Clown ProjectJob for a Clown

A book translated into a text.Readers Theatre/ word study/ spelling/ reading fluency

Oliver, Zac, Dylan, Pierson, Brittany and CaitlinAims of the sequence of lessons.

I will work with this group approx 3 times per week during my prac to create a short theatre piece incorporating juggling.

Reading fluency is a key to comprehension and becoming a successful reader.Juggling will be used as an incentive for focusing on literacy as well as a means of practicing

word plays. Juggling can also be incorporated into a performance for the year 1/2s.Working on a performance encourages engagement and supports repetitive readings, which is

shown to be a key to developing fluency.Vocabulary extension, word study and spelling will be embedded in enjoyable activities which

have a clear purpose. Students will experience a sequence of lessons which engages them in learning.

The sequence aims to develop their literacy, communication/interpersonal skills and confidence.

Year Level/s: Year 6/7 Curriculum Area: English / Arts- theatre / physical education/

Date: 21/08/2013 Time Period: 30 mins

Curriculum LinksYear 6 Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words (ACELA1526)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

From the Australian Curriculum for the Arts“As an art form, drama integrates spoken, physical, emotional, visual and aural dimensions and sign systems. ... In drama, students learn interpersonal and intrapersonal skills, knowledge andunderstanding.... Drama also offers a pedagogy which provides valuable learning for other subject areas.”

From the General Capabilities : Australian Curriculum : Literacy The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA 2008) recognises literacy as an essential skill for students in becoming successful learners and as a foundation for success in all learning areas. Success in any learning area depends on being able to use the significant, identifiable and distinctive literacy that is important for learning and representative of the content of that learning area.

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Specific Lesson Learning Goals (What will the students learn during this particular lesson?)Sequence of Lesson GoalsStudents will learn how to translate a text into a performed piece which can be performed for a year 1/2 class. ( My class from last term )They will study the word family for Clown and high frequency words used in the text.They will experience fluent reading through repeated readings which focus on expression and have a purpose. IE to learn well enough to perform.This Lesson : GoalsImprove fluency using repetitive readings of script.Reinforce the clown word family through making a word web and then using them to juggle.Develop juggling skills.Preparation: (classroom layout, resources, groupings)Resources made/preparedThe Book Job for a Clown transcribed into a script .Juggling balls made.(More will be made as a class as part of Maths/Measurement)Large piece of paper to make a word web.Textas

Prior Knowledge.2 lessons have preceded this one. Not everyone has been present for all. They have been introduced to the script and have read it through a few times. They have been introduced to the juggling.

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Time:

5 mins

10 mins

5 mins

5 mins

5 mins

Lesson Progression

Introduction

Juggling warm upStand in circle, stretch and breath, hands behind back to start,

call name and pass one ball, remember sequence, repeat, add a ball, keep adding when they work as a team and get it right, take a ball away when

they drop, add again, change saying names to clown, frown words.

Tell students we can do more juggling at the end if they are focussed, treat each other respectfully and listen to my instructions.

Read readers theatre text in unison.

Read text with parts.Clown, Narrator, Business Man, Woman, Newspaper add reader, Children

Encourage repetitions with more expression and gesture. Encourage them to really think about what the text means.

Discuss.

Butchers Paper and TextasCreate a word web with these words.

Call out the words and ask the students to write the words.

clown, brown, gown, frown, down, crown, town, meltdown, countdown, slowdown, get down

If there has been focus and progressJuggling with words in a circle.

CONCLUSIONAsk students if they discovered anything new in the lesson.

“Do you think we have progressed?” “Let’s notice next time we work together whether we can progress even more...the more we focus and

work together.. the more we progress... the more fun we have”Thank you.

Comments/notes

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Informal Assessment of Student Outcomes

What will you assess?

Have students experienced reading fluency through repeated readings?Have students engaged in literacy in an enjoyable way?Have students expressed appropriate emotions through text, gesture, voice, volume, tone, pitch and pace.

How will you assess? What evidence will you collect?

Observations, note taking, video performances on ipad, make a multimodal version of the performance.

I diagnostic spelling test was taken in the first lesson. These words and related words will be used to test at the end of the project.

Qualitative data of how the students feel about reading and text will also be gathered.

Lesson Reflections

Students Self

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a. To what extent did students meet the specific lesson learning goals?

b. How will I use this information to plan future lessons?

Marianthe Loucataris