Rowe – Addie Newcomer
Learning Objective/Exit Outcomes:
- Students will be able to summarize a story.
- Students will be able to identify the key details of a story.
- Students will be able to identify the main idea of a story.
- Students will use theatre to express a story they all know.
- Students will collaborate with their peers to create a live theatre experience in their classroom.
- Students will engage in appropriate etiquette as audience members.
ELA & Theatre
ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
ELAGSE1RI2: Identify the main topic and retell key details of a text.
TA1.CR.1 Organize, design, and refine theatrical work.
- Use imagination to create, revise, and/or add to ideas.
- Demonstrate skills of the mind (e.g. imagination, focus, concentration).
- Follow directions and contribute to planning in theatre experiences.
- Listen to others with respect and courtesy in an ensemble.
- Identify basic theatre vocabulary (setting, character, problem, resolution, plot, beginning, middle, end).
TA1.CR.2 Develop scripts through theatrical techniques.
- Retell stories.
- Sequence plot events for dramatizations.
- Generate original ideas for dramatizations.
TA1.PR.1 Act by communicating and sustaining roles in formal and informal environments.
- Use voice to communicate ideas and emotions.
- Use body to communicate ideas and emotions.
- Cooperate in theatre experiences.
- Assume roles in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).
TA1.RE.1 Engage actively and appropriately as an audience member.
- Participate as an audience.
- Identify the basic elements of theatre etiquette.
Any open classroom space
PAIR Specialist led the class in executing the PAIR strategy, Half-Life. The teacher chose four students to be the first volunteers to play this strategy. The PAIR Specialist asked the students if they knew the story of The Three Little Pigs. The PAIR Specialist then told the four volunteer students they had two minutes to figure out how to tell the story in only thirty seconds. While the volunteer students were working, the PAIR Specialist talked to the rest of the class about proper theatre etiquette how to react and respond when the volunteer students performed their story.
Once two minutes were up, the students showed their thirty second version of The Three Little Pigs. The PAIR Specialist then asked the audience members what the key details of the story were based on the thirty second performance given by the volunteer students. The PAIR Specialist always followed an answer with the additional question “and what makes you say that” to make sure students can verbally explain why they believe their answer is correct, in detail.
Next, the same volunteer students were asked to tell the story of The Three Little Pigs in half the time, fifteen seconds. The students were given one minute to discuss how they could shorten their performance. After the fifteen second performance, the audience was asked if they could tell what the main idea of the story was, and for whatever answer was given, the student giving the answer was challenged to explain why they thought that. Then, for fun, the volunteer students were challenged to tell the story of The Three Little Pigs in only seven seconds! This challenges students to think quickly and collaborate to summarize a full story.
This strategy can be done to emphasize understanding of the main idea and supporting details of any reading.
This strategy definitely needs coaching and guidance from the teacher, especially the first couple times. Once students get comfortable with all of the elements, they will naturally become more creative and less nervous about participating.