?” The Bundle of Sticks A Fable by Aesop Narrator: An old man called his children to give them some advice. In his hands, he held a bundle of sticks. The old man said to the eldest child, Old Man: Break the sticks. Narrator: His son tried and tried, but he could not break the bundle of sticks. Both the daughter and the younger son tried, too, but none of them could do it. (Eldest Son, Daughter, and Younger Son tries to break the bundle of sticks) Old Man: Look Narrator: Said the old man. Old Man: Untie the bundle, and each of you take a stick. (Old Man unties the bundle and givse a stick to the Younger Son, Older Son, and Daughter) Narrator: When they had done this, the old man called out to them. Old Man: Now break. (Younger Son, Eldest Son, and Daughter pretends to break the sticks) Narrator: Each stick was easily broken. Old Man: You see my meaning.
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