Beruflich Dokumente
Kultur Dokumente
MATERIALS NEEDED
Teacher Materials
The Grumble Family by L.M. Montgomery (see attached)
Horton Hears a Who excerpt by Dr. Seuss (see attached)
Short Scene Rubric (see attached)
Reading Rubric (see attached)
Family Activities Sheet (see attached)
Student Materials
Paper
Pen/pencil
Circle of Life Worksheet (see attached)
Sticky notes
LEARNING PLAN
Day 1
Framing / Hook
1. Line of dialogue (5 minutes)
a. Teacher discusses that rate is the speed in which you speak, and expression is the
use of emotion through voice or facial movement.
b. Teacher demonstrates saying So what do you think of that? using rate and
expression to portray being sassy.
c. Sitting at their desks, students as a class repeat the line So what do you think of
that? changing their rate and expression to express the following:
i. Sad
ii. Grumpy
iii. Happy
iv. Fearful
v. Robot
vi. Elderly person
vii. Angry robot
viii. Happy elderly person
d. Students discuss how changing their rate and expression affected the line of
dialogue and made the emotions and characters more or less realistic.
Process
2. Read Horton Hears a Who excerpt by Dr. Seuss (see attached) (5 minutes)
a. Teacher explains that the students will be taking turns reading lines of a poem and
that they will be graded on accuracy of reading, appropriate rate during their
reading, and the use of expression.
b. Teacher explains that accuracy is reading the words as they are written, appropriate
rate would be not reading too fast or too slow, and expression is reading with
emotion.
c. Teacher demonstrates using accuracy, appropriate rate, and expression while
reading the Horton Hears a Who excerpt by Dr. Seuss.
d. Students discuss as a class the accuracy, rate, and expression of the teachers
demonstration.
3. Read The Grumble Family poem by L.M. Montgomery (see attached) (10 minutes)
a. Students split into two groups, students sitting on one half of the classroom are in
one group and the students sitting on the other half are in a second group.
b. Teacher explains that the students will be giving their classmates effective
formative feedback which addresses their accuracy, rate, and expression.
c. Teacher distributes copies of The Grumble Family poem by L.M. Montgomery.
d. Teacher reads the title and author of The Grumble Family.
e. Students go around clockwise reading one stanza of the poem.
f. Students give verbal formative feedback in partnerships assigned by the teacher.
g. Students repeat steps c and d and are graded by the teacher using the Reading
Rubric (see attached).
4. Creating a character (9 minutes)
a. Students count off 1-5 and split into the five groups based on the number they were
given.
b. Each group is assigned a Circle of Life Worksheet (see attached) for the following
specific characters in The Grumble Family: Sister Grumble, Brother Grumble, Mama
Grumble, Papa Grumble, and Grumpa.
c. Students in their small groups determine the name, age, daily activity, hobbies,
physicality, and are given a pet peeve for their assigned character.
d. Students introduce themselves in role based on their Circle of Life character to the
rest of the class.
i. NOTE: Each student in the group contributes a portion of the characters
description.
5. Family Home Videos (10 minutes)
a. Teacher explains that the students will be graded based on their ability to produce
meaningful dialogue for their character, their ability to portray appropriate physical
attributes for their character, and their ability to demonstrate a clear specific
attitude and/or motive.
b. Students are assigned letters (A, B, C, etc. depending on the number of students in
each character group) and group by letter to form a family unit with one person
representing each character.
i. NOTE: If needed, teacher records the students in each family group for future
reference.
c. Students plan the conflict of their short scene detailing a portion of a typical day in
the Grumble household.
d. Students improvise their short scenes for the rest of the class as graded on the
Short Scene Rubric (see attached).
6. Announce the arrival of the new household assistant, Alex (1 minute)
a. Teacher announces that the Grumble family will be trying out a household assistant
to help with the housework and will be arriving in the next class.
Day 2
Framing / Hook
7. Reflect on day one (2 minutes)
a. Teacher out of role comes in and re-introduces themselves.
b. Students are reminded that Alex was hired by Mama Grumble as a household
assistant to help around the house.
