Central Unified School District
Arts Every Day
Grade 6 Theatre Unit 1
Lesson Title: Poetry Comes Alive! Theme 1, Focus on Poetry
Integrated Learning Objective: Students will recognize and apply figurative language to create and perform a curriculum-based Readers Theatre
script that demonstrates how language creates tone and meaning.
Common Core State Standards
Theatre
Standard(s)
Resources
Assessment of Student
Performance or Artwork
Materials
Physical Space
Requirements & Grouping(s)
L 6.5 Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
Ca Content Standard
Literary Response and Analysis
3.4 Define how tone and meaning is conveyed in
poetry through word choice, figurative language,
sentence structure, line length, punctuation,
rhythm, repetition and rhyme.
HM Teacher’s Edition:
Theme One
Focus on Poetry
2.2 (Creative Expression)
Use effective vocal expression, gesture, facial expression and timing to
create character.
1) Dramatizing the Content With Curriculum-Based Readers Theatre, Grades
6-12. Rosalind M. Flynn
2) Video about CBRT by Rosalind Flynn posted at
http://tinyurl.com/cbreaderstheatre and on AED flash drive
3) Sample CBRT Script from AED Institute and on AED flash drive
4) Video of CBRT—student written script showing main idea and supporting
detail in “The Stranger.” http://teacharts.org/content/stranger-readerstheatre-presentation
5) Script writing template as a Word document included in lesson plan and
on AED flash drive.
Students will create and perform a curriculum-based Readers Theatre script that demonstrates their understanding of the
elements of poetry through effective vocal expression, gesture, facial expression and timing.
HM Student Edition, Poem of teacher’s choice, Figurative language color flashcards
Journals, paper/pencil, CBRT sample script and template
Students will work in groups of 6-7 at desks or tables grouped around the room.
For performances, there will to be a large open space in the classroom where the whole class can stand and participate.
Extension
Students perform Readers Theatre for other classes.
Written in collaboration with Fresno County Office of Education and Central Unified School District. For questions contact [email protected]
Page 1 of 25 Gr. 6 Theatre Unit 1
Direct Instruction
Materials
Introduce
I Do
I Do/We Do
Figurative Language
Practice
Figurative language
flashcards , Theme 1 TE
Focus on Poetry
Objective
Students will be able to
identify the simile in a
given poem and list 3
similies using the same
form.
Prior
T/S brainstorm poetry S
Knowledge have previously read or
common lyrics have
heard/know.
Vocabulary
Warm-Up
Readers Theatre
Video of Readers Theatre,
Readers Theatre Script,
journals,
Students will be able to write
the introductory line to a
Readers Theatre script about
the elements of poetry.
Poetry Reading
Practice
Theme I TE Focus on
Poetry
pp. F118-F135,
figurative language
flashcards, Readers
Theatre rubric
Students will be able
to read a poem using
effective vocal
expression, facial
expression, gesture,
and timing to create
tone and meaning
with a 3 on the rubric
for Readers Theatre.
Readers Theatre Script
Writing
Theme I TE Focus on
Poetry pp. F118-F135,
Curriculum-based Readers
Theatre Script template,
Readers Theatre Checklist
Students will write a
Readers Theatre script
using at least 1 type of
figurative language to
create meaning and tone as
measured by a
scriptwriting checklist.
Final Project
Readers Theatre
Performance
Readers Theatre Rubric
Students perform a
Readers Theatre script
using effective vocal
expression, facial
expression, gesture, and
timing to create tone and
meaning with a 4 on the
Readers Theatre rubric.
Create a word web with
“theatre” in the middle. S
connect as many kinds of
theatre forms as they can:
plays, musical theatre,
mysteries, puppet shows,
etc. If “Readers Theatre” is
not mentioned, T should add
and discuss.
figurative language, alliteration, hyperbole, imagery, metaphor, onomatopoeia, personification, simile, tone, meaning
T/S review Handout:
T asks students to read a line T assigns groups one
Figurative Language
from a nursery rhyme and
type of figurative
create different moods with
language. S groups
flashcards.
