Download TheatreBridge Lesson Plan – Noun,Verb, Adjective

TheatreBridge Lesson Plan Template
Title of Lesson: Noun, Verb, Adjective Game
Date of Actual Lesson: Initial 12/01/2011 (ongoing)
Instructor/Author: Susan Maginnis
Grade: 6-­‐8 (Instructional Level: 2)
Arts: Theatre
Content Area/Subject: Language Arts
Standards:
Standards:
5.0 Controlling Language
Students will control language by applying the conventions of
standard English in speaking and writing.
3.0 Creative Expression and Production
Topic/Goal:
Students will demonstrate the ability to apply theatrical
knowledge, principles, and practices to collaborative theatre
presentations.
Topic/Goal:
Students will control language by applying the conventions of
standard English in speaking and writing.
Indicator/Objectives:
1. Use a variety of theatrical elements to communicate ideas and
feelings
a. Develop stories and environments using pantomime and
combinations of narration and dramatic action
Indicator/Objectives:
1.Identify and use grammar concepts and skills that strengthen
oral and written language
a. Identify and use various parts of speech such as nouns,
verbs, and adjectives
Vocabulary:
theatrical elements, pantomime (mime)
Vocabulary:
Nouns (people, place, thing), verbs (action words), adjectives
(describing words such as color, shape, size, emotion, etc.)
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Background/Review:
Review the definition of nouns, verbs and adjectives.
Review showing how to do something without using sign and/or spoken language. Review concept of what it means to
mime something.
Procedure (Introduction, Modeling, Guided Practice, Independent Practice, Closure):
(Introduction)
1. Review the definition of the various parts of speech.
2. Explain to the students that they are going to play a theatre game. Review how to show something without using
sign/spoken language. How to act out or mime something.
(Modeling)
3. Place the slips of paper with the everyday actions on them in a hat. Select one and act out what the paper says. For example
if the paper says, “making a peanut butter and jelly sandwich” demonstrate the action through mime. When the
demonstration is complete ask the students if they can think of any nouns, verbs or adjectives that could be applied to the
role play. The students should say things like sandwich (noun), jelly (noun), make (verb), eat (verb), delicious (adjective) etc.
Ask the students to write these words in the correct column on the board.
(Guided Practice)
4. Ask for a volunteer to begin the game. As the students take turns acting out their selections remind them to add details to
their role plays to help add more choices of possible vocabulary the rest of the students can attach to what they’re doing.
(Independent Practice)
5. Continue the game. Ask the students to work in pairs or groups of three and work collaboratively to create their role plays.
(Closure)
6. As an exit activity, ask each student to give an example of a noun, verb or adjective related to a new activity.
Assessment:
1. Determine the students understanding of the different parts of speech by observing their accuracy with categorizing the
words they generate after watching the various role plays.
2. Observe students’ ability to act out various role plays clearly and with enough detail to get their point across.