Story Drama Lesson Plan By: Katlyn LeMere, Jacquelyn Lesko, Karrah Molnar, Amy Kuhn, Lauren Houghton,

Andrea Ellison 1. Color, Emotions, Songs - Grouping: Partners - Strategy: Connect emotions and songs to colors. - Administration: In partners, they will pick two colors and connect an emotion and a song to each of the colors. - Focus: Different ways of expressing emotions. Teacher: When you address this activity make sure you cover these points: o Each emotion can be connected to different things. o Colors and songs can be used as a way to express yourself. o Ask them to list off some colors and then some emotions and make charts on the board. o Check in with each group while they are working to see if they need help. o At the end have each group share. 2. Act Out A Color - Grouping: Groups - Strategy: Dramatic Play - Administration: Each group will be assigned a color and they will have to act out that color while the other groups try to guess which color it is. - Focus: Expression Teacher: When you address this activity make sure you cover these points: o Give groups a couple minutes to decide what they are going to do. o Give each group a different color o Go around to each group and help them brainstorm emotions that go with their color. o Have the group freeze while they are acting out the color so that the other groups can make inferences and see exactly what is going on and being portrayed. o After the group freezes have each of them make a statement to portray a color. 3. Readers Theatre - Grouping: Whole Class - Strategy: Reading with emotion and expression - Administration: Students volunteer and are each assigned a color and one at a time, in the order of the book they will read their page with emotion that is being portrayed. - Focus: Reading with expression. Teacher: When you address this activity make sure you cover these points: o Assign colors before you start the activity. o Give the students a minute to read their page. o Have the students line up in order of the book in the front of the room. o Tell the students to speak slowly and clear. o Tell the students to make inflections in their voice that goes along with their crayon. 4. Draw and Compare - Groupings: Individual, then whole class - Strategy: Reflection

Administration: Have the students think about the Readers Theatre and draw a picture in response to the persuasive letters that were written. At the end students will share their pictures and then compare it to the picture in the book that Duncan drew. - Focus: Reflection to the Readers Theatre Teacher: When you address this activity make sure you cover these points: o Pass out supplies to all of the students (crayons and paper) o Have the book available for students to look back at. o Point out things in Duncans picture. o Ask students for similarities and difference between their picture and Duncans picture.

Smitten With Mittens Grade: 1st Lesson Authors: Megen Snyder, Jessica Wells, Holly Tyler, Alexis Wright, and Stephanie Soisson Based on The Mitten by Jan Brett Why We Chose the Story: - The Mitten address a wide variety of themes, such as: loss, good things can come from bad things, weather, responsibility, etc. - The wide variety of themes opens the book to many integrations, such as: science with weather, cultures with social studies, etc. - The book contains ideas the students can relate to, such as: seeing the good in bad things, and/or losing something. - The illustrations are very detailed, but accessible to children. They also emphasize themes, such as predicting with the mitten keyholes. Key Understandings and Questions: - One thing or event leads to another (connections and predictions) - Sometimes if something bad happens (Unfortunate) it leads to something good (Fortunate) 1. Captioning a Picture from the Story Grouping: Strategy: Administration: Focus: 10 minutes

Whole Group Captioning None Create interest in story, making predictions, and making inferences. Class, I am going to place a picture on the projector. Tell me what you think is happening in the picture. Prior to reading the story to the whole class, place the picture from pages 3 and 4 up on the projector. Allow the students to express their ideas about what is going on in the picture. Use guiding questions like, What is the weather like? and What do you think this boy is doing? Do not tell students if their predictions are correct or incorrect; in this activity there are no wrong answers.

Teacher:

2. Mitten Prediction Drawing Grouping: Strategy: Whole Group and Individuals Visual Arts Activity

10 minutes

Focus:

To express predictions through a visual arts medium (mitten outline). We have just come to a point in the story, where many different things could happen next! All of these animals are all squeezed together inside this boys little mitten. We are going to do some predicting. I am going to give each of you a paper mitten outline and some coloring utensils (pass out while talking). I am going to group you into small groups and you all can share the utensils and ideas. I am going to give you five minutes to prepare your mittens and I will have one person per group share what they predict will happen next. (Students are grouped up, five minutes is timed out, and one person shares from each group.) Everyone did such a good job being creative with their predictions! Lets see if any of your predictions were true by reading what happens next in the story.