TPS to create word wall
different vocal inflections,
generate 3 or more
list of the types of
facial expressions, gestures
examples of their
figurative language with
and timing.
type of figurative
For example, using the line
definitions in student
language.
“Jack and Jill went up the hill T reads some
language and examples
examples for class. S
to fetch a pail of water.” S
from poems, song lyrics,
use their color
create these moods:
and common
flashcards to show
expressions. Note: these 1) Fright
which type of
2) Disgust
are the seven figures of
figurative language
3) Uncertainty
speech contained in ELA
standards for grades K-6. 4) Excitement
they think they are
5) Joy, etc.
hearing.
Page 2 of 25 Gr. 6 Theatre Unit 1
Direct Instruction
I Do/We Do
Warm-Up
I Do/We Do
Teacher
Modeling
Figurative Language
T gives examples of several
elements of poetry used in
common expressions and ask
students to identify by
holding up the appropriate
flash card. For example, use
“quiet as a mouse” or “quick
as a bunny” for simile. “The
wind whispered in the trees.”
For personification. “He has
a heart of stone” for
metaphor, etc. Teacher will
be able to identify
recognition problems by
observing the colors of the
cards being held up by
students.
T reads aloud “Poetry” on
p. 119 using appropriate
vocal expression, gesture,
facial expression and timing.
Discuss the use of imagery
(scent of the rose, light in the
sky, gleam of the fly, sound of
the sea). T reads poem again,
and S note how the voice,
face, gesture and timing
affect the understanding of
the language. What tone
does this create?
(Pre-teaching for Day Two)
Lead students in a choral
reading of the poem using
small groups of students to
read each line. Let students
decide how to read the lines
with vocal expression, facial
expression and timing to
express the tone.
Readers Theatre
Poetry Reading
Practice
Readers Theatre Script
Writing
Final Project
Readers Theatre
Performance
T reads sample poem
from Focus on Poetry or
Poems in Anthology
(refer to index p. 7)
demonstrating effective
vocal expression, facial
expression, gesture, and
timing.
T introduces Handout:
Readers Theatre
Rubric and discusses
each element.
T rereads poem and
asks S to rate
performance based on
the rubric. S will use
rubric to Self-assess
today. T will use rubric
to monitor and guide
students.
T models process of
using (a portion of ) a
poem as a reference to
create a Readers Theatre
script using 1 type of
figurative language.
Handout: Curriculum-
T models Readers
Theatre using script
from prior lesson on
script writing.
T selects 1-2 groups to
demonstrate Readers
Theatre using their own
script.
T shows video of
students performing
Readers Theatre.
1) Pass out Handout:
Curriculum-based
Readers Theatre
2) Assign parts for ten
readers, #’s 1-10.
Everyone reads the
lines marked “All.”
3) S read the script
silently and mark their
lines by underlining,
starring, highlighting,
etc.
4) T asks S what they
see on the page besides
dialogue. Discuss stage
directions in
parentheses vs.
dialogue.
5) Discuss the gestures
and sound effects used
in the sample scripts.
6) Read script aloud.
Page 3 of 25 Gr. 6 Theatre Unit 1
based Readers
Theatre Script
Template
T/S finalize script
together including 1-2
gestures and one
sound effect.
T models use of
Handout: Readers
Theatre Checklist to
analyze script.
Direct Instruction
I Do/We Do
Teacher
Modeling
PRACTICE
We Do
Guided
Practice
Figurative Language
Readers Theatre
If time, read again using
gestures to emphasize
important words.
Working in pairs, ask
students to create and read
their own two-line poem
based on “Poetry”. T begins
the choral reading by
asking, “What is Poetry?”
Format:
Line 1: Not the (noun), but
the (imagery) of the (noun);
Line 2: Not the (new
rhyming noun), but the
(imagery) of the (new
rhyming noun) T ends by
reading the rest of “Poetry.”
