Students will demonstrate an emerging understanding of children\u2019s theatre by brainstorming stories and issues to include in the final presentation.<\/p>\n
<\/p>\n
<\/p>\n
Collection of children\u2019s stories, butcher paper and markers, rules of good, children\u2019s theatre clips, Children’s Theatre Assignment sheet \u00a0 \u00a0Childrens Theatre Assignment Sheet<\/a>, Children’s Theatre Performance Rubric \u00a0\u00a0Childrens Theatre Performance Scoring Rubric<\/a> <\/p>\n Anticipatory Set\/Hook <\/p>\n <\/p>\n Step 1: Pre-assessment: Have students take out a piece of paper and divide the paper into three columns. In the first column have students write \u201cwhat they know about socially responsible theatre or how theatre can evoke change in our society?\u201d And, in the second column, the students can write what they \u201cwant to know\u201d about the same subject. Invite students to share answers with the class. Collect these and hand them back on the last day of the unit.<\/p>\n <\/p>\n Step 2: Brainstorming: Post three pieces of poster board in the room. On the top of one piece write: \u201cPBS\u201d; \u201cNickelodeon\u201d; \u201cDisney\u201d Invite the students to create a graffiti wall by brainstorming ideas related to each of these children\u2019s network.<\/p>\n <\/p>\n Step 3: Discussion: Based on the graffiti wall, create a working definition for a few different categories of children\u2019s media. Some examples might include educational, inappropriate, etc.<\/p>\n <\/p>\n Step 4: Assessment: Watch some different clips from different examples of children\u2019s media, and place them into the categories that were previously created.<\/p>\n <\/p>\n Clips could be taken from the following movies:<\/p>\n Wallace and Gromitt <\/p>\n Step 5: Group activity: Each group will brainstorm things that they don\u2019t like about children\u2019s media that they\u2019ve been exposed to. Have the group rephrase those problems with children\u2019s theatre into \u201crules of good children\u2019s theatre.\u201d<\/p>\n <\/p>\n Step 6: Discussion: After the groups create their own lists of \u201crules of good children\u2019s theatre.\u201d Have the students create a class master list. Attached to the lesson plans are two documents that have additional ideas for adding to the master list. Every student and teacher, should write down the master list; the appropriate following of these rules will help determine the grade on the project. If you run out of time for this activity, you can extend the discussion of the rules into the other class periods.<\/p>\n <\/p>\n Step 7: Group Activity: Give the unit assignment. Divide the class into groups of four, and give the children\u2019s story assignment sheet. The students will begin the process of creating their character\u2019s plays.<\/p>\n <\/p>\n <\/p>\n By the end of the period, they will need to turn in step 1 of their projects. The students will each need to turn in a list that demonstrates some serious thinking about what stories and what issues might be good to discuss in a children\u2019s play. A satisfactory idea will have at least five or six ideas under both stories and issues. The list is worth 10 points. Students will also be asked to actively participate in the class discussion. Proper participation looks like note taking during lecture, commenting during discussion, and participating in any learning activities done during class. Students are given 5 points for proper participation.<\/p>\n","protected":false},"excerpt":{"rendered":" Objective Students will demonstrate an emerging understanding of children\u2019s theatre by brainstorming stories and issues to include in the final presentation. Materials Needed Collection of children\u2019s stories, butcher paper and markers, rules of good, children\u2019s theatre clips, Children’s Theatre Assignment sheet \u00a0 \u00a0Childrens Theatre Assignment Sheet, Children’s Theatre Performance Rubric \u00a0\u00a0Childrens Theatre Performance …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1771"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1771"}],"version-history":[{"count":4,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1771\/revisions"}],"predecessor-version":[{"id":3142,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1771\/revisions\/3142"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1771"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1771"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1771"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
(OPTIONAL: Additional ideas handout) \u00a0\u00a0Handouts<\/a><\/p>\nLesson Directions<\/h4>\n
Read a story or a couple of children\u2019s stories to the class.<\/p>\nInstruction<\/h4>\n
Incredibles
Barbie
Mr. Rogers
Ratatouille<\/p>\nAssessment<\/h4>\n