Teacher:

Materials: - Mitten Outline for Each Student -Coloring Utensils 3. Gossip Mill Grouping: Strategy: Administration: Focus: 10 minutes Whole Group and Pairs Drama None Create interest, improvise a storyline, explore social influence, making inferences, making predictions. Now that we have all illustrated our mittens with our story predictions, we are going to take a sneak peak at the next page! But there is a catch: we can only preview the picture. Make sure to study the picture carefully and keep the following questions in mind: -What do you think is happening? -Did it match your prediction? -WHY do you think this is happening?* -What caused this event in the story?* Place the scanned picture of the exploded mitten on the overhead with the writing covered. Also walk around with the book to give students a closer look, repeating the questions as you circulate. (*empasis this question)

Teacher:

After seeing the next page and using what we already know about the story, we should have some pretty different guesses as to what just happened. For now keep them to yourself, but in a minute we will be sharing (and maybe changing) our guesses. For this activity, we are going to pretend that we are all little field mice that have been watching the mitten slowly fill up from a safe distance. After our cousin joined the huddle though, the mitten exploded! Due to our poor eyesight as field mice though, we could not see what exactly happened and are scattering to find out! Once we begin, quickly and quietly try to gossip with as many other field mice as you can to figure out the real scoop! You may have to change your story, or help others change theirs to find out what really happened to your cousin before the time is up! Have students scatter around the room. Once everyone is ready, start gossiping! (Set timer for 3 minutes) When finished, have a few students share what their original and post gossip mill story predictions were. Promote discussion of social influence. 4. Fortunately, Unfortunately 10 minutes

Grouping: Strategy: Administration: Focus: Teacher:

Whole Group and Pairs Fortunately, Unfortunately/ Reflection Mitten to pass To highlight that bad things can also turn into good things. Just like we read in the story, good things can come from bad things in our lives. It was a bad thing that Nicki lost his mitten after his Grandma told him not to, but it was a good thing that he lost his mitten because it became a home for all of the animals. Then it was a bad thing that the mitten exploded but it was a good thing because Nicki got his mitten back. When something bad happens we say that it was unfortunate, but when something good happens, we say that it was fortunate. That means that it was unfortunate that Nicki lost his mitten, but it was fortunate that it gave the animals a new home. We are going to play a game called Fortunately- Unfortunately. Ill start by beginning a story. Here is an example: George was walking home from the park. The next person says, Unfortunately, it started to rain. The next person says, Fortunately, George had an umbrella.

The next person says, Unfortunately, the umbrella had a big hole. Do you have an idea of how we play? (Pause for questions and clarification) Now, we are going to get in a circle and play the game. Pass the mitten as you go, so that we know whose turn it is. Ill start: Pick a topic that students can relate to so that they can connect it with their lives (i.e. We have had a lot of snow and cold weather this semester). Complete activity after once around the circle. Teacher: Now that we see that sometimes good things come from bad things, can you think of anything bad that has ever happened, like in the story, and something good happened because of it? When I was younger, unfortunately my favorite toy broke, but fortunately my grandma bought me a new one. Ill give you a few minutes to think of something and share it with the person beside you. Give students time to share with each other. Walk around to ask and answer questions. Select 2-3 pairs to share with the class Materials: - A Mitten

Justina Fei, Megan Harper Brandon Britt Mishlene Yono Kevin Haezebrouck Samantha Frendo

Story Drama
Book The Crane Wife, Retold by Odds Bodkin and Illustrated by Gennady Spirin Activity 1: Intro Reading a Picture (Drama) 5 minutes Grouping: whole group; partner Strategy: Reading a picture; discussion Administration: Overhead projector; overhead of the illustration Focus: To introduce participants to the context of the story; explore the picture for information and context Teacher: Id like you to take a close look at the first picture in the story. The bird is an important figure and representation in the story.