1) T explains that poems
are organized by lines and
stanzas, similar to
sentences and paragraphs
in prose. S read silently as
T reads aloud “Sundays” p.
129. T and S raise their
hand at the end of each line
and stand up at the end of
each stanza to reinforce the
definition of line and stanza
kinesthetically.
2) Refer to word wall and
discuss what figurative
language stands out.
7) Reflect, revise,
perform again.
Look at the wide
variety of formats that
Readers Theatre can
take:
commercial, newscast,
motivational speech,
game or quiz show,
guided tour, homework
hotline, auction, beauty
contest, political
campaign, boot camp,
fairy tale, awards
ceremony, fashion
show, sporting event,
etc.
S and T brainstorm
more possible formats
for a Readers Theatre
script, e.g. a movie
review, a cookbook, etc.
Decide as a class which
format their “figurative
language” Readers
Theatre will take. S and
T write the first few
lines of the Readers
Theatre script to
establish the format
and characters.
T asks students to
describe the format of
the Readers Theatre
script in their own
words and paraphrase
the opening lines that
the class created.
Similes (cuffs as stiff as the
ace of spades, hands as
tough and smooth as the
underside of a tortoise, as
slowly as bread rising, etc.).
Poetry Reading
Practice
S groups are assigned a
poem from Focus on
Poetry to read using
effective vocal
expression, facial
expression, gesture, and
timing to create tone
and meaning.
Use poems: Child Rest,
Family Photo, The
People, Yes and Oranges
(divide this in half and
assign to two groups).
As groups perform, S
read along. T asks S to
identify any uses of
figurative language in
the poems.
Page 4 of 25 Gr. 6 Theatre Unit 1
Readers Theatre Script
Writing
Final Project
Readers Theatre
Performance
S groups practice their
Readers Theatre script
including vocal
expression, facial
expression, gesture and
timing while T provides
side coaching using
Handout: Readers
Theatre Rubric
Direct Instruction
PRACTICE
We Do
APPLY
You Do
Guided
Practice
Independent
Practice
Assess
Close
Figurative Language
Discuss how to recognize a
simile: look for the words
“as,” “like” or “than”; look
for direct comparisons.
3) Divide the class into
thirds and assign each
section one stanza of the
poem.
4) Read the poem aloud.
5) T asks students how
their reading could express
the similes more effectively.
S will mention elements of
vocal expression, facial
expression, gesture and
timing. This discussion is
pre-teaching for the
elements of theatre taught
on Day Two.
6) T models using
appropriate vocal
expression, facial
expression, gesture and
timing.
7) Ask students to read the
poem aloud again.
Students read the poem
“Family Style” on p. 128. In
journals, students identify
the simile and write 3 other
similes using the same
form: Like (noun),
(adjective, new noun) fight.
Readers Theatre
Poetry Reading
Practice
Readers Theatre Script
Writing
Each S group is assigned
1 type of figurative
language. S use poems in
Focus on Poetry as a
reference to create their
own section of a Readers
Theatre script.
S record the dialogue, at
least one gesture, one
sound effect, and stage
directions on the script.
Bonus points for
creating a snappy catch
phrase like “Get your
facts straight!” from the
video.
In journals, S write the
introductory line to a
Readers Theatre script
about the elements of
poetry using one of the
formats they learned or
one of their own
creation.
T distributes rubric to
groups. T asks S to
provide examples of a 1,
2, 3, and 4 for each
element using a line of
poetry.
S groups perform
assigned poems. S use
rubric to self-assess
performance.
Revisit objective
Page 5 of 25 Gr. 6 Theatre Unit 1
T and S use Handout:
Readers Theater
Checklist to evaluate
written scripts
Final Project
Readers Theatre
Performance
S conduct dress
rehearsal for class. Use
the Create-PerformReflect process to
continue revising the
Readers Theatre script
and performance.
T uses Handout:
Readers Theatre
Rubric to assess vocal
expression, facial
expression, gesture and
timing.
