## ARTS IMPACT LESSON PLAN

Theater and Reading Infused Lesson Character Maps: Using Evidence and Inference Author: Dave Quicksall Grade Level: Third Enduring Understanding Identifying the physical, vocal, and emotional attributes of a character can build a deeper comprehension of a text. Lesson Description (Use for family communication and displaying student art) Students look for evidence in a story to identify attributes for specific characters. They use a Character Map to list all the attributes mentioned and inferred in the story. Through a series of physical and vocal exercises, students practice the concept of character attributes - how a character looks, moves, sounds, and feels. The lesson culminates with students blending voice and body for specific characters in the story. Learning Targets and Assessment Criteria Target: Incorporates physical choices to portray the character. Criteria: Uses pose/posture and movement based on the clues from a Character Map. Target: Incorporates vocal choices to portray the character. Criteria: Selects and uses specific vocal pitch, volume, or timbre based on the character attributes from the Character Map. Target: Communicates dialogue using physical and vocal choices. Criteria: Blends voice and body to present the character's conversation to a n audience. Target: Extracts and infers attributes of a specific character from a given text. Criteria: Records verbs and descriptive language on a Character Map. Target: Identifies actions and emotions while watching a performance. Criteria: Records verbs and descriptive language in journal. Vocabulary Arts Infused: Action Attributes Character Dialogue Emotions Inference Reading: Character Map Descriptive Language (adjectives, adverbs) Arts: Actor Neutral Objective Obstacle Physical Choice Vocal Choice Materials Museum Artworks or Performance Seattle, WABook-it Reparatory Theatre Seattle Children's Theatre Tacoma, WABroadway Center for the Performing Arts Materials Fantastic Mr. Fox by Roald Dahl (or other book selection), copies for each student or student group; White board, document camera, or chart paper &markers; Character Map worksheets; and pencils; Class Assessment Worksheet; Arts Impact journals/sketchbooks Connections Teachers College Readers Workshop Learning Standards WAArts State Grade Level Expectations For the full description of each WAState Arts Grade Level Expectation, see: http://www.k12.wa.us/Arts/Standards 1.1.1 Elements: Character, Action 1.2.1 Skills and Techniques: Movement, Gesture, Facial Expression 1.2.2 Skills and Techniques: Voice 1.4.1 Audience Skills 2.1.1 Creative Process 2.2.1 Performance Process 2.3.1 Responding Process 4.2.1 Connection between Theater and Reading continued ARTS IMPACT THEATER AND READING INFUSION - Third Grade: Character Maps: Using Evidence and Inference 2 Early Learning Guidelines (Pre-K - Grade 3) For a full description of Washington State Early Learning and Child Development Guidelines see: http://www.del.wa.gov/development/guidelines/ (3rd grade) 3. Touching, seeing, hearing and moving around: Using the large muscles (gross motor skills): show good form in basic movement (locomotor skills). (3rd grade) 5. Communicating: Speaking and listening: use listening skills to interpret information heard. Reading: increase vocabulary by reading and discovering the meaning of new words. (3rd grade) 6. Learning about my world: Arts: show interest in developing skills in drama. Common Core State Standards in ELA (Reading Literature) For a full description of CCSS Standards by grade level see: http://www.k12.wa.us/CoreStandards/ELAstandar ds/ RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.3. Describe characters in a story (e.g. their traits, motivations or feelings) and explain how their actions contribute to the sequence of events. RL.3.7. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g. emphasize aspects of a character). SL.3.1. Participate in collaborative conversations with diverse partners about grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.2. Determine the main ideas and supporting details of a text read aloud. College and Career Ready Students in Reading Demonstrate independence. Build strong content knowledge. Respond to the varying demands of audience, task, purpose, and discipline. Comprehend as well as critique. Value evidence. ARTS IMPACT THEATER AND READING INFUSION - Third Grade: Character Maps: Using Evidence and Inference 3 Pre-Teach Finish reading or read the beginning (first three - five chapters) of Fantastic Mr. Fox by Roald Dahl or a different book with characters that have distinct attributes. Lesson Steps Outline Day One 5. Guide students to blend voice and body for the character (Mr. Fox) by having them move around the room while speaking the previously chosen line 1. Lead the 'I'm Trapped' warm -up exercise. Introduce the concepts of character objective, obstacle, and action. ! Criteria-based process assessment: Utilizes strong, specific actions to attain a specific goal. 2. Model filling out the Character Map for a character (Mr. Fox). Introduce the concepts of attributes and inference. 3. Lead students as they transform their neutral walk into a