Using an adverb as a Theatre Focus Lesson 1a: adverbs ... LETTER THEATER AND WRITING LESSON - Modify My Action! Dear Family: Your child participated in a theaterand writing lesson

Enumclaw School District - THI u GRADE ARTS CURRICULUM

Theatre Sample Target Learning Theatre Writing Standard. Theatre Vocabulary l:ndutlng UnderstaildlilgAssessment Criteria Standards

March/April Target: Knows and AEl1.1 concepts: N/A Arts: Using an adverb as aunderstands verbs and action action modifier can make verbs

Theatre Focus Lesson 1a: adverbs.physical choice

more powerful or changeAEl 1.2 skills andModify My Action techniques: Arts- Infused: the meaning.

Criteria: Identifies and expressive movement adverbs

verbally explains that verbs verbsAEl3.2 for a

are action words and adverbs purpose: expandedqualify or change the meaning meaningof a verb.

March/April Target: Recognizes and uses AEl 1.1 concepts: N/A Arts: Using exaggerated andactor neutral. body, neutral active freeze dynamic physical

Theatre Focus Lesson 1b: AEll.l.2 principles body neutralexpression helps actors toof organization: super expressive body

Super Expressive Criteria: Moves and freezes tableau tableau convey emotion, character

Body normally. AEl 1.4: applies attributes, and states ofaudience skills being in order to tell

stories.

March/April Target: Identifies and infers AEll.l concepts: WEl 3.1.1 narrative Arts: Identifying and enactingcharacter attributes. identifies character writing: analyzes ideas, Character Map vocal and physical

Theatre Infused Lesson 1c: traits of the main selects topic, adds detail freeze choices, adding detailsI character(s), Identifies and elaborates movementCharacter Attributes Criteria: Record's descriptions the sequence of actions neutral and elaborating, can build

'I in Writing and clues from text with within a story physical choice character attributes and

adjectives and adverbs. AEl 1.1.2 principles pitch distinguish one character1 of organization: statue from another.

Identifies sounds for vocal choicecharacter volumeAEl 1.2 skills and Arts Infused:techniques: uses a adjectivesrange movements to adverbscreate character, uses characterappropriate feelings to character attributescreate character dialogueAEl 2.1 applies emotioncreative process: inferenceconceptualize

ARTS IMPACT-ARTS-INFUS~P INSTITUTE LESSON P N1XR2-AEMDDlLESSON TITLE: Modify My ActionTheater and Writing LessonArtist-Mentor: Daye Quicksall Grade Level: Third Grade

Examples:

Enduring UnderstandingsUsing an adverb as a modifier can make verbs more powerful or change the meaning.

Target: Knows and understands verbs and adverbs.Criteria: Identifies and verbally explains that verbs are action words and adverbs qualify orchange the meaning of a verb.

Target: Performs the action of a chosen verb.Criteria: Uses entire body or parts of body in motion to reflect the meaning of the word (verb).

Target: Modifies action by applying an adverb.Criteria: Changes and sustains the action to reflect the new physical attribute given by theadverb.

Teaching and Learning Strategies

Introduction to Arts-Infused Concept through ClaSSroom Activity:Concepts for writing instruction: verbs; adverbs; nouns; adjectivesConcepts in everyday life:

PREPARATION:• Use list of verbs and adverbs proVided with this lesson. Or, make lists of verbs and adverbs, or nouns

and adjectives that might interact in texts or in writing.

1. This is a lesson that is a theater lesson and a writing lesson at the same time. Divides the studentsinto pairs, in which one student is "A" and the other is "B." The "A" students receive a VERB list fromthe teacher; the "B" students receive an ADVERB list.

2. Explains that all of the "A's" pick any VERB from the list and act it out. Prompts: How wouldyou act out "examine?" What does to ''leap'' look like? Pick a verb from the list and act out its meaning.Student: The "A" students begin to act in a way that reflects the meaning of the verb they have chosen.Embedded Assessment: Criteria-based teacher checklist

3. Explains that all of the "B" students tell an ADVERB to the "A" students to modify theiraction. Prompts: How can the adverb change the verb? ''8''students, tell an adverb to your partner.How is the action changing?Student: The "A" students modify their actions to reflect the new attribute given to them by the "B"student.Embedded Assessment: Criteria-based teacher checklist