S complete Handout:
Self-Reflection.
Alliteration
Alliteration
Alliteration
Alliteration
Page 6 of 25 Gr. 6 Theatre Unit 1
Alliteration
Alliteration
The repetition of the same sound, usually of a consonant, at The repetition of the same sound, usually of a consonant, at
the beginning of two or more words immediately
the beginning of two or more words immediately
succeeding each other or at short intervals
succeeding each other or at short intervals
Example: The repetition of
f and g in fields of ever fresh, groves ever green.
Example: The repetition of
f and g in fields of ever fresh, groves ever green.
Alliteration
Alliteration
The repetition of the same sound, usually of a consonant, at The repetition of the same sound, usually of a consonant, at
the beginning of two or more words immediately
the beginning of two or more words immediately
succeeding each other or at short intervals
succeeding each other or at short intervals
Example: The repetition of
f and g in fields of ever fresh, groves ever green.
Example: The repetition of
f and g in fields of ever fresh, groves ever green.
Page 7 of 25 Gr. 6 Theatre Unit 1
Personification Personification
Personification Personification
Page 8 of 25 Gr. 6 Theatre Unit 1
Personification
A figure of speech in which objects or abstractions are
endowed with human qualities or are represented as
possessing human form.
Personification
A figure of speech in which objects or abstractions are
endowed with human qualities or are represented as
possessing human form.
Example: Hunger sat shivering on the road.
Flowers danced about the lawn.
Example: Hunger sat shivering on the road.
Flowers danced about the lawn.
Personification
A figure of speech in which objects or abstractions are
endowed with human qualities or are represented as
possessing human form.
Personification
A figure of speech in which objects or abstractions are
endowed with human qualities or are represented as
possessing human form.
Example: Hunger sat shivering on the road.
Flowers danced about the lawn.
Example: Hunger sat shivering on the road.
Flowers danced about the lawn.
Page 9 of 25 Gr. 6 Theatre Unit 1
Imagery
Imagery
Imagery
Imagery
Page 10 of 25 Gr. 6 Theatre Unit 1
Imagery
The words or phrases a writer uses to create a certain
picture in the reader’s mind, usually based on
sensory details.
Imagery
The words or phrases a writer uses to create a certain
picture in the reader’s mind, usually based on
sensory details.
Example: The sparkling waves rippled and curled around
her toes.
Example: The sparkling waves rippled and curled around
her toes.
Imagery
The words or phrases a writer uses to create a certain
picture in the reader’s mind, usually based on
sensory details.
Imagery
The words or phrases a writer uses to create a certain
picture in the reader’s mind, usually based on
sensory details.
Example: The sparkling waves rippled and curled around
her toes.
Example: The sparkling waves rippled and curled around
her toes.
Page 11 of 25 Gr. 6 Theatre Unit 1
Hyperbole
Hyperbole
Hyperbole
Hyperbole
Page 12 of 25 Gr. 6 Theatre Unit 1
Hyperbole
A figure of speech in which exaggeration is used for
emphasis or effect.
Hyperbole
A figure of speech in which exaggeration is used for
emphasis or effect.
Example: I could sleep for a year. This book weighs a ton.
Example: I could sleep for a year. This book weighs a ton.
Hyperbole
A figure of speech in which exaggeration is used for
emphasis or effect.
Hyperbole
A figure of speech in which exaggeration is used for
emphasis or effect.
Example: I could sleep for a year. This book weighs a ton.
Example: I could sleep for a year. This book weighs a ton.
Page 13 of 25 Gr. 6 Theatre Unit 1
Metaphor
Metaphor
Metaphor
Metaphor
Page 14 of 25 Gr. 6 Theatre Unit 1
Metaphor
A figure of speech in which a word or phrase literally
denoting one kind of object or idea is used in place of
another to suggest a likeness between them.
Metaphor
A figure of speech in which a word or phrase literally
denoting one kind of object or idea is used in place of
another to suggest a likeness between them.
