K , 1 , 2 , 3 , 4 , 5 | |
Theater | Social Studies English |
Grade Level Program | Integration |
5 | 45 min |
Five, 45-60 minute sessions with a final Sharing day during Session 5 Sessions typically held once or twice a week to best integrate with selected Language Arts unit Schedule determined during the pre-planning meeting and based on needs of the school |
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In-School Short Term Residency | |
All Year | In-School, Virtual |
$10 | 0 |
yes | In-Person |
Props, handouts, prompts or reference materials based on selected unit or topic Original of script created by the class for student and/or teacher use |
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Chart paper or white board Agreed upon materials or copies Non-lined paper for each student (Grades 3-5) Copy of selected Language Arts unit or chapter and related text for the planning meeting |
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Open space in classroom or multi-purpose space large enough for entire class to participate on their feet simultaneously or spread out to work in small groups A large space or auditorium reserved for Session 4 and Session 5, if sharing with the whole grade level |
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I can identify the literary elements of character, setting, events and theme and describe them in a grade-level story. I can use body, gesture and/or voice to create the setting, communicate characters and demonstrate plot from a grade-level story. I can collaborate with peers to apply elements of dramatic structure to a grade-level story and create a drama/theatre work to share informally with an audience. |
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Reading Success = Students" Superpower! In Putting a Tale on its Feet, all children discover and communicate meaning from even the most challenging text, through dramatic games. Imagination and creativity extend the journey beyond basics of Showing and Telling, into the excitement and accomplishment of Being and Doing. Based on guided readings of a story or book selected from the grade-level curriculum, children explore physical transformations into a wide array of characters, animals, objects and components of setting. Simple movement and improvisation activities focus on personal exploration assuring equal participation, as each child builds comprehension and retention. Rather than "casting parts" , the program emphasizes an ensemble approach, providing opportunity for each child to portray all elements of the text. Students begin by working simultaneously "alone together" , naturally nurturing self-regulation skills. Throughout the creative process, they brainstorm, problem-solve, improvise, reflect and revise with partners and in small groups to create tableaus, movement, dialogue and narration. The program culminates with each class collaborating to demonstrate their original version of the story in an informal Share. By presenting/observing the work and giving/receiving feedback, students solidify their learning in Language Arts and Drama. Putting a Tale on its Feet has been successfully adapted to all ages, grades and reading levels.For example, younger children mainly explore character, plot and setting as they act out the story while a teacher or their peers read it aloud. Older students expand on Who, What and Where, delving more deeply into situation, motivation and theme as they improvise scenes and create their own dialogue for the story."¨"¨ Teachers may select a literary or informational text from the Language Arts, Social Studies or Science curriculum as the foundation for the program. *See Additional Notes for Sample Texts and Related Themes |
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Sample Texts and Related Themes Patience Wright, America"s First Sculptor and Revolutionary Spy by Pegi Deitz Shea (Colonial America) The Jungle Book by Rudyard Kipling, Mossy by Jan Brett (Habitats/Home) Skippy Jon Jones by Judy Schachner, Esperanza Rising by Pam Munoz Ryan (Multicultural) George and Martha by James Marshall, Charlotte"s Web by E. B. White (Friendship) Poetry by Shel Silverstein, Jack Prelutsky, Douglas Florian A River Ran Wild by Lynn Cherry, Thirteen Moons on Turtle"s Back by Joseph Bruchac and Jonathan London (Nature/Environment) Aesop"s Fables "¨"¨*All ACTive Learning Through Drama programs have been developed and implemented by a professional Theatre Educator in collaboration with Classroom Teachers and Arts Specialists. |
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1-3 are welcome to assist in the classroom, if the teacher desires. Parents, guardians and administrators could watch the informal Share in Session 5. |
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Grade K |
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Grade 1 |
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Grade 2 |
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Grade 3 |
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Grade 4 |
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Grade 5 |
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