Teacher turns on overhead to reveal illustration. Teacher: What do you see in this picture?

We are looking for students to identify the bird (specifically a crane), the arrow in the cranes wing, and the snow in the background. Students might see other things too. End the observation with: Teacher: Listen to this line in the story: It was a crane dragging its wing as it swooped down and landed on the path. Take another look at the picture again. What in this picture indicates that the bird is a crane? Why a crane? Why do you think the crane is hurt? We are looking for students to focus their observations in terms of what they see the crane could symbolize and certain qualities of the crane. For example, the crane is a beautiful bird. The crane appears light and delicate in the illustration, the bird also long thin feathers and a red spot on its head, and maybe other things. The teacher holds a brief discussion to build a general idea of the crane as context for the activity that will follow.

Teacher:

Why do you think Osamu rescued the crane? What does this tell you about Osamu? How do you think the crane got injured? With a partner, act out what you think might be happening in this picture. Dont use words. Only act the idea that you are thinking of using your bodies to show what you think is happening. After everyone has had an opportunity to come up with a mini-act, partners will share their ideas.

Activity 2: Crane Flying (Movement) 7 minutes Grouping: Whole Class Strategy: Character Movement Administration: make students spread out around the classroom. You may need to push tables close to the wall in order for students to be able to move about freely in the classroom. Focus: Allow students to get in context with one of the main characters and to warm them up for the facilitation. Teacher: Students, I want you to walk around the room and imitate a crane flying and flapping its wings to the sound of the beat I make with the drum. If I drum fast, fly fast, if I drum slow, fly slow, if I drum moderately, fly moderately. Optional Teacher: Students, I want you to fly around the room imitating a crane to the pace and rhythm of the music playing.

Activity 3: Context Setting (Reflective) 10 minutes Grouping: Whole class Strategy: Writing and Discussion Administration: paper and pencil Focus: To foreshadow Teacher: Please take a few minutes to answer the following questions on a piece of paper. We will then talk about your responses. 1. Who has ever lost something that was very precious to them? 2. When you think about the thing you have lost, what do you remember? 3. What regrets might you have about losing it? 4. Given the chance, would you do things the same or different? Why, or why not?

Does anybody have something theyd like to share? Source: Miller, Carole and Saxton, Juliana. Into the Story Language in Action Through Drama, page 60. Portsmouth, NH: Heinemann, 2004 Activity 4: Osamu and Yukiko (Drama Improvisation) 10 minutes Groupings- Pairs Strategy- Improvisation Focus- Explore Relationship and the moral of the story Teacher: Group up with the person next to you. You are going to create a dialogue between Osamu and Yukiko, If Yukiko were to return after the story. Who would be talking first? (Students discuss in group) What might they say? (Students offer) Why might they say that? (Students reflect on story) What would be the response? (Students offer) With your partner, decide who will be Osamu and who will be Yukiko. Create 2 lines of dialogue. Give them a try Switch roles and repeat the same lines Discuss with your partner, and reflect how Osamu would be felling at this time. Use this time to add 2 more lines of dialogue. Lets give this a try and run through our new dialogues. (Students Do) Alright lets hear some of our scenes that we have created (students present dialogues to the rest of the class) (Adapted from Opal and the mama Activity)

Rockin Rules
Based on No David Written by David Shannon

Why did we choose this story? No David addresses themes of rules, limits, consequences and love. This picture book
may be limited in terms of words, but not in terms of content and meaning.

This story is about a child (David) that keeps getting into trouble. Although David is
being told no he continues to act out and not listen. In the end David has to deal with the consequences for his actions and he learns that although he gets into trouble, he will always be loved. This picture book is suitable for students pre-kindergarten to 1st grade, and can help students learn about right and wrong, consequences, and the need for classroom rules.

This story can help students understand the reason for classroom rules (and/or rules in
general), and could even inspire students to help make the classroom rules.

