Lessons Integrating Information and Communication Technology within a Curriculum Area
Author |
Karen O’Leary |
Title |
Character Development
through Reader’s Theatre |
Grade Level |
9 |
Subject Area |
English Language Arts |
Overview of unit/lessons/activities (assumptions of prior
knowledge/learning) |
This lesson
encourages students
to take a piece
of literature, adapt it into a script, perform their piece to the class,
and to create a multimedia presentation based on their script. Students
will develop scripts collaboratively, practice using their voice to depict
characters from texts, and perform in groups.
Through this activity, students have the opportunity to develop
oral reading fluency and further enhance comprehension of what they are
reading, specifically the traits of their characters.
The students will also enrich their understanding of character in
the specific context of their chosen genre.
This lesson plan may be used and adapted to develop scripts from
class novels, short stories, novels read in literature circles, etc. |
Correlations to ICT and curriculum outcomes |
Information and Communication Technology: BOC
9.1 operate
a wide variety of school media, computer, and other educationally
appropriate equipment for learning, communication, and the representation
of their learning, independently and safely with teacher supervision
BOC
9.2 use
and create information texts in a range of media, using specialized text
features of those media to support the communication, with teacher
assistance BOC
9.4 manage
their electronic files and correspondence efficiently PTS
9.1
use software to brainstorm, develop a thought web, outline, and map
ideas under study with independence PTS
9.4 create
and manipulate sound, images and video, using digital equipment and
computer-based editing, to represent their learning for particular
audiences and purposes, independently with teacher supervision SEHI
9.3
understand, model, and assume personal responsibility for the
acceptable use of copyrighted and other information resources SEHI
9.6 follow
the Internet Access and Use Policy CT
9.1
use language, in a range of aural, print, media and electronic
forms to explore and express their perceptions, feelings, ideas and
attitudes; refine their thinking; and interact, negotiate and collaborate
with others in order to build their understanding RPSD
9.3 write
and represent their research using the structures, features, conventions,
and techniques of specialized publication and presentation formats with
growing fluency RPSD
9.9 accurately
and independently cite information sources Grade
9 English Language Arts Outcomes: |
Projected timeline for preparation and for carrying out activities |
5 - 6, 60-minute
class periods. |
Equipment Requirements: (computers, software, etc) |
4 classroom computers with the following software installed:
LCD projector for demonstration purposes Overhead
projector (if you don’t have access to an LCD) |
Teaching materials provided (Blacklines, worksheets, templates, teacher
materials) |
Definition of
Reader’s Theatre: http://www.aaronshep.com/rt/whatis.html http://www.cdli.ca/CITE/langrt.htm http://bms.westport.k12.ct.us/mccormick/rt/RTHOME.htm http://www.teachingheart.net/readerstheater.htm http://www.aaronshep.com/rt/RTE.html http://www.aaronshep.com/rt/Tips1.html http://www.humboldt.edu/~jmf2/floss/323rt.script.example.html http://www.humboldt.edu/~jmf2/floss/rt-notes.html Scripting
for Readers document |
Resources available for teacher/student use (websites, references, etc) |
To develop rubrics: Rubistar.com
, teach-nology.com
PowerPoint Tutorial: http://lrt.ednet.ns.ca/summer/2004/quicks/ppt_quick.pdf |
Detailed instructions for each activity or lesson (teacher notes,
activity information, learning strategies, teacher role, student roles) |
First class (60-minute period): Ø
Introduce
Reader’s Theatre and discuss the purpose of the activity (students
should have participated in a reader’s theatre in grades 7 and 8 so they
should already have a good foundation in place.)
Have a brief definition of Reader’s Theatre already on your
board, overhead, or LCD projector. *see links Ø
Using an
LCD and Inspiration’s rapid fire feature, brainstorm as a class tips for
public speaking and performing in front of a group. (sample
Inspiration outline) Ø
In small
groups (3-4), have students practice reading scripts from a selection that
you have already photocopied. They
can read aloud in their groups. *see
links Ø
At the end
of the period, bring the students back to the whole class.
Discuss how the different groups brought their characters “to
life”. Ask: what important
characteristics did you have to keep in mind when developing your speaking
role. Second class (60-minute period): Ø
They will
meet again in their groups from the previous class.
They will then each choose a character from the short story that we
have just read as a class (*for the purpose of this lesson plan I will be
referring to a class novel, however you may adapt this activity to use it
in conjunction with a short story unit, literature circle novels, etc.) Ø
Introduce
script writing to the class. Discuss
the various scripting techniques. *see
links. You may display some of these on the board, overhead, or LCD. Ø
The groups
will each choose a particular scene of the novel and develop a script
based on the events of the scene. Their
script must be 3-4 minutes in length. Ø
Before they
begin to write their script, they need to focus on their character
development. Have the
students complete the Character Development sheet to assist them with
their writing and performance. *see links Ø
If there is
time remaining, the students may begin their script writing process. Third class (60-minute period): Ø
This class
is devoted to their script-writing. The
final draft of their script needs to be word-processed and individual
copies made for each member of the group.
Ø
They must
also complete and individual response (does not need to be word
processed), discussing the development of your character and answering the
following questions: What does your character strive for most in their
life: accomplishment, security, love, power, excitement, knowledge, or
something else? How much does
your character feel in control of the course of their life?
For what in your character's life do they feel most grateful?
(These should be placed on the board or LCD before class so that students
can refer back to them at any time.) You may wish to add another working period here. Fourth, Fifth, and Sixth classes (60-minute periods each): Individual
teachers can determine how they would like to allocate the remaining class
time: Ø
Presentation
of their scripts to the whole class. Ø
In-class
time to work on their multimedia
presentations. Ø
Viewing of
their presentations. |
Student products expected |
Word processed
script, performance, group evaluation rubric, multimedia presentation,
individual response paper. |
Samples (include teacher notes, assessment information, student work if
available) |
See above links and
files. |
Logistics (organization, grouping, management issues, access to
technology) |
The classroom will
need to be set up in a way that supports group work and collaboration.
A pod of at least 4 computers should be present in the room at all
times. Access to an LCD
projector or an overhead will be useful for the class brainstorming
activities and group discussions. There will also need to be space available in the classroom
for the students to perform their Reader’s Theatre scripts or an
alternate location should be prearranged.
Teachers should predetermine a schedule of presentations to ensure
proper flow in the classroom. They
may alternate between the Reader’s Theatre presentations and the
multimedia presentations to provide a different atmosphere in the room.
Sign up sheets for digital cameras and computers may also be
useful. |
Assessment information (e.g., rubrics for products and/or process) |
Peer
Evaluation Rubric / Collaboration
Rubric |