Metaphor
A figure of speech in which a word or phrase literally
denoting one kind of object or idea is used in place of
another to suggest a likeness between them.
Metaphor
A figure of speech in which a word or phrase literally
denoting one kind of object or idea is used in place of
another to suggest a likeness between them.
Example: He was drowning in money.
Example: He was drowning in money.
Example: He was drowning in money.
Example: He was drowning in money.
Page 15 of 25 Gr. 6 Theatre Unit 1
Onomatopoecia Onomatopoecia
Onomatopoecia Onomatopoecia
Page 16 of 25 Gr. 6 Theatre Unit 1
Onomatopoecia
The term used to describe words whose pronunciations
suggest their meanings.
Onomatopoecia
The term used to describe words whose pronunciations
suggest their meanings.
Onomatopoecia
The term used to describe words whose pronunciations
suggest their meanings.
Onomatopoecia
The term used to describe words whose pronunciations
suggest their meanings.
Example: Meow. Buzz.
Example: Meow. Buzz.
Example: Meow. Buzz.
Page 17 of 25 Gr. 6 Theatre Unit 1
Example: Meow. Buzz.
Similie
Similie
Similie
Similie
Page 18 of 25 Gr. 6 Theatre Unit 1
Similie
A figure of speech in which two essentially unlike things
are compared, often in a phrase introduced by like,
as or than.
Similie
A figure of speech in which two essentially unlike things
are compared, often in a phrase introduced by like,
as or than.
Similie
A figure of speech in which two essentially unlike things
are compared, often in a phrase introduced by like,
as or than.
Similie
A figure of speech in which two essentially unlike things
are compared, often in a phrase introduced by like,
as or than.
Example: She danced like a hurricane.
Example: She danced like a hurricane.
Example: She danced like a hurricane.
Example: She danced like a hurricane.
Page 19 of 25 Gr. 6 Theatre Unit 1
Vocabulary
Alliteration
The repetition of the same sound, usually of a consonant, at the beginning
of two or more words immediately succeeding each other or at short intervals.
Example: The repetition of f and g in fields ever fresh, groves ever green
Hyperbole
A figure of speech in which exaggeration is used for emphasis or effect.
Example: I could sleep for a year. This book weighs a ton.
Imagery
The words or phrases a writer uses to create a certain picture in the reader's mind, usually based on
sensory details
Example: The sparkling waves rippled and curled around her toes.
Metaphor
A figure of speech in which a word or phrase literally denoting one kind
of object or idea is used in place of another to suggest a likeness between them.
Example: He was drowning in money.
Onomatopoeia
The term used to describe words whose pronunciations suggest their meaning.
Example: Meow. Buzz.
Personification
A figure of speech in which inanimate objects or abstractions are endowed with human qualities or are
represented as possessing human form.
Example: Hunger sat shivering on the road. Flowers danced about the lawn.
Simile
A figure of speech in which two essentially unlike things are compared, often in a phrase introduced by
like, as or than.
Example: She danced like a hurricane.
Page 20 of 25 Gr. 6 Theatre Unit 1
Curriculum-Based Readers Theatre
By Rosalind M. Flynn
1: What is Readers Theatre?
2: Readers Theatre is a rehearsed
All: group presentation
3: of a script that is read aloud-4: NOT memorized.
5: Performers hold their scripts throughout the
performance.
6. Lines are distributed among
7: individuals,
8,9: pairs,
6-10: small groups,
All: and the whole group.
9: Readers Theatre emphasizes spoken words,
10: not staged scenes.
1: So the performers don’t move around the stage
and enter and exit?
All: Right!
1: They just stand there and talk?
2: Well, no. To make the performance more
interesting, they add gestures that mean things
like
3: welcome (All wave.)
4: good idea (All give “thumbs up.”)
5: stop (All hold hand up with palm facing out.)
6: I don’t know. (All scratch heads.)
7: The performers add sound effects to spice
things up.
1: Such as?
8: Groans (All groan.)
