Readers Theatre- Cassie's Journey

Author: Nicole Good

Date created: 04/22/2014 2:48 AM EDT ; Date modified: 04/22/2014 2:52 AM EDT
VITAL INFORMATION
Total Number of Students
24 Students
Area(s) Students Live In
Free/Reduced Lunch
Ethnicity of Students
English Language Learners
Students with Special Needs
Subject(s) Social Studies, Theatre
Topic or Unit of Study
Gold Rush
Grade/Level Grade 4
KEY CONCEPTS & STANDARDS
Big Idea & Essential
Questions
Students will participate in a readers theatre to understand more about the difficulties people had traveling west to
California during the Gold Rush.
Learning Outcome(s) The learner will work in a group to read the theatre script.
The learner will understand the difficulties of traveling west to California.
Summary AfLer readlng Lhe scrlpL, Cassle's !ourney" as a whole class, sLudenLs wlll geL lnLo group where each sLudenL wlll have a parL ln Lhe play.
SLudenLs wlll pracLlce Lhelr llnes wlLhln Lhe groups and geL cosLumes LogeLher. Also, Lhe groups wlll add someLhlng Lo Lhe scrlpL LhaL ls
dlfferenL from Lhe oLher groups Lo make Lhelr performance unlque.
Standards
CA- California K-12 Academic Content Standards
Subject: History & Social Science
Grade: Grade Four
Area: California: A Changing StateStudents learn the story of their home state, unique in American history in terms of
its vast and varied geography, its many waves of immigration beginning with pre-Columbian societies, its continuous
diversity, economic energy, and rapid growth. In addition to the specific treatment of milestones in California history,
students examine the state in the context of the rest of the nation, with an emphasis on the U.S. Constitu-tion and the
relationship between state and federal government.
Sub-Strand 4.3: Students explain the economic, social, and political life in California from the establishment of the
Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.
Standard 2: Compare how and why people traveled to California and the routes they traveled (e.g., James
Beckwourth, John Bidwell, John C. Fremont, Pio Pico).
Standard 3: Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physi-cal
environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).
Subject: Theatre
Grade: Grade Four
Area: CREATIVE EXPRESSION
Sub-Strand 2.0: Creating, Performing, and Participating in TheatreStudents apply processes and skills in acting,
directing, designing, and scriptwriting to create formal and informal theatre, film/videos, and electronic media
productions and to perform in them.
Concept: Development of Theatrical Skills
Standard 2.1: Demonstrate the emotional traits of a character through gesture and action.
Concept: Creation/Invention in Theatre
Standard 2.2: Retell or improvise stories from classroom literature in a variety of tones (gossipy, sorrowful,
comic, frightened, joyful, sarcastic).
Standard 2.3: Design or create costumes, props, makeup, or masks to communicate a character in formal or
informal performances.
ASSESSMENTS
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Assessment/Rubrics The teacher will assess to see if the students understand the difficulties of traveling west to the Gold Rush by reading
their script along with a group. The teacher will use a rubric to grade the students.
MATERIALS AND RESOURCES
Instructional Materials &
Technology (handouts, etc.)
Readers Theatre Script: Cassies Journey
Costumes
KWL Chart
IMPLEMENTATION
Sequence of Activities Intro to the Lesson:
The teacher will show students a land route to California. Then, the teacher will ask the class what they know about land
routes to California. Their responses will be filled in on a KWL chart to see what the students know and what they want
to learn? Then the teacher will tell students they will be performing a readers theatre skit.
Sequence of the Lesson:
1. The whole class will participate in reading through the script and discussing what the characters are feeling and why?
2. The class will get into groups of 8 students each.
3. The groups will have a director, props manager and actors. Each student will have a job.
4. The groups will have time to practice within their group, and then they will practice for another group to practice in
front of others.
5. As a challenge, the teacher will tell students to add a unique piece to their skit that is different then all the other
groups.
6. After the groups have practiced, each group will perform for the rest of the class.
7. After all the groups have performed; the class will complete the KWL chart. Also the class will discuss how they felt
being part of the play and how they would feel if they were Cassie.
Grouping Strategies Students will be in groups of eight students each group for their performance.
Differentiated Instruction
For students who need extra help during this assignemnt, they will be put in a group with students who will be
supportive and help the student. For students who need more of a challenge, they might be the director or a character
that has a more dynamic part.
REFLECTIONS
Prior to Lesson
Post-Lesson
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