Kaʻapana 1

Kaluhi Kaʻapana
ITE 329
Camille Monson
February 11, 2019
Reading Response #2: Drama
1. What was most relevant or meaningful to you in the reading that connected to the drama
lesson you are planning for your students? Please provide specific examples and use citations
that include the author, date, and page number. For example (Cornett, 2011, p.121)
While reading chapter 8 and 9, I gained a lot of insight on how drama affects the students
academically. Similar to the chapters on dance, these chapters begin by speaking to how drama
allows students to creatively problem solve. Something that particularly interested me was the
research update on page 202 (Cornett, 2011). This page breaks down how beneficial drama is to
the students’ academic and psychological development. One point brought up that resonated with
me is that drama integration “teaches students to concentrate, focus, and control their bodies,
minds, and voices” (Cornett, 2011, pg. 204). This is relevant because this is an important skill for
students to have, to learn to control themselves. This connects to developing empathy, where the
book mentions how drama is good for the child’s mental health. In drama, you have the
opportunity to “walk in someone else's’ shoes” (Cornett, 2011, pg. 206). This is relevant to my
lesson because my students are going to retell the story that I am doing with them on their field
trip to Kona. I think that if they feel the emotion and be “in character,” they will be better able to
tell the story and connect with their audience.

2. What resources did you locate in Laulima in Resources in Drama or from your own Internet
research that contributed to your teacher research for planning for instruction? Please describe
and explain and include an active link to the specific resources.
The resource I found most helpful in planning my lesson was ArtsEdge, which was an
article that gave a list of theater games to use in the classroom. When I decided to do tableau, I
really wanted to find a way to tie in reading comprehension. I was using sequencing of events,
but reading this article, it talked about analyzing a character through using drama. I think this
will really help my students understand how the character is feeling or what the character may be
thinking. As I mentioned above, this is one of my objectives of the lesson is for the students to be
able to “be” the character, beyond just acting like the character.
http://artsedge.kennedy-center.org/educators/how-to/tipsheets/five-easy-drama-games.aspx

3. Briefly describe the piece of children’s literature or another content area you have selected as
a focus for your lesson, what your students will do specifically in the lesson you are planning and
how this builds on their prior academic knowledge and experiences.
I am currently working on planning my drama integrated reading lesson, which I will be
teaching tomorrow (2/25). My students are reading chapters from a book called Nā Moʻolelo o
Kekūhaupiʻo. For my reading lesson, I am going to be reading the chapter about when
Kamehameha turned the Naha stone and became king. My students will be reading the chapter
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and creating a storyboard of the main events from this chapter. I am going to take their
storyboard and create index cards with parts from the story. The students will be broken into
groups and each group will get a index card. They need to, first, create a tableau of their part of
the story. Once they have created their tableau, they will perform it in front of the class.

4. What is the enduring understanding you want your students to develop as part of this lesson?
These are my enduring understandings that I want my students to develop:
● I can use performing arts to help me with reading comprehension.
● I can analyze the characters in the moʻolelo using performing arts.
5. What is the essential question you plan to ask your students as part of this lesson?
● What can we infer about the characters from the tableau?
● How does the storyboard help with reading comprehension?

6. What HCPS III Content Standard and Benchmark in drama will your students demonstrate
they can meet through their work in this lesson?
FA.5.3.1 Create a class dramatization by collaborating as actors, directors, scriptwriters, and
technical artists
FA.5.3.2 Dramatize an historical event or social issue
FA.5.3.3 Analyze a character using knowledge of performance and acting skills in a theatrical
performance

7. What element of drama do you plan to teach to your students about as part of the experiences
in this lesson?
The elements that my students will be using are imagination, body, ensemble, and story.
Since they are doing a tableau, they will not be using voice. I, first, introduced them to the
elements of drama as a mini lesson. I also introduced them to tableau and let them explore what a
tableau is and what the success criteria for tableau are.

8. What instructional strategies will you use to engage your students in developing
understandings and skills to scaffold student learning that includes participating in a warm-up,
focusing event, and practicing the dance element(s) that is (are) part of your lesson?
As mentioned above, I have done a mini lesson of tableau and the elements of drama to
allow them to “feel out” what a tableau is. To start my lesson, I will begin by reviewing what
happened in the story, to refresh their memory. Once we have established what is going on in our
moʻolelo, I will review with them what a tableau is. I will model an example of a tableau to get
them thinking. Then, they will be put in groups and given a card with a part from the story. As a
group, they will create a tableau. I was going to test their reading comprehension by having them
go in the correct sequence of events, but being that this is their first experience with drama, I
thought it might be a little overwhelming for them.
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9. How will you assess the student’s learning throughout the lesson (formative assessment)?
Before I dive into the reading integration with the tableau, I am going to do a temperature
check to gauge if the students understand or if they need more guidance. I am also going to be
walking around and monitoring the groups to ensure that each group understands what to do.