Third Grade-Theater and Writing-Modify My Action!5-1

4. Directs the students to switch roles, after several turns so that everyone gets to work on theverbs and adverbs. Allows time for pairs to perform for the rest of the class. The class can try and guessthe verbs and adverbs they see the pairs perform.Student: Switches places and repeats exercise for as many words as time allows.Embedded Assessment: Criteria-based teacher checklist; peer reflection

Before next THEATER lesson:

1. Use the same teaching strategies with nouns and adjectives.

2. Apply the activity to a text the class is reading. Pairs select characters and scenes inthe text or scenes they infer could happen based on details in the text. Pairs act outscenes and modify them. The class can guess who they are and what moment they aredepicting. Use verbs and adverbs or nouns and adjectives for this activity.

3. Students generate their own vocabulary for this activity and put those words on a wordwall to reference for writing.

Independent Practice: Say a verb-write a verb! Picture yourself modifying it! Add anadverb to give more information!

Vocabula Materials and Communi Resource WA Essential Learnings & FrameworksArts:actionphysical choice

Arts- Infused:adverbsverbs

Performances:Broadway Center for the Performing Arts, Tacoma, WA:Mad Science: CSI Investigation Show Way on Tou0 SpiritHorse, Blues ]ourneYt The Phantom Tollbooth Red RidingHood and Other Stories

Performance Materials:list of cards of verbs and adverbs

Essential LearningsAEL 1.1 concepts: actionAEL 1.2 skills and techniques: expressive movementAEL 3.2 for a purpose: expanded meaning

WEL 3.2.2 Variety of Words: uses languageappropriate for a specific purpose

Writing State FrameworksGrade 3: selects specific wordsGrade 5: uses precise words (e.g. vivid verbs)

Student Verb ListsThird Grade-Theater and Writing-Modify My Action!

5-1

VERBS LIST \\1"leaping

popping

blinking

pounding

creeping

dancing

spinning

flapping

hopping

VERBS LIST \\2"bubbling

flailing

whisking

flowing

flittering

pouncing

coughing

groaning

jumping

jerking

kicking

laughing

soaring

rattling

winking


ADVERBS LIST "1"gently

fast

softly

backwards

quietly

slowly

strongly'

sneakily

wildly

sharply

smoothly

Student Adverb Lists

ADVERB LIST "2"lightly

intensely

vigorously

eagerly

skillfully

sluggishly

powerfully

timidly

gracefully

cI ramaticaIly

jerkily

confidently

clumsily

thoughtfully

fluidly


ARTS IMPACT-ARTS-INFIJS D INSTITIJTE LESSON PLAr!1YR2-A~

LESSON TITLE: Modify My Action

ASSESSMENT WORKSHEET

Disciplines WRITING THEATER THEATER TotalConcept SPECIFIC WRODS: VerbslAdverbs PHYSICAL PHYSICAL CHOICES: Action Points

CHOICES: 3Action

Student Identifies and verbally explains that verbs Demonstrates Changes and sustains an action toare action words and adverbs qualify or action of verb reflect new attribute of a verb given by

chanqe the meaninq of a verb an adverb1.2.3.4.5.6.7.8.9.10.11.12.13.14.15,16,17.18.19.20,21.22.23.24.25.26,27.28.TotalPercentage

Criteria-based Reflection Questions: (Note examples of student reflections.)Self-Reflection: How can the adverb change the verb? How is your action changing?

Peer to Peer: How did different classmates modify the same verb/adverb combinationdifferently?

Thoughts about Learning:Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?

Lesson Logistics:Which classroom management techniques supported learning?

Teacher: Date: _

Third Grade-Theater and Writing-Modify My Action!

FAMILY LETTER

THEATER AND WRITING LESSON - Modify My Action!

Dear Family:

Your child participated in a theater and writing lesson. We studied verbs and adverbs.

• We defined verbs and adverbs.

• We connected an action with a verb.

• We adjusted our actions by modifying our verb to show distinctions when a verb is modified byan adverb, it can change the meaning. As actors we showed that by changing our physicalchoices.

• We participated in a theater exercise with a partner.

At home you could discuss the difference between a verb and a verb that is modified by an adverb.How would a verb look different than the same verb modified by an adverb?

Enduring Understanding

Using an adverb as a modifier can make verbs more powerful or change the meaning.

Third Grade-Theater and Writing-Modify My Action!

