Readers

Theatre
Bri Varela
Grade 2
9/18

Objective:
Practice fluent and expressive reading with readers theater.
Students will also communicate appropriately and productively with others during
readers theatre practices and performances.
Iowa Common Core:
SL.2.IA.3 Recite familiar stories, poems, nursery rhymes, and lines of a play.
RL.2.6 Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
o Read onlevel text with purpose and understanding.
o Read onlevel text orally with accuracy, appropriate rate, and expression on
successive readings.
o Use context to confirm or selfcorrect word recognition and understanding,
rereading as necessary.
21.K2.ES.1 Essential Concept and/or Skill: Communicate and work appropriately with
others to complete tasks.

Materials:
Scripts (Adios Oscar)
Props (if students find or desire)
Highlighters
Adios Oscar pictures PowerPoint
Whiteboard and markers

Procedure:
Revisit what fluent reading is. Whole group discussion about readers theaters and
their components. Teachers can write these components on board if desired
o Example components: Read only your role, follow script while reading, listen to
others in theatre, provide feedback
o Rules/helpful practice suggestions: Highlight parts, practice reading, practice
using expression, etc.
o Be sure to emphasis that they need to work together and be respectful of their
peers
Read through the Adios Oscar script together as a group
Assign parts: Bob (Gabriel), Ed (Penley), Oscar (Connor), Narrator 1 (Talia), Narrator 2
(Aurora)
Have groups practice their individual parts and rehearse together (teacher will provide
support/insights as needed)
Perform (if time today, otherwise next time)

Evaluation:
Teachers will use observation throughout

Adios Oscar: A Butterfly Fable by Peter Elwell

Adapted by Bri Varela
Narrator 1
Narrator 2
Oscar
Bob
Ed

Narrator 1: There was a house. In the window of this house there was a flower in a pot. On a leaf of this
flower, there was a little caterpillar. And if you had asked this caterpillar his name he would have said
Oscar: My name is Oscar!
Narrator 2: Thats just what he said when a butterfly blew in from the sky, landed on his flower and
asked him his name.
Bob the Butterfly: Pleased to meet you Oscar! My name is Bob. I just flew in from Detroit and, boy, are
my wings tired. Do you know the way to Mexico?
Oscar: Nope, but I sure like those wings of yours!
Bob: Thanks! One day you will have a pair of your own!
Oscar: (gasp) Really?!
Bob: Count on it!
Narrator 1: Then as Bob fluttered off in a passing breeze, he shouted..
Bob: If youre ever down in Mexico look me up!
Narrator 2: Oscar crawled as fast as he could to tell his friend Ed all about the beautiful wings he was
going to grow and how he was going to fly far away.
Ed: (whisper) Hi Oscar.
Narrator 1: Whispered a little voice. It was Ed the bookworm. Peaking shyly from behind the flowerpot.
Ed: Want to find out more about butterflies? (look both ways) Follow me!
Narrator 2: They crawled to a bookcase and stopped in front of a very old book. Ed opened a small door
hidden in the book.
Narrator 1: It was the door to a library! For as far as Oscar could see there was nothing but bugs and
books!
Oscar: Wow! Look at all the books!
Narrator 2: Oscar and Ed found all kinds of books that said that caterpillars do grow up to have wings
and be butterflies and that the butterflies that look like Bob do fly all the way to Mexico.
Narrator 1: Oscar studied maps. Mexico was thousands of miles away! The more Oscar learned about
Mexico, the more he wanted to go.
Oscar: They speak Spanish in Mexico! I would like to learn some Spanish!

Narrator 2: Oscar learned to say hello.

Oscar: Hola!
Narrator 1: He learned to say goodbye.
Oscar: Adios
Narrator 2: He learned to introduce him self so people would know his name.
Oscar: Mi nombre es Oscar! Will they know me after I become a butterfly?
Ed: Of course! No matter what you are, you will always be Oscar!
Narrator 1: Finally the time came for Oscar to take a long caterpillar nap. As he went to sleep, he
dreamed of having beautiful wings and of the mountains in Mexico. He slept and he slept and he slept.
Narrator 2: One day Oscar woke up. As he yawned and wriggled out of his cocoon, he felt something
wiggle on his back.
Oscar: Wings! I have wings!
Narrator 1: Oscar was so hungry but something wasnt right. He wanted to eat socks! Oscar flew to the
mirror.
Oscar: O no! Im not a butterfly; Im a moth! Now Ill never get to see Mexico!
Ed: Dont worry Oscar; amazing things can happen when a moth thinks like a butterfly.
Narrator 2: Oscar felt the wind call to him. So what if he was a moth. He jumped into the air.
Oscar: Adios Ed! Ill send you a postcard from Mexico!
Narrator 1: And off he flew into the night sky!
Narrator 2: Oscar never returned to the house with the window, but if you ever go to the mountains of
Mexico, youll find a moth writing a postcard. If you ask this moth his name he will say
Everyone: Mi nombre es Oscar!

Teacher Observation Form

Name: Brianna Varela

Date: 9-18-15

Time: 9:00 to 10:00

School: Cowles Montessori

Subject/Activity: Readers Theater

Professional Demeanor
+Excellent, not easily disturbed by events in the classroom.

Communication (Spoken / Written)
+Your voice is clear and easily distinguished when you are giving instructions to the large
group.
+I like to see how well you use gestures, facial expressions, and other non-verbals to
communicate with students during the class time.
*Try to find ways other than You guys to address the group.

Knowledge of Content
+You seem comfortable with your knowledge of the content and with the way your lesson
progressed.

Monitoring Student Learning
+You make good use of your eyes and ears to make sure students are on task and paying
attention. You are also willing to make correcting statements when they are needed to
redirect students who are not following directions.

+It is always a good thing to review the major points you wanted students to know and be
able to do, with the group. This will help them learn to be accountable for future lessons.

+When you asked students how they thought the presentation went, they thought it went
well. Then you told them you thought it went really well. Then, best of all, you went through
specific things that showed how well it went.


Planning, Preparation, Organization
+Your plan for this lesson is thorough and has enough detail so a substitute teacher could
make use of it, if needed.

+You had materials at hand as they were needed during the lesson.

Classroom Management

+I see evidence that you are developing appropriate relationships with the students. They
really care what you think and try to do the right things during your class. They respond
appropriately when redirected.

* Today your responsibility was just the group at the front of the room, plan to expand your
monitoring of what all students are doing to the whole room.


Address Individual Student Needs / Strengths
Consider the students in the small group, are there students in that group that require you to
differentiate instructional or evaluative methods?


Strengths
+You are aware of what is happening with all students in the group and you provide the
appropriate response, both positive and corrective.
+Your lesson plan is excellent. I believe that because you were thorough with your planning,
you knew how you wanted this lesson to proceed.


Suggestions
*Make it a point to refer to members of the group with terms other than You guys.

*Have a plan in mind for how you want to other students to organize themselves for the
presentation to the group.

*Position the members of the theater group so that the audience can see the projections that
illustrate the story.

William J. Orcutt
Supervisor
Drake University