Unit 7: Reading – Drama; Writing – Writing Process; Open Choice /
Suggested Time Frame: ≈ 2 weeks
Introduction / The Instructional Timeline, as required by RRISD Local Board Policy (EG – Local, 246909), breaks down the content of each nine-week period into smaller, more manageable units of instruction. Each timeline includes opportunities for teachers to extend instruction and/or to re-teach as necessary; this unit has ______Instructional Days and ______Days to re-teach and/or extend Instruction.
The following Texas Essential Knowledge and Skills (TEKS), the accompanying Knowledge & Skill Statement (KSSs), and Student Expectations (SEs) are listed in this document where they should be taught initially; it is the expectation that the TEKS, KSSs, and SEs will continue to be reviewed so that students master their grade level TEKS, KSSs, and SEs. Figure 19 appears recursively throughout these documents because the TEKS/SEs serve to support the instruction of Figure 19.
Description / Drama
· The focus of this unit is drama and how elements of plot and character are revealed through dialogue. Students need to have the opportunity to read, perform, and write dramatic scripts.
· Students should be able to identify the elements of dialogue and use them in informal plays.
· Students need ongoing opportunities to examine the role sensory language plays as it evokes images through all genres.
Open Choice
· During this unit, students need opportunities to write dramatic scripts.
· Students may also write about self-selected topics and in self-selected formats.
Assured Experiences
Throughout the unit, students experience:
· daily opportunities to read and write in a workshop format, as defined in the Introduction of the Texas Essential Knowledge and Skills;
· opportunities to read for a minimum of 20 minutes per day in both independent and instructional level text;
· opportunities to write independently for a minimum of 20 minutes per day; and
· Opportunities to read from a variety of genres throughout the course of the unit.
Daily Opportunities
Throughout the unit, student should have daily opportunities to:
· talk about stories with partners as well as participate in whole class discussions;
· observe teachers modeling reading and writing behaviors and strategies.
Suggested Pacing
Week 1:
Week 2:
Week 3:
Reading Workshop / Writing Workshop
TEKS/SE taught during this period and eligible for testing on district assessments
Bold and underlined TEKS/SE are high stakes for our district (less than ___% mastery on TAKS)
Bold TEKS/SE are assessed on TAKS / Reading TEKS/SEs
Daily: Reading Strategies
2.3(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions
2.3(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text
2.3(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g.,
identifying clues, using background knowledge, generating questions, re-reading a portion aloud)
Independent Reading
2.12(A) read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning / Writing TEKS/SEs
Daily: Writing Process
2.17(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas)
2.17(B) develop drafts by sequencing ideas through writing sentences
2.17(C) revise drafts by adding or deleting words, phrases, or sentences
2.17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
2.17(E) publish and share writing with others
Unit: Drama
Fig. 19 (E) retell important events in stories in logical order
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence
KSS 2.8 - understand, make inferences, and draw conclusions about the structure and elements of drama and provide evidence from the text to support their understanding
2.8(A) identify the elements of dialogue and use them in informal plays
Fluency [to be taught through Drama]
2.4(A)read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension / Unit: Open-Choice Writing
Note: Students may write using any style they wish, about any topics they wish: letters, stories, nonfiction writing, diary/journal entries, etc.
Vocabulary
2.5(A) use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow)
Spanish:
2.2(F) read words with common prefixes (e.g., in-, des-) and suffixes (e.g., -mente, -dad, -oso)
Phonics
2.2(B) use common syllabication patterns to decode words including: (iii) final stable syllable (e.g., sta-tion, tumble)(v) r-controlled vowels (e.g., per-fect, corner)
2.2(D) read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful)
2.2(E) identify and read abbreviations (e.g., Mr., Ave.) / Conventions
2.23(B) spell words with common orthographic patterns and rules (ii) r-controlled vowels
Spanish:
2.23(G) use accents appropriately on words commonly used in questions and exclamations (e.g., cuál, dónde, cómo)
2.23(I) identify, read, and write abbreviations (e.g., Sr., Dra.)
Generaliza-tions / · In a play, dialogue follows a colon and indicates when a character speaks. The reader does not read the character’s name; the character’s name is noted in order to identify the speaker/actor.
· Instead of illustrations, the action of the story is portrayed through dialogue and behaviors of the actors.
· Directions for the actors are often written in parentheses or brackets.
· The narrator of a play adds additional information that would normally be found in the descriptive paragraphs in fictional texts.
· The elements of drama are similar to fiction: character, setting, problem, and solution. / · Writers use different strategies to come up with ideas.