8. Pantomime (3 minutes)
a. Teacher out of role explains that pantomiming is portraying a moment or scene
without using words or props.
b. Teacher demonstrates pantomiming pouring and drinking a glass of water.
c. Students demonstrate pantomiming pouring and drinking a glass of water.
9. Arrival of Alex (2 minutes)
a. Teacher in role as Alex enters the classroom and announces Alex is here for Alexs
first day of work but wants to get to know the members of the family and what the
household is like.
i. NOTE: At this point, the students are also in role as their characters in the
Grumble family.
10.Interview with the Grumbles (5 minutes)
a. Alex interviews the Grumble family members using the following questions:
i. Mama Grumble informed me that there has been a lot of conflict in your
family. Can you tell me about some of the conflict from the scenes you made
last time? What was the conflict that your family dealt with?
ii. How did you add to this conflict?
iii. What are some ways that you could have dealt with/avoided this conflict?
a. Teacher asks the students if any of them have final words that they would like the
teacher to share with Alex (e.g. thank you, your advice worked for our family
because, etc.)
Dialogue
Physical
Attributes
Specific
Attitude
and/or
Motive
Participati
on
POOR
(0 points)
Is unable /
unwilling to
produce dialogue
for their
character.
Is unable /
unwilling to
demonstrate
physical
attributes their
character might
possess.
Does not
demonstrate a
specific attitude
or motive for
their character.
SATISFACTORY
(1 point)
Produces dialogue
that is
inappropriate /
inconsistent with
their character.
Demonstrates
physical features
that is mostly
appropriate /
consistent with
their character.
GOOD
(2 points)
Produces dialogue
that is usually
appropriate and
consistent with
their character.
Demonstrates
physical features
that are usually
appropriate and
consistent for their
character.
EXCELLENT
(3 points)
Produces
appropriate and
consistent
dialogue for their
character.
Demonstrates
physical features
that are
appropriate and
consistent for
their character.
Demonstrates an
attitude or motive
that is unclear.
Demonstrates an
attitude or motive
that is mostly
clear.
Clearly
demonstrates and
attitude and / or
motive for their
character.
Does not
participate in the
scene.
Participates
occasionally.
Participates often.
Actively and
consistently
participates.
TOTAL POINTS:
ADJUSTMENTS:
________
________
Reason: _____________________________________________
FINAL POINTS: ________ (Rubric Points +/- Adjustments)
LETTER GRADE:
Points
Final Grade
6+
Excellent
4-5
Good
2-3
NI
Satisfactory
0-1
US
Unsatisfactory
Reading Rubric
STUDENT NAME:
POOR
(0 points)
Accurac Does not
y
participate.
Rate
SATISFACTORY
(1 points)
Does not correctly read
the majority of the words
in the stanza.
Does not
The rate is either much
participate. too fast or much too slow
for the reading.
TOTAL POINTS:
ADJUSTMENTS:
GOOD
(2 point)
Generally reads the
correct words in the
stanza.
EXCELLENT
(3 points)
Always read the
correct words in the
stanza.
The expression
occasionally
enhances the
reading.
The expression
consistently
enhances the
reading.
________
________
Reason: _____________________________________________
FINAL POINTS: ________ (Rubric Points +/- Adjustments)
LETTER GRADE:
Points
Final Grade
7-9
Excellent
4-6
Good
Satisfactory
1-2
NI
Needs Improvement
US
Unsatisfactory
Day
Name:
Dislikes being ignored.
Pet Peeves
(Brother Grumble)
Age:
Physicality
Hobbies
Day
Name:
(Mama Grumble)
Pet Peeves
Dislikes dirt / messy
things.
Age:
Physicality
Hobbies
Day
Name:
(Papa Grumble)
Pet Peeves
Dislikes doing chores.
Age:
Physicality
Hobbies
Day
Name:
(Grumpa)
Pet Peeves
Age:
Physicality
Hobbies
Day
Name:
(Sister Grumble)
Pet Peeve
Dislikes being told what to do.
Age:
Physicality