Project GRAD Houston
3000 Richmond, Suite 400
Houston, Texas 77098
Ann B. Stiles, Ed. D.
Grade Level: Grade 4 – 5
Content area(s): Writing, Drama
Classroom Time: 90 minutes
Purpose: Vocabulary extension, descriptive writing, story writing, play writing and presentation practice presentation skills.
ELA skill: Descriptive writing, vocabulary, story writing,
Visual Arts Skill: Drama
Paper, pencil, and optional objects to create scenery and costumes
3. Tell a short story about the boy. – Have a few students share their stories. – Answers will vary. Ex. Juan decided to practice skating on the new ramp he and a friend built.
He was amazed how high he went when he practiced his flip. Juan was exhilarated by the jump and decided to do it again.
Lesson procedure –
Student assessment or final product to be developed -
Extension activities (optional) -
Websites for additional pictures –
NL-ENG.K-12.4 COMMUNICATION SKILLS
NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS
NA-T.5-8.1SCRIPT WRITING BY THE CREATION OF IMPROVISATIONS AND SCRIPTED SCENES BASED ON PERSONAL EXPERIENCE AND HERITAGE, IMAGINATION, LITERATURE, AND HISTORY
NA-T.5-8.2ACTING BY DEVELOPING BASIC ACTING SKILLS TO PORTRAY CHARACTERS WHO INTERACT IN IMPROVISED AND SCRIPTED SCENES
NA-T.5-8.4DIRECTING BY ORGANIZING REHEARSALS FOR IMPROVISED AND SCRIPTED SCENES
The student will, within a given context, produce an effective composition for a specific purpose.
(4.15) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to: (A) write to express, [discover, record,] develop, reflect on ideas, and to problem solve (4–8);(C) write to inform such as to explain, describe, [report,] and narrate (4–8);
(D) write to entertain such as to compose [humorous poems or] short stories (4–8); and (E) exhibit an identifiable voice in personal narratives and in stories (4–5).
(4.16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, and penmanship to communicate clearly. The student is expected to (A) write legibly by selecting cursive or manuscript as appropriate (4–8).
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to (C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4–8); and (D) revise drafts for coherence, progression, and logical support of ideas (4–8).
The student will produce a piece of writing that demonstrates a command of the conventions of
spelling, capitalization, punctuation, grammar, usage, and sentence structure.
The student will recognize correct and effective sentence construction in written text.
The student will recognize standard usage and appropriate word choice in written text.
(4.1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to: (A) relate sensory and emotional responses to theatre; (B) develop body awareness and spatial perceptions, using rhythmic and expressive movement; (C) respond to sounds, music, images, and the written word, using movement; (D) express emotions and ideas, using interpretive movements, sounds, and dialogue; (E) imitate and synthesize life experiences in dramatic play; and (F) represent environment, characterization, and actions.
(4.2) Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to: (B) describe clearly characters, their relationships, and their surroundings; (C) develop characters and assume roles in short improvised scenes, using imagination, personal experiences, heritage, literature, and history; and (D) dramatize literary selections in unison, pairs, and groups and create simple stories collaboratively through imaginative play in improvisations and story dramatizations, describing the characters, their relationships, and their environments and demonstrating a logical connection of events.
(4.3) Creative expression/performance. (B) alter space to create suitable environments for play-making; (C) plan brief dramatizations collaboratively; and (D) interact cooperatively with others in brief dramatizations.
(4.4) Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to: (A) explain theatre as a reflection of life in particular times, places, and cultures;
(5.1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:
(A) develop characterization, using sensory and emotional recall; (D) express emotions and relate ideas, using interpretive movement and dialogue; (E) integrate life experiences in dramatic play; and (F) portray environment, characterization, and actions.
(5.2) Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to: (B) describe characters, their relationships, and their surroundings in detail; (C) select movements and portray a character, using dialogue appropriately; and (D) dramatize literary selections in pairs and various groupings and create simple stories collaboratively in improvisations and story dramatizations, describing the characters, their relationships, and their environments and demonstrating a logical connection of events.
(5.3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to: (A) define character, environment, action, and theme, using props, costumes, and visual elements; (B) alter space appropriately to create a suitable environment for play-making; (C) plan brief dramatizations collaboratively; and (D) interact cooperatively with others in brief dramatizations.
(5.5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances.
The student is expected to: (A) analyze and apply appropriate audience behavior at a variety of performances; (B) define visual, aural, oral, and kinetic aspects of informal play-making and formal theatre and describe these components in art, dance, and music; (C) compare and contrast ideas and emotions depicted in theatre, dance, music, and art and select and explain the use of movement, music, or visual elements to enhance classroom dramatizations; and
The mission of Project GRAD is to ensure a quality public education for all students in economically disadvantaged communities so that high school and college graduation rates increase.