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My World, Through Poetry (2 - 5)

Last changed: 07/13/2022 8:30pm
2 , 3 , 4 , 5 Theater
Theater English
Both Grade Level and Arts/PE Program Alignment
2
2 60 min
In-School Short Term Residency
Available all year. In-School,
$10 0
no
CD Player & masking tape
Please clear room by putting chairs and desks against walls. Please create space that can serve as a stage for small groups.
I CAN incorporate life events and experiences, as well as incorporating visual arts for the purpose of writing and dramatizing original poetry.


I CAN hear poetry read aloud and can apply different themes from those poems to the writing of original poetry.


I CAN learn to use precise words and phrases as well as sensory language to convey experiences and events.
Day One: In this program, the teaching artist will involve students in a brief discussion about the changes that have taken place in our world since Covid-19. What are the good things that have resulted in being visited by a pandemic? What are the challenges we have faced and continue to face, and how can we express our thoughts and feelings through poetry? The class will then be guided through specific prompts that will help them to write poetry about our changing world. After reading aloud some of the poems aloud, the class will be led through theatre exercises designed to prepare the actors to dramatize their poetry. Students will be introduced to tableaus and will respond in small groups to words and phrases by creating tableaus. For example, the teaching artist might say “Build me a picture of isolation.” The class will also be introduced to the process of responding in small groups non-verbally to words and phrases by moving to the poetry as a group. For example, “I looked out my window at the sun rising in a clear sky this morning.” (One actor is watching from his window and the rest of the actors have created a window and also the sun rising in the sky.) Teaching artist will then invite small groups to come to the front of the classroom and to improvise their responses to an entire poem read aloud. Class will end with a review of what happened and what will happen on Day Two.

Day Two: After a warm-up in which the class will divide into small groups and be led through entire poems, the teaching artist will pass out several poems written on Day One. Each group will then be given selections of poetry written the day before and typed by the teaching artist for easy reading. Each group will then apply the theatre skills they have developed by selecting two poems to dramatize and then creating their dramatizations in tableau form or as a piece with movement. Each group will also be given the opportunity to select music or specific sounds that they would like to accompany their poems. In the last segment of the class, actors will perform their poetry to music for their peers. The class will then reflect with the teaching artist and their teacher about their theatre experience and the ways in which poetry and drama have successfully reflected their thoughts and feelings about our changing world.
I would love three or four volunteers for the purpose of supporting students primarily in the planning stages in small groups. In this way, students, especially in the younger grades, will be supported when planning and developing their dramatizations.

Grade 2

Grade 2: Writing Standard:

Text Types and Purposes

#3: Write narratives in which they recount a well-elaborated event or short sequences of events. Include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Grade 2: Speaking and Listening Standards:

Comprehension and Collaboration

#2: Recount or describe key ideas or details from a text read aloud or information presented orally.
Grade 2: Theatre: Creating:
Anchor Standard 2: Organize and develop artistic ideas and work.

b. Contribute ideas and make decisions as a group to advance a story in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 2: Theatre: Creating:
Anchor Standard 3: Refine and complete artistic work.

b. Use and adapt sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 3

Grade 3: Writing Standards:

Text Type and Purposes #3:
Write narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Grade 3: Speaking and Listening Standards:

Comprehension and Collaboration #2:

Determine the main ideas and supporting details of a text read aloud or information presented orally in diverse media & formats including visually, quantitatively, and orally.
Grade 3: Theatre: Creating:
Anchor Standard 2: Organize and develop artistic ideas and work.

b. Compare ideas with peers and make selections that will enhance and deepen group drama/theatre work.
Grade 3: Theatre: Creating:
Anchor Standard 3: Refine and complete artistic work.

b. Participate and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work.

Grade 4

Grade 4: Writing Standards:

Text Type and Purpose #3:
Write narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Grade 4: Speaking and Listening Standards:

Comprehension and Collaboration #2:

Paraphrase portions of a text read aloud or information presented orally in diverse media & formats including visually, quantitatively, and orally.
Grade 4: Theatre: Creating:
Anchor Standard 2: Organize and develop artistic ideas and work.

b. Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers.
Grade 4: Theatre: Creating:
Anchor Standard 3: Refine and complete artistic work.

b. Develop physical and vocal exercise techniques for an improvised or scripted drama/theatre work.

Grade 5

Grade 5: Writing Standards:

Text Type and Purposes #3:
Write narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Speaking and Listening Standards:

Comprehension and Collaboration

#2: Summarize a written text read aloud or information presented orally in diverse media & formats including visually, quantitatively, and orally.
Grade 5: Theatre: Creating:
Anchor Standard 2: Organize and develop artistic ideas and work.

b. Participate in defined responsibilities required to present a drama/theatre work informally to an audience.
Grade 5: Theatre: Creating:
Anchor Standard 3: Refine and complete artistic work.

b. Use physical and vocal exploration for character development in an improvised or scripted drama/theatre work.
Get to Know Our Arts Provider:

Carol Macy

http://www.carolmacy.com