Lesson Plan 3: Final Tableaux Storyboard

Instructor Mr. Mulier, Mrs. Taylor, Mr. Bales

Dates February 27 - March 3rd
Essential ?s How can a written myth be best dramatized to convey
its essential meaning?
Expound upon one timeless theme, that is relevant to
us today as it was to the ancient Greeks, that appears
in your particular myth of choice.
Lesson Students engage more deeply in their thinking of
Objective(s) Greek mythology by creating their own interpretation
of a written byth through re-enacting it in the form of
a tableaux-picture book. Students will display their
understanding of the elements of literature by
interpreting the plot structure, central theme, and an
analysis of a core character of a myth of their choice.
Students will demonstrate content knowledge of their
myth. Students will display creativity and
technological competence by using multiple modes of
communication (pictures, text, sound, video) to create
a technologized video of their tableaux storyboard.
Standards When Giving Drama Presentations
CCSS.ELA-Literacy.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.

For analyzing myths in class

CCSS.ELA-Literacy.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.

CCSS.ELA-Literacy.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.

CCSS.ELA-Literacy.W.7.6
Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, inclu

For Theme lessons and Retelling myths

CCSS.ELA-Literacy.RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of
the text; provide an objective summary of the text.

CCSS.ELA-Literacy.SL.7.1.bf
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and
define individual roles as needed.

CCSS.ELA-Literacy.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.

CCSS.ELA-Literacy.SL.7.5
 Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.

CCSS.ELA-Literacy.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.

CCSS.ELA-Literacy.W.7.3.b
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or characters.
Resources/Materia Computers, Google Docs, Pens, Notepad, Props,
ls Needed Copies of Myth being used

Tim Learning Task Methods or Procedures

e
Day Read Myth Form into groups of four
1 Collaborate effectively
Choose a greek myth with partners and
20 Read and comprehend read it together.
min literature

50 Analyze Literary Decide who will be responsible to analyze

min Elements each literary element

Discuss as a group briefly how each of the

Delegate responsibilities
Analyze literary
elements at work in
myth (plot structure,
characterization, theme,
dialogue)
literary elements is at work in the myth
(choose a character to analyze, discuss
what the theme is, ect.)
Make a copy of Final Myth Literary
Analysis and share with group.

Each partner writes a written response of

how their literary element is at work in
the myth (refer to Analyzing the Literary
Elements Worksheet)

Day Creating Tableaux Choose a scribe and collaborate to

2 Enactments summarize the myth into 5 to 10 main
plot plot points (1 to 3 sentences each)
60 Identify Key details and
min Summarize narrative Select a team leader to direct creation of
events tableaux.

Create tableaux of Brainstorm collectively to re-create the

main-scenes in Myth myth by making several tableaux for
each of the main events.
 Making claims of text
through enactment, Brainstorm needed props/costumes to
using supporting textual create a setting descriptive of the myth.
evidence
Refer back text to inform choices.
Collaboration
*may also refer to Literary Analysis to
Analyzing the details, integrate elements of Characterization,
plot and meaning of plot structure, setting and theme (on
Narrative text board in front of class) into the myth to
inform a terrific living statue
Photographical representation of each scene.
competence
Photograph each of the created tableaux
scenes (may need help from teacher or
other students)
Day Create Digital Upload pictures and summary captions
3 Storyboard onto Microsoft Movie Maker
90
min Demonstrate Create a digital slideshow presentation of
competence with the Mythic-tableaux storyboard that
technology creatively integrates multiple modes
(music, text, video, effects, ect.)
Create Multi-modal
presentation Make sure to include names, bibliography
and captions on correct scenes (in correct
plot order)
Practice drama to
interpret mythology Download to youtube and submit to Echo
under Greece and Rome Folder: Final
Myth Tableaux-Storybook

Day Practice StoryBoard Groups spend time practicing the mythic

4 tableaux tableaux presentation to be presented to
60 the school on March 10th.
min Oral and visual
presentation Embodied living statues must be
competence memorized and summaries can be
memorized or read aloud.

Individual reflection Students write and submit on Echo the

following individual reflection:
Reflect upon your experience embodying
this myth. What did you learn about the
deeper meaning of myth and its
characters as a result of acting it out in
 tableaux?

Day Presentation Present living or youtube version of

5 Tableaux to class, and on March 10th, to
the school.

Formative Teacher listens and engages in progress of students. Find

Assessment out what they dont understand and instruct the needs of
the whole class accordingly.

Each students turn in Literary Analysis and finished

version of Tableaux Storyboard from Youtube link.
Teacher gages participation of students and grades
accordingly.

Assess skit through a rubric of following criteria as they

are presenting: technological efficacy, visual appeal and
multi-modality, written communication, content
knowledge, content knowledge and plot structure,
enacting and characterization, setting (possibly
presentation effectiveness and theme).

What will you Pull class together to teach needed scaffolds/tools for a
do if students successful literary analysis and tableaux creations
do not through giving ideas, support, constructive feedback and
understand? participating to help them out . Answer questions for
students; refer students back to their earlier literary
analysis for directions on how to do analyze their myth.

Students will need support in operating Microsoft movie

maker to construct a video and slideshow presentation of
their myth, as well help on how to post on youtube.
Students will need cameras and help uploading pictures
if they dont have their own or the experience.
Extended
Learning/
Homework