character walk (Mr. Fox). ! Criteria-based teacher checklist: Uses pose/posture and movement based on the clues from a Character Map. 4. Lead each student to present a line of dialogue for the character (Mr. Fox). ! Criteria-based teacher checklist: Selects and uses specific vocal pitch, volume, or timbre based on the character attributes from the Character Map. ICON KEY: " = Notes specific Readers Workshop Curriculum strategies addressed # = Indicates note or reminder for teacher ! = Embedded assessment points in the lesson COLOR CODING for ARTS AND LITERACY INFUSED PROCESSES: GENERATE IDEAS CONSTRUCT MEANING SELF- REFLECT Gather Information • From WHAT you know • From WHOyou know • Brainstorm • Create drafts • Organize ideas • Make a choice • Check in with self • Check in with others • Refine work ARTS IMPACT THEATER ANDREADING INFUSION - Third Grade: Character Maps: Using Evidence and Inference 4 of dialogue. ! Criteria-based teacher checklist, rubric: Blends voice and body to present the character's conv ersation to an audience. 6. Guide reflection. ! Criteria- based reflection: Reflects on how a character's objective affects the ways he or she moves and speaks. ARTS IMPACT THEATER AND READING INFUSION - Third Grade: Character Maps: Using Evidence and Inference 5 Day Two 1. Guide students to work independently as they mine the story for clues and descriptions for a character's attributes. Hand out a blank Character Map to each student to record attributes. ! Criteria-based teacher checklist: Records verbs and descriptive language on a Character Map. 2. Guide reflection. ! 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 6 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. ! 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. ! 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 7 LESSON STEPS\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Day One 1. Lead the 'I'm Trapped' warm - up exercise. Introduce the concepts of character objective, obstacle, and action. # Although this lesson references a specific story, these strategies can be applied to almost any story that is used in the classroom. # Pre-determine how the room will be set-up for students to move through space - desks moved to the side or students moving among the desks. # Make a list of obstacles for this step, for example: stuck in mud, stuck in an elevator, in a crowd moving in the wrong direction, locked in a bathroom, etc. • When actors are preparing for a play, they identify their character's objectives and actions. A character's objective is something the character wants. A character's action is something they do to get what they want. Many times, a character will have an obstacle -or something that gets in his/her way. • We're going to act out some objectives, actions, and obstacles. Find a space in the room in which you have enough space to spread your arms. You'll act in your own personal space. • Imagine that your shoe and foot are hopelessly stuck in the mud. What would your objective be? Right, to get free. What is your obstacle? Right, the sticky mud. Your objective is to do everything you must to get out of the situation you are in. Go. Act it out! As you struggle to free yourself, try to remember the actions you use to get what you want - freedom and the ability to walk away! • Let's do another one. Imagine you're a stuck in an elevator. What is your objective? What is your obstacle? Your objective is to do everything you can to get out of the elevator. Go. Act it out! Pay attention to the action you're using to get what you want. • One more. Imagine you're in a crowd going the opposite direction. What is your objective? What is your obstacle? Your objective is to do everything you can to get through the crowd. Go. Act it out! Pay attention to the action you're using to get what you want. • Let's reflect. Did you realize that you generated ideas by instantly coming up with actions based on your own background knowledge of what it would be like to be trapped? You also constructed meaning by using your bodies to act out the objective freeing yourself. Turn to your neighbor and share some actions that you found yourself doing as you tried to escape from one of the situations. ! Criteria-based process assessment: Utilizes strong, specific actions to attain a specific goal. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ARTS IMPACT THEATER AND READING INFUSION - Third Grade: Character Maps: Using Evidence and Inference 8 2. Model filling out the Character Map for a character (Mr. Fox). Introduce the concepts of attributes and inference. " Mini- lesson, teacher demonstrating comprehension strategy using text clues and inference • When actors are trying to create their characters, they do it like a detective by looking for clues in the story.