Key Understandings and Questions

Why do we have to have rules? Disobedience has consequences Love is unconditional 10 minutes

1. Silent Simon Says Grouping: Strategy: Administration: Focus: Teacher:

Whole group Teacher in role as facilitator; Game None To listen and respond physically; to explore an understanding of following directions. Before we begin our drama, we are going to have to warm up our bodies and put on our thinking caps. To help us warm up our minds and bodies we are going to play silent Simon Says. Remember, you have to listen to what I say, and if I say Simon Says then you do what I say, but I if do not say Simon Says then you

do not move. Also, remember that we have to stay quiet (noise level at 0) because this is Silent Simon Says.

Students will be asked to stand up and spread out in the room (that way they do not touch each other while they are participating in the game. After playing the game for a few minutes the teacher will ask the students to return to their seats. Teacher: That was a fun game! You all did very well listening to what I said and following directions! Did anyone notice a pattern while we were playing Silent Simon Says? Think about what I said when I was acting like Simon and what I said when I did not say Simon Says. (They offer suggestions) Teacher validates each contribution with a comment. Teacher: I think we are ready to begin our story.

2. Introducing the Story Grouping: Strategy: Administration: Focus: Whole group Read Story Aloud (Teacher) The Storybook To listen

2-3 minutes

Teacher introduces the book by showing the cover, reading the title, and giving the authors name. Teacher: This is a picture book that the author of the book actually created when he was a

little boy. I will show everyone the picture(s) before I turn the page. Are we ready to listen? Teacher reads from the beginning of the story to: No, David, no!

3. No David, No! Grouping:

10-12 minutes 4 Groups (students will be broken up into groups before the story drama begins)

Strategy: Administration: Focus:

Tableau Space for each group to work independently To use their bodies to convey meanings that could go along with the story.

Teacher will read the page No, no, no! but not show the picture to the students. Teacher: Ok boys and girls, now I want you to get into your groups and find your own space in the room; using everyone in

your group, create a tableau of what you think happened on with David on this page in the story. Do not forget to your voices at a one or a two, there are other classrooms trying to work. This may be difficult because all of you have so many wonderful ideas that you may want to act out in your frozen picture, but you are going to have to work together to make decisions and create you tableau. You have about 3 minutes to make your tableau. Students may need more time (you can give them an extra 1-2 minutes to come up with their tableau) but it is better to limit the time in the beginning of the activity and give extra time when necessary. When students are ready to present have them sit back in their seats to watch the performances. One group at a time will go up to the front of the room and present their tableau. Teacher: Before groups begin to share their tableau with the rest of the class I would like to remind students that we are to stay quiet while other people are performing. After the group has presented their tableau I will go around to each member of the group and put my hand above their head; when I do this each member of the group will say something (in character) about what they think is happening in their tableau. Are we ready? Each groups tableau will be presented in approximately 1-2 minutes. Teacher: Thank you very much for creating and presenting those wonderful tableaus. You have helped us to understand what you were thinking about when we heard those words No, no, no!. Now lets take a look at the picture in the book and see if any of our guesses were right. 4. No, David! Grouping: Whole group 1-2 minutes

Strategy: Administration: Focus:

Read Story Aloud (Teacher) The Storybook To listen

The teacher reads from the page No, no, no! to Not in the house, David! 5. Not in the house, David! Grouping: Strategy: Administration: Focus: Teacher: Same as activity 2 Sculpting or Molding Space for each group to work independently To convey ideas kinesthetically Ok boys and girls, now I want you to get into your groups and find your own space in the room. Now I want us to put on our thinking caps and think about what we are not allowed to do in the house. For example, David was not allowed to play baseball in the house. What are some things that children are not allowed to do in the house? (Teacher will write what the students say on the board.) Teacher will pick one person from each group to be the sculptor. Teacher: Great job coming up with things that are not allowed to be done in the house. We are going to use this list to play the sculptor game! If I called your name you are going to be the sculptor; the rest of you will be the clay that is going to be shaped. Sculptors, using the ideas that we have listed I want you to create a scene of doing something in the house that you should not do (something that is against the rules). Remember to be gentle with your clay and do not put them into positions that will be hard to hold. Clay members, remember that you are not allowed to talk and that you must be soft and easy to move. Groups will have 3 minutes to create their masterpieces! 10 minutes