10. How will you provide closure to your lesson that also lets your students demonstrate what
they know. (summative assessment)?
My summative assessment will be their final performance in front of the class. We will go
over the success criteria and highlight if each group met the criteria. I will also ask them
questions, such as, what character is “name”? How do you know? What part of the story is this?

11. What teaching materials (i.e. charts, graphs, visuals, slides, questions, rubrics, exit notes) do
you need to develop for this lesson to improve and enhance student learning in dance and other
content?
I will use chart paper to write the elements of drama and success criteria that I will hang
in the classroom for the students to reference. The storyboard will be used as a visual for the
students to reference to.
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References
ArtsEdge, K. C. (n.d.). The Kennedy Center: ARTSEDGE - the National Arts and Education

Network. Retrieved from http://artsedge.kennedy-center.org/educators/how-

to/tipsheets/five-easy-drama-games.aspx

Cornett, C. E. (2011). Creating meaning through literature and the arts: Arts integration for

classroom teachers(4th ed.). Boston, MA: Allyn & Bacon/Pearson.

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Protocol
Copy the reading response questions and your responses in Forums by the due date on the
calendar.
Choose to respond to two peers who do not have two responses.
Then read the response of two peers and write a reply to each peer.
When you have completed this process assess yourself and post your work and the rubric below
in Assignments for instructor review and assigning points.

Rubric for Self-Assessment of Reading Responses — Check your work!

Needs Improvement (N) Meets Expectations (M)

__ Candidate needs reminder to submit their
work in Forums for peer review and in
Assignments for instructor review
__Candidate needs reminder to include the
questions in their reading response
__Candidate needs reminder to complete all
components of the project
__ Candidate needs reminder to proofread for
grammar, spelling and punctuation
__ Candidate needs reminder to assess their
own work using the rubric
__ Candidate needs reminder to submit their
work as a .doc or .docx or Google Tools and
share with instructor
__ Candidate needs reminder to respond to
two peers
__x_Reading response addresses all questions 1,
2, 3, 4, 5, 6, 7, 8, 9, 10, 11 in thoughtful, clear,
logical and concise language and includes the
following
_x__Name is on Paper
_x__Reading Response # is on Paper
_x__Title of Course, ITE 329 is on Paper
__x_Proofread for grammar and spelling using
tools found in Word
_x__Includes citations in questions 1 and 2
_x__Cites work correctly using APA style and
conventions.
_x__Uses .doc or .docx file extensions or Google
Tools and shares with the instructor
_x__Includes references at the end
__x_Responds to two peers in Forums and
includes names below:
Kathleen Batulayan

Aloha e Kathleen,

I really liked the points you brought up from

the book where the students use drama as a
means for problem-solving through role
playing. I feel like this gives them a safe
space to learn and practice their problem-
solving skills to prepare them for the real
world. I really liked reading about your
lesson! I like the idea of the students stepping
into the roles of historical figures. I feel like
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this will give them an opportunity to truly

understand who these people were and what
they were fighting for. I think this will also
help them to relate to these historical figures
and spark some kind of passion within the
students. I also think doing a mini lesson is a
good idea. This is what I did and it made the
transition in my lesson much easier. Doing
the mini lesson also gave my students the
opportunity to kind of "play" with the concept
and the tableau, especially since it was a
different type of theater from what they are
accustomed to. Mahalo for sharing with us! I
am excited to see how your lesson plays out.

Kaluhi

Mahasen Katoush

Aloha e Mahasen,

I really liked reading your lesson you will be

doing with tableau. I think the students are
going to find it very fun. I also think using
picture cards will help them understand what
a tableau is. I think it will also make it easier
for the students to create their ow tableau. I
did a reading lesson with tableau for my
students and I had them create a tableau
based on their interpretation of the text. It was
a challenge and I didn't know how it was
going to play out, but my students said that
doing this forced them to step into the shoes
of their character and try to truly comprehend
the text. I am excited to see how your lesson
turns out! Mahalo for sharing with us!

Kaluhi

__x_Assesses own work using this rubric

__x_Posts work in Assignments for Instructor
review
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