- 1. Clown ProjectJob for a ClownA book translated into a text.Marianthe LoucatarisReaders Theatre/ word study/ spelling/ reading fluencyOliver, 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 theatrepiece 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 practicingword 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 isshown to be a key to developing fluency.Vocabulary extension, word study and spelling will be embedded in enjoyable activities whichhave 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 / physicaleducation/Date: 21/08/2013 Time Period: 30 minsCurriculum LinksYear 6 Understand how to use banks of known words, word origins, base words,suffixes and prefixes, morphemes, spelling patterns and generalisations to learnand spell new words (ACELA1526)Plan, rehearse and deliver presentations, selecting and sequencing appropriate contentand multimodal elements for defined audiences and purposes, making appropriatechoices 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 andexpertise of the audience (ACELY1816)From the Australian Curriculum for the ArtsAs an art form, drama integrates spoken, physical, emotional, visual and auraldimensions and sign systems. ... In drama, students learn interpersonal andintrapersonal skills, knowledge andunderstanding.... Drama also offers a pedagogywhich provides valuable learning for other subject areas.From the General Capabilities : Australian Curriculum : LiteracyThe Melbourne Declaration on Educational Goals for Young Australians (MCEETYA2008) recognises literacy as an essential skill for students in becoming successfullearners and as a foundation for success in all learning areas. Success in any learningarea depends on being able to use the significant, identifiable and distinctive literacythat is important for learning and representative of the content of that learning area.
2. Marianthe LoucatarisSpecific Lesson Learning Goals (What will the students learn during this particularlesson?)Sequence of Lesson GoalsStudents will learn how to translate a text into a performed piece which can be performed for ayear 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 andhave 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.TextasPrior Knowledge.2 lessons have preceded this one. Not everyone has been present for all. They have beenintroduced to the script and have read it through a few times. They have been introduced to thejuggling. 3. Time:5 mins10 mins5 mins5 mins5 minsLesson ProgressionIntroductionJuggling warm upStand in circle, stretch and breath, hands behind back to start,call name and pass one ball, remember sequence, repeat, add a ball, keepadding when they work as a team and get it right, take a ball away whenthey drop, add again, change saying names to clown, frown words.Tell students we can do more juggling at the end if they are focussed, treateach 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, ChildrenEncourage 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 downIf 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? Lets notice next time we worktogether whether we can progress even more...the more we focus andwork together.. the more we progress... the more fun we haveThank you.Comments/notesMarianthe Loucataris 4. Informal Assessment of Student OutcomesMarianthe LoucatarisWhat will you assess?Have students experienced reading fluencythrough repeated readings?Have students engaged in literacy in anenjoyable way?Have students expressed appropriate emotionsthrough text, gesture, voice, volume, tone,pitch and pace.How will you assess? What evidence will youcollect?Observations, note taking, video performances onipad, make a multimodal version of the performance.I diagnostic spelling test was taken in the firstlesson. These words and related words will be usedto test at the end of the project.Qualitative data of how the students feel aboutreading and text will also be gathered.Lesson ReflectionsStudents Self 5. Marianthe Loucatarisa. To what extent did students meet the specific lessonlearning goals?b. How will I use this information to plan future lessons?