and select one of the other characters from the same story (Boggis, Bunce, or Bean). • You are going to generate ideas and gather information about another character in our story using the Character Map. • Pick one of the other characters you would like to act out (Boggis, Bunce or Bean). • Look for adjectives that describe the character. Are there any adverbs that tell you how the character moves? If you can't find actual words that tell you about the character's attributes, what do you think they are? Use your imagination to fill in the blanks. What does your character like and dislike? How does your character feel about Mr. Fox? What do other characters say about your character? What is your character's objective? What is the obstacle? • If all your information won't fit inside the Character Map, you can write outside the lines. ! Criteria-based teacher checklist: Records verbs and descriptive language on a Character Map. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2. Guide refl ection. " Full group reflection • How were you able to infer character attributes from the story? What clues in the book helped you? ! Criteria-based reflection: Reflects on how to infer character attributes from text. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ARTS IMPACT THEATER AND READING INFUSION - Third Grade: Character Maps: Using Evidence and Inference 11 Day Three 1. Divide the class into groups based on the characters shown on Character Maps ('Boggis' group, 'Bunce' group, and 'Bean' group). Guide students to use their Character Maps to practice moving and speaking as their characters. " Mini lesson, group conferring, synthesizing • Today, we'll use our Character Maps to act out our new characters by moving and speaking like the character. • First, go into the story and find a juicy line of dialogue that your character speaks. For example, Bunce says, 'I'd like to rip his guts out!' • Next, practice with your group on how you might perform that line by blending your voice and body - speaking and moving at the same time. Work together and share ideas as you construct meaning with your bodies and voices. • Remember to think of your character's objective - why is s/he saying this line? What does he want? Are the physical and vocal choices you have made helping you achieve your objective? ! Criteria-based self-assessment: Selects and uses specific vocal pitch, volume, or timbre based on the character attributes from the Character Map. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2. Facilitate each group to present its character's movement and dialogue. Guide the audience to reflect on actions and emotions and record their observations. " Mini lesson, using text clues to ask questions, inferring # Stud ents need Arts Impact Journals to record actions and emotions they observe during presentations. • Now that you have practiced your character, each group will present its character's movement and dialogue. When you perform, say the line more than one time so that we can really hear and see your character! • The audience will watch and take notes on the acting choices the actors make. Get your Arts Impact Journals and something with which to write. As you watch the groups perform, pick out at least two different actions and one emotion that you see the actors using. At the end of the performance write those actions down in your journal. We'll reflect after each group. • Let's have our first character group come to the front of the room. Go - act out your char acter. • Let's reflect. Audience, what were some actions you saw? What feelings did you see expressed? What other attributes did you see? • In what ways does emotion affect the way a character moves and speaks? ! Criteria-based peer assessment and reflection, teacher checklist: Blends voice and body to present the character's conversation to an audience. Records verbs and descriptive language in journal. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ARTS IMPACT THEATER AND READING INFUSION - Third Grade: Character Maps: Using Evidence and Inference 12 Character Maps: Using Evidence and Inference Character Map Name: Date: Character's Name: Fill out the map with the information from the story. If it's not in the actual text, infer it! Describe how character looks Describe character's voice MOVEMENT How does character move? ACTIONS What does character do to get what he/she wants? FEELINGS How does character feel about self and others? OBSTACLE What's in the way? OBJECTIVE What does char acter want? ARTS IMPACT THEATER AND READING INFUSION - Third Grade: Character Maps: Using Evidence and Inference 13 ARTS IMPACT LESSON PLAN Theater and Reading Infusion Third Grade: Character Maps: Using Evidence and Inference # Teachers may choose to use or adapt the following self-assessment tool. STUDENT SELF-ASSESSMENT WORKSHEET RUBRIC FOR BLENDING VOICE &BODYIN PRESENTATION OF CHARACTER 4 3 2 1 Blends physical and vocal choices together and sustains the characterization throughout the entire performance. Utilizes a physical choice and a vocal choice together at intervals throughout the performance. Utilizes either a physical choice or a vocal choice exclusively without putting the two together. Speaks and moves without making dynamic physical or vocal choices. Disciplines THEATER READING Concept Body Voice Characterization Presentation Rubric Character Attributes Descriptive