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Lesson Plan 2
Grade/Subject: 6 / Social Studies – Ancient Athens
Teacher: Miss McGovern
Date: November 27th, 2019

OUTCOMES
Learning Objective:

-Get the students to rehearse their Reader’s Theatre script

GLOs, SLOs, and Humanities Outcomes:

GLOs:
6.2

SLOs:
6.2.3

Humanities 6 Outcome(s):
-Reads to explore, construct, and extend understanding.
-Constructs meaning and makes connections through speaking

ASSESSMENT
Formative:
-Observations during activities
-Contribution to class discussions, group work
-Effective / non-effective use of time in class

MATERIALS

Teacher Resource Manual DRAMA Junior High School. 1989 Alberta Education ISBN 0-773-0078-9
http://mrsmcnickle.com/greekreaderstheatre.pdf
https://www.youtube.com/watch?v=_OG51MivirI

IPP STUDENTS + OTHER ACCOMMODATIONS

IPP Students:
All of the following students have the appropriate support through the group members that they were placed with.
Anyone with reading/writing troubles will have the help of their group members. Those who get distracted easily also
have group members that will assist in keeping them on task. Lastly, students were specifically placed with people that
they are unlikely to fight with, thus, preventing any possible anger explosions.

-Student Name: Coded Learning Issues

-Student Name: “ “
-Student Name: “ “
-Student Name: “ “
-Student Name: “ “

Other Accommodations for the Class:

-Groups have been pre-assigned/organized so that there are strong students in each group that will help to encourage
others to rise up and do their best
-Student Name is normally in a singular desk away from others due to behavioural issues. However, for this project,
they will be sitting with a group. Student Name will be warned at the start of the project that if they consistently
cause issues for their group, they will be taken out of it, and will perform their own monologue instead.

ACTIVITIES

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-What is Reader’s Theatre?

-How is it done?
-Groups
-Read through time

PROCEDURE (55 min.)

Introduction (5 min.)

-Greet students as they come in, get them to stand along the back wall so that I can organize them into their groups as
they sit down for class

Body (48 min.)

What is Reader’s Theatre?

-Has anyone ever head of R.T.? Keep your hand raised if you know what it is.  take some guesses

-A style of performance in which the actors do not memorize their lines. Actors only use their vocal expression and
individual gestures (keeping to themselves; not touching others) to help the audience understand the story.
-There are no elaborate/super detailed costumes, nor a set, movement around the stage, dramatic lighting, etc.

-In order to help you better understand what it looks like, and sounds like, we are going to watch a short play (5 min)
and then we will talk about it
-I Had a Dream, Reader's Theater Calvary Christian Center 2016 https://www.youtube.com/watch?v=_OG51MivirI

How is it done?
-What kind of things did you notice the actors doing in the video?
-Talking out towards the audience / facing forward, speaking clearly, very expressive, doodledoo = scene changes
(going from one place to another, quickly, and without commentary, it is a change in time  ex. I snap my fingers and
all of the sudden we are in P5), etc.

-Those actors have stands to hold their scripts, but you will only have your hands.  Should I hold my script all the
way up to my face to talk? Or should I hold it down below? Should I speak really quietly? Should I shout? Or should I
simply speak loud enough for people at the back to hear me clearly? Yes.

-In a moment, I am going to hand out your scripts. But first, I will inform you of your first task once you receive your
scripts.
#1: WRITE YOUR NAME AT THE TOP
#2: Divide up the roles. Each scene has a different number of roles to fill. Many of you will take on more than 1
character. I suggest you start with one person at your table asking the group if they can be a certain character. If
everyone says yes, then immediately, you need to write down your name next to the role that you are playing.
-Even if you end up choosing a character of the opposite gender, then that’s great because you can put on a different
character voice for them. (ex. If I chose to be Zeus, I would put on a manly voice, or a gremlin, I would put on a nasal-
type voice.
#3: READ THROUGH THE SCRIPT TOGETHER, READING FOR YOUR SPECIFIC ROLES

-Once you have completed the first 3 steps, you can take a look at the board where I will have the next steps
written down.
-Questions?

Groups
-Hand out the scripts to the assigned groups
-Inform them of how many roles people should be taking, specific to their scene

Read Through Time

-Roam around to see who needs help as they begin following the steps
-Check in on groups to see if they have their roles figured out
-As groups are reading, I can write the rest of the steps up on the board:

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4: Highlight your lines

5: Read through again
6: Determine character voices (only 1 of your characters can have your regular speaking voice)
7: Read through again with character voices
Conclusion (2 min.)

-Put their scripts in their binders, nice and safe for tomorrow
-Clean up anything that needs cleaning, and get two students to start handing out notebooks

Reflection