Date submitted: 7/11/2008 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
Students will be able to compare the written story with the dramatic performance of that story (which they will actually do in the next lesson).	Students will make predictions about what they will gain from the dramatic performance, in comparison to what they gained from simply reading the story.
Students will be reminded that this is the time where we all "agree to pretend" and remember to be respectful to one another. This is also a time to be as serious as possible without being too silly (or at least being silly or serious at the appropriate times).	Teacher will observe students individually and in small groups to be sure that students are acting appropriately and being respectful to one another at all times.
Students will begin to create their characters through the various activities.	The teacher will observe what students may already know about movement, vocal pitch, etc. when creating their characters.
Students will be able to enhance their storytelling abilities through dramatization of narrative elements of the story.	Students will identify the characters, plot, and setting of the story, and ways to clearly act them out/display them in theatre.
Students will be given time to consider the facial expressions, movement, voice pitch, tone, etc. of their characters and asked to show their finished product once at the end of the given time.	The teacher and other students will observe ot see if students are showing their characters through their facial expressions, body language, etc. The teacher will give students and opportunity to "throw stars"/give compliments to one another.

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
How would you describe the main characters of our story?	Do you think the characters of our story were related in some way?
How do you think they were related?	How were the relationships/interactions between characters important?
Where did the story take place?	Do you think the setting had anything to do with the outcome of the story?
3. Interpret	4. Evaluate
How would the story have been different if the setting had been different?	If it were your story, would you have done anything different to the setting? If so, what?
What was the main idea of our story?	What was the problem or main situation of the story?
How was the problem/situation resolved?	Was there a different way that the story could have been resolved?

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect K-3.T.1.2.2 Compare a written (visual or oral) story with a dramatic performance of that same story. *Ask students to share comparisons/ideas with peers and then the class.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect K-3.T.2.1.3 Identify and describe the character, plot, and setting in stories. *Discuss student responses as a class to be sure students have identified these narrative elements accurately.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect K-3.T.3.1.2 Create, characters, environments, and situations for dramatization. *Give students an opportunity to use their imaginations in creating characters. Offer very wide guidelines so that creativity is not inhibited but students still accurately portray characters in a way that the audience can identify them.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? How did it help you to read the story and then brainstorm ways to create a dramatic performance of it? Did you feel this process increased your understanding /comprehension of the story? Who/what were our main characters, plot, and setting to our story? Do you feel your character impressions were better at the beginning of the lesson or toward the end of the lesson? Why? How did it help you to focus on your facial expressions and body language in creating your characters? Now, how will you take what you have learned about this story to create a dramatic performance of it to share with the class?