ABIS IMPACU,NSTITUTE LESSON PLAN core Program Year 1 Arts FoundationsTHEATER LESSON - The Super Expressive Body

Grade Levels: K - Fifth Grade

Examples:

Artist-Mentor: Dave Quicksall -

Enduring UnderstandingUsing exaggerated and dynamic physical expression (The Super Expressive Body) helps actors toconvey emotion, character attributes, and states of being in order to tell stories.Target: Recognizes and uses actor neutral.

Criteria: Moves and freezes normally.

Target: Understands and demonstrates an active freeze.Criteria: Holds an exaggerated, frozen position that represents an emotion, character or stateof being.

Target: Makes a specific physical choice to convey actions.Criteria: Uses posture and movement choices to communicate a specific emotion, character, orstate of being.

Target: Communicates a non-verbal narrative using the body.Criteria: Creates and performs a story using specific physical choices that communicatecharacter and action.


1. Instructs students to walk around the class as themselves. Prompts: In theater wecall movement without character added to it as neutral. When you are acting as yourself, youare neutral.Student: Walks around the class in a neutral manner.

2. Guides directional change. Prompts: When I clap my hands-you change direction.Change direction quickly and sharply without thinking about it Change direction every time Iclap.Student: Walks in a different direction.Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist

3. Introduces the concept of Freeze. Prompts: We will walk around the room (not as acharacte0 just as ourselves). I will shout out "Freeze!"and you freeze wherever you are. I willthen callout a word and you turn your body into a statue ofthat wordStudent: Walks around until teacher says "Freeze!" Turns body into statues of the given words.Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist

Arts Impact Core I - Arts Foundations Summer Institute - Theater - The Super Expressive Body

4. Calls the first cue. (e.g. banana). Observes group to make sure everyone understandswhat they are to do. The exercise continues with other options: policeman, teacher, pirate, rockstar, baby, tiger, astronaut, wizard, monkey, etc. After a few statues, teacher introduces theconcept of exaggeration. Prompts: Focus on your own work instead oflooking around to seewhat everyone else is doing. Now I want you to exaggerate your statue; make it ten timesbigger! Use your Super Expressive Bodies to exaggerate the statue you already have.Student: Responds to first and subsequent word cues.

THE SUPER EXPRESSIVE BODY5. Divides class in half for I Wish I Had a Picture exercise, giving each group severalopportunities to creates frozen tableau of given situations. Leads the audience-half of the classin a group reflection of what they see. Prompts: Actors tell entire stories with just their bodies.Were going to start by interpreting one word. When I say ~2,1, C/ick~ make a committedexaggeratedphysical choice and create a frozen picture together of the cue. (e.g. the beach agrocery store, a gym, etc). As you create the picture, no talking! In the theater, when we createa frozen picture, we call It a "tableau. " Tableau is French for painting.Student: Upon hearing "I Wish I Had a Picture of a (word), makes a physical choice fitting withthe group tableau. Participates in audience reflection on what is seen.Embedded Assessment: Criteria-based peer/group critique

6. Divides class into small groups to tell a story non-verbally. Prompts: I am going toassign your group a nursery rhyme. Yourjob is to work together to tell the story of the rhymewithout talk. The class will then attempt to guess your nursery rhyme. You have threeminutes-Go! Don't forget, exaggeration is a great tool to use in your storytelling.Student: Works with group to cast and rehearse the non-verbal story. Participates as anaudience member, watching group performances and attempting to identify nursery rhymes.Embedded Assessment: Criteria-based peer/group critique; teacher checklist

Vocabula Materials and Resources WA Essential Learnin s & FrameworksPerforming Arts:active freeze, body,neutral, SuperExpressive Body,tableau

Performing Arts:Tacoma. WABroadwaY Center for the Performing Arts: MadScIence: CSJ Investigation Show Way on Tour, SpIrit Horse,Blues Journey, The Phantom Tollbooth, Red RidIng Hoodand Other Stories

Seattle. WASeattle Children's Theatre:Bluenose, The Wlzard of Oz, Tomas and the Library Lady,Pharaoh Serket and the Lost Stone of Fire, A Tale of TwoCities, Goodnight Moon, I Was A Rat!

