Content Standard(s): Fine Arts Standard(s):

ELAGP1RL3: Describe characters, settings, M1GM.2 I can perform a steady beat.

and major events in a story, using key details.
ELAGP1RL10: With prompting and support,
read prose and poetry of appropriate
complexity for first grade.
ELAGP1RF4: Read with sufficient accuracy
and fluency to support comprehension
TAES1.4 I can make artistic choices in selecting
props and sets for dramatizations.
TAES1.3 I can make vocal and movement choices
when assuming a role.

Title: Old MacDonald’s Noisy Farm Reader’s Theater

Teacher: Hill, Cooper, Horvath, Maffei, Martin
Grade: 1 Subject: Reading

Lesson Process:
Day 1:
Opening: Chant "Old MacDonald Had a Farm" to a steady beat of body percussion. Discuss the story
elements and record on Story Map BLM1.
Introduce and read "Old MacDonald had a Noisy Farm" and discuss the setting.

Work Session: In a rotation center students will collaborate and create a backdrop on large piece
of bulletin board paper depicting the setting for "Old MacDonald had a Noisy Farm". This will be
used Friday for the reader's Theater.

Closing: Share Backdrop and discuss drawings that create the setting.

Day 2:
Story Swoosh: Students are sitting in a circle. T reads script and walks around the outside of the
circle. Tap a student on the head to go to the middle. The student will be a character and repeat a
character's part with the S becoming that character in voice and body. Swoosh them back to their
spot. Discuss what kind of voice certain characters might have. When creating that character
puppet, what will you need to include?

Work Session: In a rotation center, students will work on a puppet to represent a character in "Old
MacDonald's Noisy Farm".

Closing: S share completed puppets and the voice their puppet character might have.

Day 3:
Opening: Introduce fluency skills with poster "Things I Like To Do". Complete with class suggested
anchor Chart on speed and pacing. Practice lines using expression, correct pacing, and speed.

Work Session: In a rotation center, students will continue to work on a puppet to represent a
character in "Old MacDonald's Noisy Farm"

Closing: T reads several lines fluently or like a robot. Students indicate with thumbs up if fluent or
down if not.

Day 4:
Opening: T pretends to be Old MacDonald. Use HOT SEAT strategy to encourage questioning to
analyze the character. Choose S to become a character from the script. Students ask questions
about the character to the Hot Seat character.
Work Session: Students practice reading script within their small group rotation.

Closing: Who is your favorite character in OMNF and why?

Day 5:
Opening: Five finger retell of “Old MacDonald’s Noisy Farm” 1 – setting, 2- characters, 3 – problem,
4 – events, 5 – ending.
Work Session: Separate into preforming groups. Each group rehearses presentation.
Closing: Presentations

Assessment: Performance assessment rubric.

Materials: Key Words/Vocabulary:

Benchmark lesson 3 Unit 1 Day 1, Large sheet Steady beat, backdrop, prop, expression,
of bulletin board paper, crayons, markers, character, setting, rehearse
scrapes of paper and/or other paper
materials, BLM1 on chart paper.