In this alternative to the traditional book report, students respond to a play they have read by creating a resume for one of its characters.
This article discusses how creating Readers Theater scripts from informational text can improve fluency and build comprehension.
- Reading Informational Text
- Material Type:
- Lesson Plan
- Ohio State University College of Education and Human Ecology
- Provider Set:
- Beyond Penguins and Polar Bears: An Online Magazine for K-5 Teachers
- Jessica Fries-Gaither
- Nicole Luthy
- Date Added:
This collection uses primary sources to explore Arthur Miller's The Crucible. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
Lights, camera, action, and a bit of mystery! In this lesson, students use mystery props in a skit bag to create and perform in short, impromptu skits.
Students analyzing a play can map out the key elements of character, setting, conflict, and resolution for a variety purposes. This interactive is aimed at secondary students.
By closely reading historical documents and attempting to interpret them, students consider how Arthur Miller interpreted the facts of the Salem witch trials and how he successfully dramatized them in his play, "The Crucible." As they explore historical materials, such as the biographies of key players (the accused and the accusers) and transcripts of the Salem Witch trials themselves, students will be guided by aesthetic and dramatic concerns: In what ways do historical events lend themselves (or not) to dramatization? What makes a particular dramatization of history effective and memorable?
Observe the elephants at Cleveland Metroparks Zoo. Watch how they move. How do elephants move in ways that are similar to the way humans move? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach scientific concepts through arts integration and to encourage creativity. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group as opposed to having your students work in small groups. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.
The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.
People often say that mankind should learn from history. Charles Dickens, whose books are considered classics, set his novel A Tale of Two Cities in the past. He wanted his readers to learn from the bloody French Revolution and from the widespread brutality in London. Both cities (Paris and London) offer the reader a glimpse into dark and dangerous times. As students read about Dickens's Victorian setting and learn his view of the French Revolution, they will think about what makes a just world. Students will have a chance to think about their own experiences, and, using techniques they have learned from Charles Dickens, they will do some writing that sends a message about your own world.
To complete the unit accomplishments, students will:
Read the Charles Dickens novel A Tale of Two Cities.
Read several short pieces, including a biography of Dickens and excerpts from other literature, to help them understand Dickens’s world and the world of the novel.
Explore new vocabulary to build their ability to write and speak using academic language.
Practice close reading and participate in several role plays and dramatic readings to help them experience the dramatic writing style of Charles Dickens.
Write a vignette and a short narrative piece, and practice using descriptive detail and precise language.
Write a reflection about the meaning of Dickens’s novel.
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
How does good storytelling affect the reader, and how can a good story promote change in the world?
What was the Victorian view of gender roles?
How can power be abused?
What is loyalty ? What are the limits of loyalty?
In this lesson, you will talk about the ways in which images send social and political messages to the reader.In this lesson, students will talk about the ways in which images send social and political messages to the reader.
Let the power of imagination and inference serve as a ńtime machineî to bring Benjamin Franklin into the classroom! History and science come to life in a dialogue with Franklin the inventor, developed through lesson activities that incorporate research, imagination, writing, visual arts, and drama.
This collection uses primary sources to explore Lorraine Hansberry's play, A Raisin in the Sun. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
As one of literature's most iconic figures, both Shakespeare's plays and poetry provide an interesting glimpse into a variety of essential themes. In this lesson, students will examine how Shakespeare used the sonnet tradition to enhance his stagecraft by performing a scene from his play Romeo and Juliet.
Students analyze dramatic works using graph theory. They gather data, record it in Microsoft Excel and use Cytoscape (a free, downloadable application) to generate graphs that visually illustrate the key characters (nodes) and connections between them (edges). The nodes in the Cytoscape graphs are color-coded and sized according to the importance of the node (in this activity nodes represent characters in the work and their relative importance to the story). After the analysis, the graphs are further examined to see what the visual depiction of the story in the form of a graph tells readers about the inner workings of the dramatic work. Students gain practice with graph theory vocabulary, including node, edge, betweeness centrality and degree on interaction, and learn about a range of engineering applications of graph theory.