Short Range Lesson Plan (APS 2 & 3) Title of Lesson: Readers Theater Subject: Enrichment- ELA Grade level:

5 Teacher: Rachel Stiglbauer in Mrs. Gardners class Objective(s): (APS 4) -Students will read with good fluency and inflection. -Students will gain greater comprehension after acting out the story. -Students will read with pauses and commas. -Students will compare and contrast this version of the fairy tale to the original version. -Students will make predictions about the trials outcome. -Students will learn about responsibility, consequences, and trustworthiness. SCSDE Curriculum Standard(s) Addressed: (APS 4, 6) -CCSS.ELA-Literacy.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 45 text complexity band independently and proficiently. Prerequisites: -Students should -Students should -Students should -Students should

be on a fifth grade reading level. be willing to read aloud in front of their peers. have background knowledge of the fairy tale, Jack and the Beanstalk. understand the basic characteristics of a trial.

Materials/Preparation: (APS 6) -Individual copies of The Jack and the Beanstalk Trial by Alan Kramer for each student -Easel paper -Marker Part One Procedure: (APS 4, 5, 6, 7, 8, 9) -Call students to the back carpet near the easel. -Pass out copies of The Jack and the Beanstalk Trial readers theater to each student during Enrichment. -Introduce the story by asking the class if they have ever heard the fairy tale Jack and the Bean Stalk. Can someone summarize the story for those of us who may not know it? Who are some of the characters in the story? -For the next couple of days we are going to be looking at a readers theater play that is a version of this old story. As I read, try to decide what type of genre this play would be considered. Also be thinking about what the setting is and who the main characters are. We will fill out this list when Im done with the first half. -Read through the first half of the play out loud as the class follows along in their book. (Stop on pg. 9 with the Judges lines) -After reading ask if students have any questions that we could talk about or if they needed clarification on any words.

-Fill in blanks on the easel as a class: Genre, Characters, Setting, Problem, Solution -What type of genre did you decide this play was? It is called fractured fairy tale. That means that it has bits and pieces of other fairy tales you may know, but are slightly different. This makes the play funny and kind of familiar to read. Have you noticed any other fairy tales mentioned in this first half? -What is the setting of this play? A court room is the setting. What are some things and people we may have noticed that were in this court room? Has anyone ever seen a trial on TV? If so, these characters may sound familiar. Why do you think the author chose the courtroom as the setting? -Lets write down some of the main characters. Write on the easel all the characters t hat students can remember. We may need to add more tomorrow when we finish the play. Who is the main character? -We will finish the rest of the play tomorrow. Be thinking about which character you would like to read during the performance on Thursday. Assessment: (APS 3) -The assessment will be informal because grades are not taken during Enrichment. However, it will be a good assessment of students reading fluency and comprehension skills for future lesson planning. Often times Enrichment focuses on lacking reading skills of the class so that they will function at a higher level during ELA. Note whether students participated in the conversations, followed along during the reading, and were interested. Adaptations: (APS 6, 7) -For students on lower reading levels, the read aloud portion of the lesson will be a helpful accommodation for aiding with comprehension. -Some of the questions may not be able to be answered during the reading of only the first half. In this case, we will leave the paper up in the back of the room and complete it in the next lesson. -After hearing student responses about their understanding of a court room and trial, I may need to spend more time explaining what goes on during this process. It may even be necessary to draw out a court room on the easel to give students a visual. Follow-up Lessons/Activities: (APS7) -The immediate next lesson will be part two of this readers theater selection. Students will listen to the second half of the play and we will fill in any missing sections on the easel. We will also look back at our notes from the previous day to review what we already discussed. We will talk about what voices each character should use based on their personality in the play.