AEL 1.1 concepts: body, neutralAEL 1.1.2 principles oforganIzation: tableauAEL 1.4 applies audience skills


ARTS IMPAC N.S:IIIlJn...L:=:ES~S&.::lOIll:.lN.:....:..P==LA;;;uN.z.....- _THEATER LESSOI\l - The Super Expressive Body

SELF-ASSESSMENT WORKSHEET

Actor Neutral Exaggeration Character Narrative TotalStudent Moves and freezes Holds an exaggerated, frozen Uses posture and Creates and performs a 4Name: normally position that represents an movement choices story using specific

emotion, character or state of to communicate a physical choices thatbeing specific emotion, communicate character

character, or state of and actionbeinq

Criteria-based Reflection Questions:Self-Reflection:How does using exaggeration create a Super Expressive Body?

Peer to Peer: How did your peers communicate a character or story part using a SuperExpressive Body?

Name: Date: _


ARTS IM.fAtI.lfiS..TITUT.=,E.=L=ESlI:.1ISL;:IQc:.:.N::...:P:..:.LA~N=--- _THEATER LESSOI\l - The Super Expressive Body


Actor Neutral Exaqqeration Character Narrative TotalStudents Moves and freezes Holds an exaggerated, frozen Uses posture and Creates and performs a 4

normally position that represents an movement choices story using specificemotion, character or state of to communicate a physical choices that

being specific emotion, communicate charactercharacter, or state of and action

beingl.2.3.4.5.6.7.8.9.10.ll.12.13.14.15.16.17.18.19.20.2l.22.23.24.25.26.27.28.TotalPercentage

Criteria-based Reflection Questions: (Note examples of student reflections.)Self-Reflection:How does using exaggeration create a Super Expressive Body?

Peer to Peer: How did your peers communicate a character or story part using a SuperExpressive Body?


Lesson Logistics:Which classroom management techniques supported learning?

Teacher: _~ Date: _


ARTS IMPACT....EAM.lLl...L=ETT-=-=-=E::.:.R~ _

THEATER LESSOI\J - The Super Expressive Body

Dear Family:

Today your child participated in a theater arts lesson. We talked about developing a SuperExpressive Body so that we could tell stories effectively, the way actors tell stories.

We used our Super Expressive Bodies to:

• ....create characters and express emotions or states of being.

• ....create frozen snapshots of different environments like the zoo or the beach.

• ....tell the story of a nursery rhyme without talk. Then the audience tried to guess the nurseryrhyme.

At home you could ask your child to teach you to play "on/off" to show an actor neutral position, andpractice using the Super Expressive Body to become different characters.


Using exaggerated and dynamic physical expression (The Super Expressive Body)helps actors to convey emotion, character attributes, and states of being in order to tell stories.


ARTS IMPACT-ARTS-INFUSED INSTITUTE LESSON eJMi..(YR2-Arnm;uLESSON TITLE: Character Attributes in WritingTheater and Writing LessonArtist-Mentor - Dave Quicksall with Gail Frasier Grade Levels: Third Grade

Examples:

Enduring UnderstandingIdentifying and enacting vocal and physical choices, adding details and elaborating, can build characterattributes and distinguish one character from another.

Target: Demonstrates still and moving physical choices to portray character attributes.Criteria: Creates statues and moves through space using individual word-based traits andreactions.

Target: Speaks dialogue to portray character attributes.Criteria: Demonstrates vocal choices that depict individual word-based traits and reactions.

Target: Creates character attributes for a main character.Criteria: Records descriptions of primary individual with adjectives and adverbs.

Target: Combines voice and body to communicate character attributes.Criteria: Demonstrates vocal and physical choices occurring at the same time to depictindividual word-based traits and reactions.

Target: Demonstrates physical choices and vocal choices to portray character.Criteria: Creates statues, moves through space, and uses dialogue with adjectives andadverbs.

Target: Identifies and infers character attributes.Criteria: Records descriptions and clues from text with adjectives and adverbs.


