Reader's+Theater

(A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning), in writing, and through movement, music, art, and drama (2-3); (SUMMARY) (D) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (VENN DIAGRAM (E) understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts) POWERPOINT WITH VOCAB (H) demonstrate learning through productions and displays such as oral and written reports, murals, and dramatizations (2-3);

__**Lesson:**__ Day 1-2
 * Refer to the book that we read at the beginning of the year: My Rotten __Red Headed Older Brother__...Whole class show the students the Reader's Theater of this book. The copies for the play have been run off and given to you. Practice whole class giving different students chances to read parts. Discuss the importance of dialogue and using a loud clear voice at this time. After reading through the Reader's Theater, create a story map of the play. Brainstorm ideas that could make the play even better for the audience. Students should come up with things like: props, acting out, dialogue. Show the PP on theater terms. [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Reader%E2%80%99s+Theater+Vocabulary+Review.ppt"]] [|Reader’s Theater Vocabulary Review.ppt]Now run through the play again with some of these new ideas and compare the differences. Remember they need a good model! Show them the reader's theater rubric on the projector so they can see what they will be graded on and the expectation.


 * Select a Readers Theater for groups. Have the students read together the book first that goes with their story.They will be comparing and contrasting when they are finished. Hand out the Reader's Theater Project that they will use for the whole week. Work in groups and practice their parts. Each day model a part of the project and give the students time to work on it.
 * Story Map [|(story element pp] )
 * Venn Diagram to Compare and Contrast the dramatic performance
 * Reading Response- Summary, Inference

[|readers theater project.docx] This will be used as a project. **The Venn Diagram will be used with the following rubric as a common ass**. [|venn diagram rubric.doc] [|reader's theater plan.docx] - This is something I used for readers theater last year when we 'performed' using the broadcast system. -SG

__**Additional Resources:**__

Use for modeling the Project [|My Rotten Red Headed Older Brother.pdf] Low [|Snowballs.pdf] (8 Characters) [|Dog Days Poem Readers Theater.pdf](8 Characters) Medium [|Arthur's Christmas Reader's Theater.pdf](10 Characters) [|Owen Readers Theater.pdf](9 Characters) Higher

[|Reader's theater sites.docx] [|Reader'sTheater-DatabaseResources.doc]

__**Links:**__

[|Reader's Theater Collection] [|Reader's Theater Scripts] [|LOTS of scripts and teacher tips] [|Great idea to use for advanded or TAG students to use to create their own script to use for RT] [|Theater Vocabulary]

__**Books:**__

Assessment: [|readers theater performance rubric.doc]

Venn Diagram Rubric (see above)