· Writers reread what they have written to ensure the events and ideas are in an order that makes sense.
· It is important for students to share writing throughout all stages of the writing process in order to: generate ideas for future writing, clarify stories, and proof to ensure the written word matches the spoken word.
Essential Questions / · How can prefixes and suffixes help us to understand a word?
· Why is it important to retell a story in chronological order?
· How do plays reveal the feelings, motivations, and actions of characters? / · How can the writing process be used to improve writing?
· What strategies does an author use to ensure a story makes sense?
· Why should we share our writing with others?
Core Components / College & Career Readiness Standards (CCRS) – [the STAAR test (2011-12) will be based upon these CCRS, in addition to the related TEKS/SEs]
Reading
B. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.
2. Apply knowledge of roots and affixes to infer the meanings of new words.
Key Cognitive Skills
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when needed.
2. Use study habits necessary to manage academic pursuits and requirements.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
Core Components / TEKS/SEs Clarification:
· Students need to see how the drama and traditional fiction texts are punctuated differently, but to the same effect. For example, students need to see in traditional fiction stories, speech is set off by quotation marks, and words like said or whispered. In drama, the speaker’s name is set off by colons, followed by what the speaker says. In fiction texts, we must read “said James,” because we do not necessarily see the speaker. However, in drama, we are actually watching the person performing, so the name (John:), followed by a colon is not actually read. It only serves as a cue to the actor to speak.
· Students also need to understand that with fiction texts, the reader depends upon illustrations in picture books or descriptive paragraphs in chapter books for additional cues about what is happening in the story. However, in drama, the audience relies upon the actions and behaviors of the actors as well as the narrator, whose job is to fill in the background information for the audience. / TEKS/SEs Clarification:
· This is another important opportunity to let what students are reading inform how students write. Students need to be able to identify the details of characters and settings that impact conflict within stories and build to an interesting climax. By studying texts that have these strong elements present, students are able to model their own writing after these examples.
Core Components / Vocabulary
The vocabulary noted below is derived from this grade level’s TEKS/SEs. Related definitions come from the TEA Glossary. Please visit the following TEA links for additional information: English / Spanish.
A-I / J-Z
Affix
A word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable).
Dialogue
The lines spoken between characters in fiction or a play. Dialogue in a play is the main vehicle in which plot, character, and other elements are established.
Fluency
Reading text at an appropriate rate, and with accuracy, expression, and appropriate phrasing; not hurried reading. Accuracy is reading words in text with no errors. Oral reading accuracy is the ability to identify or decode words with appropriate pronunciation and is measured as a percentage of words read correctly.
Inflectional Ending/Suffix
Letters that combine with a base word to express tense, number, mood, or person (e.g., -s, -ing, and -ed). / Orthographic pattern
The visual representation of the arrangement of letters in a given language.
Curricular Connections / Many reader’s theater scripts and plays are cross-curricular and can be used to introduce and/or reinforce concepts learned in math, science, social studies, and the arts.
Required Lessons / ·
Recommend-ed Lessons / · Students need to understand that drama follows the same format of fiction text. Every drama has characters, settings, problems/conflicts, and solutions
· Reader’s theater is an ideal way in which to provide students to read, perform and write dramatic works, while promoting fluency—particularly prosody(expression)—and comprehension.
Differentia-tion: / English Language Proficiency Standards Student Expectations with Sentence Stems and Activities to support implementation of the Standards (Note: when you open the link, it may ask you for a certificate or if it is OK to open the file, click OK each time you see the screens.)
Instructional Resources / Websites
· Think Central – Leveled readers associated with the Journeys and Senderos textbooks
· Pearson Successnet - Leveled Readers for Science and Social Studies content
· Read-Write-Think – Model lessons
· Reader’s Theater Scripts and Plays – explanation of reader’s theater and scripts for classroom use
· Reader’s Theater – explanation of reader’s theater and scripts for classroom use
Textbook Resources
Note: The resources below are suggested as possible shared reading and/or writing experiences. Please use your judgment to determine if these selections are appropriate for use with your students.
Journeys / Senderos
· / ·
Books
· Fletcher, R. J. (1996). A writer’s notebook: unlocking the writer within you. New York: Avon Books. (54 copies, iBistro)
· Harvey, S., & Goudvis, A. (2000). Strategies that work: teaching comprehension to enhance understanding. Portland, ME: Stenhouse Publishers. (193 copies, iBistro)
· Ray, K. W. (2006). Study driven: a framework for planning units of study in the writing workshop. Portsmouth, NH: Heinemann. (69 copies, iBistro)
Assessment Resources
© Round Rock I.S.D. 6