Gordon Hensley - Teaching Portfolio
Sample Lesson Plan
Stellaluna Small Group Improvisation By Gordon Hensley, info@cre8tivedrama.com
Subject: Creative drama: story drama, improvisation
Grade Level: 3rd grade
Objectives: To explore a range of controlled movement and voice To work together in small group scenarios To transfer learning to real life: concept of inclusion of diversity
North Carolina Theatre Standards: COMPETENCY GOAL 1: The learner will write based on personal experience and heritage, imagination, literature, and history. (National Standard 1) Objectives: 1.02 Recognize the beginning, middle and end of a story. 1.03 Infer lessons from multicultural stories, fairytales, tall tales, fables, legends and myths. 1.07 Discuss how characters attempt to resolve conflicts.
COMPETENCY GOAL 3: The learner will design and produce theatre by conceptualizing and realizing artistic interpretations for informal or formal productions. (National Standard 3) Objectives: 3.03 Collaborate to create simple scenery and costumes for acting out dramas.
COMPETENCY GOAL 4: The learner will direct through planning and presenting informal or formal productions. (National Standard 4) Objectives: 4.01 Paraphrase dialogue from a story to show different interpretation. 4.02 Demonstrate sharing, flexibility and teamwork during dramatic activities. 4.04 Apply sound and movement to display character traits of objects, animals and people. 4.08 Utilize the role of the narrator in the dramatic process. 4.09 Relate what characters think and feel during a dramatic scene.
Materials: The book Stellaluna, by Janelle Canon Fabric pieces for ?bat wings?
Source: The book Stellaluna, by Janelle Canon
Framing: Turn off the lights. Mention that today you?re going to read a story that many people might be scared of, because they?re scared of these mammals that fly at night! Hint around until they guess that they story is about a bat.
Process: Review good listener traits. Read the story, stopping on occasion to reflect questions about how Stellaluna is feeling, and what she is thinking and doing. (I also like to turn the book upside-down to show the bats standing up like people! They like it too!)
Ask students to fly around the room as bats, and to land on the floor, with their feet in the air (this is upside down today).
Answer any questions or comments about the story. What happened in the beginning, middle and end (1.02)? On the board, create a sequence of what happens in the story. Try to divide the story into a simple beginning, middle, and an end.
Review responsible group behaviors (sharing, flexibility and teamwork). Divide students into small groups and ask them to choose and act out one sequence of the story (beginning, middle, or end). Write on the board that the students need to: - make up their own dialogue from the story (4.01), - use lots of movement and sounds (4.04), - use fabric for simple costumes (3.03), and to - have a narrator (4.08).
Let students work for 10-15 minutes, reminding them of the time, reinforcing good habits, and monitoring group work.
After each story sequence is shared, ask what each character was thinking and feeling during the scene (4.09). Also comment on sound, movement, costumes, and group work (4.02).
Assessment/Reflection: Discussion: Storyboard/recall Stellaluna?s feelings. What was her conflict? How did the characters try to resolve it (1.07)? What is the lesson in this story (1.03)? How can we make other people feel good when they are different? What can we do when WE are the different person?
Pencil/Paper Tasks: Journal about a time when you felt left out, felt like you were a hero, or when you were nice or helpful to someone that was ?different.?
Extensions: Read the bat facts in the back of the book.
Explore the lifestyle of bats through books in the library.
Write a poem about living at night.
Interview people you know about bats. How many people are scared of them, and why? Are these reasons to be scared of bats realistic?
Subject: Creative drama: story drama, improvisation
Grade Level: 3rd grade
Objectives: To explore a range of controlled movement and voice To work together in small group scenarios To transfer learning to real life: concept of inclusion of diversity
North Carolina Theatre Standards: COMPETENCY GOAL 1: The learner will write based on personal experience and heritage, imagination, literature, and history. (National Standard 1) Objectives: 1.02 Recognize the beginning, middle and end of a story. 1.03 Infer lessons from multicultural stories, fairytales, tall tales, fables, legends and myths. 1.07 Discuss how characters attempt to resolve conflicts.
COMPETENCY GOAL 3: The learner will design and produce theatre by conceptualizing and realizing artistic interpretations for informal or formal productions. (National Standard 3) Objectives: 3.03 Collaborate to create simple scenery and costumes for acting out dramas.
COMPETENCY GOAL 4: The learner will direct through planning and presenting informal or formal productions. (National Standard 4) Objectives: 4.01 Paraphrase dialogue from a story to show different interpretation. 4.02 Demonstrate sharing, flexibility and teamwork during dramatic activities. 4.04 Apply sound and movement to display character traits of objects, animals and people. 4.08 Utilize the role of the narrator in the dramatic process. 4.09 Relate what characters think and feel during a dramatic scene.
Materials: The book Stellaluna, by Janelle Canon Fabric pieces for ?bat wings?
Source: The book Stellaluna, by Janelle Canon
Framing: Turn off the lights. Mention that today you?re going to read a story that many people might be scared of, because they?re scared of these mammals that fly at night! Hint around until they guess that they story is about a bat.
Process: Review good listener traits. Read the story, stopping on occasion to reflect questions about how Stellaluna is feeling, and what she is thinking and doing. (I also like to turn the book upside-down to show the bats standing up like people! They like it too!)
Ask students to fly around the room as bats, and to land on the floor, with their feet in the air (this is upside down today).
Answer any questions or comments about the story. What happened in the beginning, middle and end (1.02)? On the board, create a sequence of what happens in the story. Try to divide the story into a simple beginning, middle, and an end.
Review responsible group behaviors (sharing, flexibility and teamwork). Divide students into small groups and ask them to choose and act out one sequence of the story (beginning, middle, or end). Write on the board that the students need to: - make up their own dialogue from the story (4.01), - use lots of movement and sounds (4.04), - use fabric for simple costumes (3.03), and to - have a narrator (4.08).
Let students work for 10-15 minutes, reminding them of the time, reinforcing good habits, and monitoring group work.
After each story sequence is shared, ask what each character was thinking and feeling during the scene (4.09). Also comment on sound, movement, costumes, and group work (4.02).
Assessment/Reflection: Discussion: Storyboard/recall Stellaluna?s feelings. What was her conflict? How did the characters try to resolve it (1.07)? What is the lesson in this story (1.03)? How can we make other people feel good when they are different? What can we do when WE are the different person?
Pencil/Paper Tasks: Journal about a time when you felt left out, felt like you were a hero, or when you were nice or helpful to someone that was ?different.?
Extensions: Read the bat facts in the back of the book.
Explore the lifestyle of bats through books in the library.
Write a poem about living at night.
Interview people you know about bats. How many people are scared of them, and why? Are these reasons to be scared of bats realistic?
n98