The teacher(s) will walk around the room and be available to students if they need help. Students may need more time (you can give them an extra 1-2 minutes to come up with their masterpiece) but it is better to limit the time in the beginning of the activity and give extra time when necessary. Teacher: Before groups begin to share their masterpieces with the rest of the class I would like to remind students that we are to stay quiet while other people are performing. Each groups masterpiece will be presented in approximately 1-2 minutes. Teacher: Each group created a wonderful masterpiece! Great job! I wonder what is going to happen in the book now that David played baseball in the house. Lets continue reading and find out. 6. Finishing the story Grouping: Strategy: Administration: Focus: Whole Group Read Story Aloud (Teacher) The Storybook To listen 1-2 minutes

The teacher reads from the page Not in the house, David! to the end of the story 7. Reflecting through Art Grouping: Strategy: Administration: Focus: Teacher: Individually Pictures in the book crayons, paper To express thoughts through a picture The character David broke a lot of rules didnt he? He also didnt listen to his mother when she told him to stop (Wait for students comments if necessary). I want you to think about your favorite part in the story and draw a picture about it. For example, if your favorite part in the story was when David played baseball in the house draw a picture of that. 2-3 minutes

You will have to be quick artists because you only have 2 minutes to draw a picture. Then you will get into your groups and discuss why you chose to draw that picture. The teacher(s) will walk around the room and assist students if they need help. The teacher will also have the book available in case the students need to remember something. 8. Connecting to the story Grouping: Strategy: Administration: Focus: Same as activity 2 Discussion None To generate thinking about the story and beyond the story; to look at themes within the story. Teacher: Get into your groups and (taking turns) talk about the picture that you drew and why you decided to draw that picture. Then as a group, choose one picture to show to the rest of class, and talk about why you chose that picture, etc. The teacher(s) will walk around the room and provided help if needed. The teacher can also ask questions to help the students think more critically like why did you choose that picture? Do you think there are any themes in this story? Teacher: Ok groups, what picture(s) would you like to share with us? Each group will go one at a time and present one picture that they want to share with the rest of the class. The group members will explain why they chose to share that picture, why they decided to draw that picture, etc. 1-3 minutes

Suggested Extensions
1. Creating classroom rules The teacher and students can work together to create a list of classroom rules (Teacher can use the book to help students generate ideas for the classroom rules. For example, when David runs out of the house, what rule could we make to make sure that no one leaves the classroom unless they have permission?). When a rule is suggested by a student the teacher can ask the student to explain why they think that rule will be

necessary and/or why they think that is a good rule to have. The students will have the opportunity to discuss ideas about rules with each other and the teacher to help make the classroom a more positive and welcoming learning environment. Materials Needed Chalkboard/white board or a large piece of paper Marker

2. Writing a letter to David The students could write a letter to David explaining why rules are important and why there are consequences for his actions. The teacher would write the letter while the students work together to figure out what they should say to David and why. Or The students could work together to write a letter to the kindergarteners explaining what rules are and why they are important. The teacher would write the letter while the students work together to figure out what they should say to the kindergarteners and why. (Teacher would cooperate with a kindergarten teacher from the school or possibly even in the area and make sure that it is alright for the students to create this letter for them). If the teacher has approval from the kindergarten teacher to write the letter for her classroom and present it to the students The students could present their letter to the kindergarten classroom (the teacher would read the letter to the class and then the students would be there to explain why they wrote the letter, etc). Materials needed Projector (so the student can visually see the letter that the teacher is writing) Pen The Book No, David! (for a reference) The cooperation and approval to work with a kindergarten classroom (if option 2 is chosen)

Resources
Shannon, David. No, David! New York: Blue Sky, 1998. Print

Miller, Carole S., and Juliana Saxton. Into the Story: Language in Action through Drama. Portsmouth, NH: Heinemann, 2004. Print.

Materials
We assume that there is a chalk board (with chalk) available for use in the classroom. Activity 3: Activity 7: Prop box available for students to use while they create their tableau Paper and Crayons