Introduction to Arts-Infused Concepts through Classroom Activities:

Arts-Infused Concepts: Character Attributes; Adjectives; Adverbs; Vocal Choices; PhysicalChoicesThis lesson leads into the next lesson "The Set-Up: Creating Dramatic Introdudions//

1. Introduces body and voice through the exercise, Statues. Introduces lesson and concept ofcharacter attributes. Introduces ways actors use body and voice to create characters that have specificphysical, vocal and emotional attributes. Guides students to begin walking around the room asthemselves (neutral). Calls Freeze and then calls out a word (human or animal - rock star, parent,

Third Grade-Theater and Writing-Character Attributes in Writing5-12

giant, monkey etc.). Prompts students to add voice to their characters with a greeting or sound (Howdo you do? Hello, how are you? Grrrrr, etc.) The purpose of this exercise is to gUide the studentstowards discovering different kinds of physical and vocal choices when investigating and developing acharacter. Prompts: This lesson is a theater and a writing lesson at the same time. Were going tocreate characters using our bodies and voices to help our writing. Actors are like detective~ they lookfor clues or, character attributes-ways a character looks, moves, feels andsounds. We'll practice thiswith a warm-up called ''Statues'~ Find an open spot in the room. I want you to walk around the roomas yourselves. When I call Freeze, I want you to freeze. When you freeze I will callout a word andthen you make a statue ofthat word. When I say a word, phrase or sound for the character, repeat thedialogue in your character's voice.Student: Walks around the room in neutral, freezes on cue, creates a frozen statue cued by theprompt, vocally expresses dialogue cued by a prompt.Embedded Assessment: Criteria-based teacher checklist

2. Guides students in whole class brainstorm for main character(s) based on a writingprompt. Passes out Character Map. Reads a writing prompt. Guides the class to brainstorm maincharacters. Writes ideas on overhead/document camera while students' write on Character l"1ap. Selectsone main character. Prompts: I'll read a writing prompt and as a whole clas~ we'll brainstorm ideas fora main character and then decide on one main character.Student: Contributes and writes ideas in whole-class brainstorm, selects main character.

3. Guides students to identify and record character attributes for a main character on theCharacter Map. Selects a specific moment in the writing prompt for a whole class brainstorm oncharacter attributes. Guides students to create character attributes and writes them on theoverhead/document camera while students' write on Character Map. Prompts: We are going to focuson a specific moment in the writing prompt to create character attributes. A character attribute isinformation about a character-how they move, feel, sound, what they want, what they like or dislike.When we write, character attributes are described by using adverbs and adjectives. Let's create andrecord character attributes for our main character dUring this specific moment in the Writing promptStudent: Creates and records character attributes on Character Map.Embedded Assessment: Criteria-based teacher checklist

4. Models acting out specific moment using physical and vocal attributes. Acts out a specificmoment using physical attributes and character dialogue created by the whole class brainstorm.Introduces theater concepts of pitch and volume. Prompts: I am going to act out this moment in theprompt so you can see the physical and vocal character attributes come to life. Listen for how my voicesounds-am I using a high or low pitch? Am I loud or qUiet? What did you see? What words describemy character actions and dialogue?Student: Watches acting and reflects.

5. Leads the whole class to simultaneously act out the same moment. Guides students tostand at their desks. Prompts students to act out the same moment using voice and body. Prompts:You are going to act out this moment. Stand at your desk. On the count ofthree, act out the samemoment using the physical attributes and dialogue you've written for the character--1-2-3...Student: Acts out vocal and physical choices occurring at the same time to depict character attributes.Embedded Assessment: Criteria-based teacher checklist

6. Guides class to perform and reflect. Splits the class into two groups. Guides each group toperform the specific moment while others watch and look for character attributes. Guides reflection onthe acting choices made by the actors. Coaches students to create sentences based on what they see


e.g. "She slowly reach her arm out while cautiously looking for the teacher". Prompts: You are goingto perform this moment for each other. As each group performs, the audience will watch for actingchoices for the character. What did you see-what adverbs and adjectives describe the action andattributes of the character? Let~put these descriptive words into a sentence.Student: Acts out specific moment; reflects on acting choices and creates verbal sentences.Embedded Assessment: Criteria-based teacher checklist

7. Guides students to write descriptive sentences for specific moment and introduces WordBankfor writing. Guides students to sit at their desks and write at least two sentences describing thespecific moment they acted out, or they saw another student act out. Introduces Word Bank for writingand add adjectives and adverbs shared by students. Prompts: Think about how you acted out thisspecific moment and the physical and vocal choices you made. Write two (or more) sentencesdescribing this moment Use the adjectives and adverbs you've written on your Character Map. Thenwe'll share some ofour descriptive sentences and write descriptive words on our Word Bank forwriting.Student: Writes two (or more) sentences describing character attributes for a specific moment.Embedded Assessment: Criteria-based teacher checklist

Before next THEATER lesson:

1. Repeat the same process with two different prompts and two additional CharacterMaps. Guide students to do the prompts independently-less whole class brainstorming.Students can rehearse and perform different main characters, character attributes, andspecific moments simultaneously. Add descriptive adverbs and adjectives to Word Bank.