9: Sighs (All sigh.)
10. Gasps (All gasp.)
2: Wind (All create wind sound.)
3: Falling rain (All slap thighs with palms.)
4-7: Music also adds to the entertainment
value of Readers Theatre.
4: For example, humming “London Bridge is
Falling Down”
All: (Begin and continue humming “London
Bridge” under the words of the speakers.)
4: enlivens a script about Elizabethan
England,
5: the Globe Theatre,
6: and the dramatic works of William
Shakespeare.
7: So then—what’s Curriculum-Based
Readers Theatre?
8: It’s Readers Theatre that’s based on
curriculum content.
9: It’s scripts about facts and ideas that
students are supposed to know.
10: Curriculum-Based Readers Theatre
involves students in
1: researching,
2: writing,
3: reflecting,
4: revising,
5: rehearsing,
6: and performing a script meant to inform
and entertain.
All: Curriculum-Based Readers Theatre—
(rhythmic chant)
A different,/ creative,/ dramatic teaching
tool,
To work with information students need to
learn in school.
Page 21 of 25 Gr. 6 Theatre Unit 1
Curriculum-based Readers Theatre (CBRT)
Script template
Solo or
group
reader
#/All
Text
Gesture or sound effect
Page 22 of 25 Gr. 6 Theatre Unit 1
Readers Theatre Rubric
Student name or code
Student code or code
Etc.
Voice
Gesture
Facial Expression
Vocal expression
Voice is flat and monotone. Words are hard to hear and understand. Tone
and meaning are not clear.
Voice has some inflection to create meaning. Some words are hard to hear
and understand. Tone and meaning
Voice has some inflection and can be heard and understood. Tone and
meaning are conveyed at a basic level.
Voices use a full range of dynamics, tone color, diction and rhythm and to
create meaning and tone.
Gestures
No rehearsed, planned gestures are used, or gestures are inappropriate.
Some appropriate, planned and rehearsed gestures are used.
Appropriate, planned and rehearsed gestures are used regularly but are
not always clear or effective.
Voices use a full range of dynamics, tone color, diction and rhythm and to
create meaning and tone.
Facial Expression
No rehearsed, planned facial expressions are used, or facial expressions are
inappropriate.
Some appropriate, planned and rehearsed facial expressions are used, but
are not always clear or effective.
Appropriate, planned and rehearsed gestures are used regularly, but may
be forced, too big/small or poorly timed.
A variety of facial expressions are used to create meaning and tone through
clear emotions and choices.
Timing
There are inappropriate pauses. The lines are read too quickly or slowly.
Unison sections are not together.
There are some inappropriate pauses and variations in speed. Unison
sections are mostly together.
Timing is planned and rehearsed, but not polished.
Performance is highly polished with effective unison sections. Cues are
picked up quickly, and lines are delivered at appropriate speeds.
Page 23 of 25 Gr. 6 Theatre Unit 1
Timing
Score
1
2
3
4
Score
1
2
3
4
Score
1
2
3
4
Score
1
2
3
4
Scriptwriting checklist:
____ a definition in the group’s own words
_____ at least three examples of the figure of speech
_____ at least one cool gesture
_____ at least one fun sound effect
_____ a snappy catch phrase (optional bonus)
_____ dialogue recorded and numbered on the Readers Theatre script template
_____ stage directions recorded in parentheses on the Readers Theatre script template
Page 24 of 25 Gr. 6 Theatre Unit 1
Student Self-Reflection
Readers Theatre
Describe: How you increased your knowledge of figurative language. Which figures of
speech were easy to remember? Which ones were hard?
Analyze: What helped you to remember the figures of speech?
Interpret: How did you increase your skill in using vocal expression, facial expression,
gesture and timing? What was your strongest area? How did you know that? What was
your area for greatest improvement? What can you do to get better?
Decide: What was the most effective part of your group’s writing process? What part of
the process needs to be improved?
Page 25 of 25 Gr. 6 Theatre Unit 1