Independent Practice: What are the character attributes? How does your character move,feel, sound? What does the main character want, like or dislike? What words describeyour character - use adjectives and adverbs.

Vocabula Materials and Communi Resource WA Essential Learnings & FrameworksArts:Character Mapfreezemovementneutralphysical choicepitchstatuevocal choicevolume

Arts Infused:adjectivesadverbscharactercharacter attributesdialogueemotioninference

Performances:Broadway Center for the Performing Arts, Tacoma,WA:Mad Science: CSI Investigation, Show Wayan Tour,Spirit Horse, Blues Journey, The Phantom Tollbooth,Red Riding Hood and Other Stories

Performance Materials:Character Maps to create a main character for a story

AEL 1.1 concepts: identifies character traits of themain character(s), Identifies the sequence of actionswithin a storyAEL 1.1.2 principles oforganization: Identifiessounds for characterAEL 1.2 skills and techniques: uses a rangemovements to create character, uses appropriatefeelings to create characterAEL 2.1 applies creative process: conceptualize

WEL 3.1.1 narrative writing: analyzes ideas, selectstopic, adds detail and elaborates

Writing State FrameworksGrade 3: provides details and/or support (e.g.examples, descriptions, reasons); developscharacters


CHARACTER MAPStudent Name: _

Character's name: _

Fill out the numbered areasto create characterattributes for a maincharacter in a story. You canwrite outside of the lines.

4. What doesthis charactersay?

2. How does this character move?

3. What feelings doesthis character have?

1. What does this character want?


ARTS IMPACT.=ARTS-INFUSED INS1lI1lIE LESSON PLAftiIB2-AEMDD}LESSON TITLE: Character Attributes in Writing


Disciplines WRmNG THEATER THEATER THEATER AND WRmNG TotalConcept DESCRIPTIVE WORDS: PHYSICAL CHOICES VOCAL CHOICES CHARACTERIZATION 10

Adjectives and Adverbs (statues) (statues) (acting specific moment)Student Records descriptions

with adjectives and Creates statues and moves Demonstrates Demonstrates vocal and physical choicesadverbs through space using vocal choices occurring at the same time to depict an

individual word-based that depict individual word-based traits andtraits and reactions individual word- reactions

Adj Adv Adv& Still physical Moving based traits and Vocal Physical Vocal PhysicalMap Map Adj in choices physical reactions Choice Choices Choices Choices

sentences choices (desk) (desk) for own for ownchar. char.

(qroup) (qroup)l.2.3.4.5.6.7.8.9.10.ll.12.13.14.15.16.17.18.19.20.2l.22.23.24.25.26.27.28.TotalPercentaqe

Criteria-based Reflection Questions: (Note examples of student reflections.)Self-Reflection: What did you do with your voice and/or body to create your character? Howdid your voice affect your body? How did your body affect your voice?

Peer to Peer: What vocal and physical choices did you see others make to create characters?


Lesson Logistics:Which classroom management techniques supported learning?Teacher: Date: _


ABIS.J.M..PAC· -ARTS-INBl5fD-LEARNING FAMIJ..Y Lf.TT.:=.;ER:..:.- _

THEATER AND WRITING LESSON - Character Attributes in Reading and Writing

Dear Family:

Today your child participated in a theater and writing lesson on characters and their attributes.

• We created statues, moved around the room and spoke dialogue as different characters.

• We created a Character Map to capture a main character's attributes - how a character feels,moves, sounds and what they want.

• We acted out a moment in a story bringing those character attributes to life. Then, we wrotedescriptive sentences about that moment.

At home, you could read a story, or create a character, and use a Character Map to capture theirattributes. You could create character statues shoWing how they look, move, sound and feel--maybeeven act out a scene.


Identifying and enacting vocal and physical choices, adding details and elaborating,can build character attributes and distinguish one character from another.


Documents

Using an adverb as a Theatre Focus Lesson 1a: adverbs ... LETTER THEATER AND WRITING LESSON - Modify My Action! Dear Family: Your child participated in a theaterand writing lesson