Adios Oscar Lesson Plan and Assessment

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Lesson and observation


  • Readers Theatre Bri Varela Grade 2 9/18 Objective:

    Practice fluent and expressive reading with readers theater. Students will also communicate appropriately and productively with others during readers theatre practices and performances.

    Iowa Common Core: SL.2.IA.3 Recite familiar stories, poems, nursery rhymes, and lines of a play. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

    o Read onlevel text with purpose and understanding. o Read onlevel text orally with accuracy, appropriate rate, and expression on successive readings. o Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

    21.K2.ES.1 Essential Concept and/or Skill: Communicate and work appropriately with others to complete tasks. Materials:

    Scripts (Adios Oscar) Highlighters Whiteboard and markers Props (if students find or desire) Adios Oscar pictures PowerPoint

    Procedure: Revisit what fluent reading is. Whole group discussion about readers theaters and their components. Teachers can write these components on board if desired

    o Example components: Read only your role, follow script while reading, listen to others in theatre, provide feedback o Rules/helpful practice suggestions: Highlight parts, practice reading, practice using expression, etc. o Be sure to emphasis that they need to work together and be respectful of their peers

    Read through the Adios Oscar script together as a group Assign parts: Bob (Gabriel), Ed (Penley), Oscar (Connor), Narrator 1 (Talia), Narrator 2 (Aurora) Have groups practice their individual parts and rehearse together (teacher will provide support/insights as needed) Perform (if time today, otherwise next time)

    Evaluation: Teachers will use observation throughout

  • Adios Oscar: A Butterfly Fable by Peter Elwell Adapted by Bri Varela

    Narrator 1 Narrator 2 Oscar Bob Ed

    Narrator 1: There was a house. In the window of this house there was a flower in a pot. On a leaf of this flower, there was a little caterpillar. And if you had asked this caterpillar his name he would have said Oscar: My name is Oscar! Narrator 2: Thats just what he said when a butterfly blew in from the sky, landed on his flower and asked him his name. Bob the Butterfly: Pleased to meet you Oscar! My name is Bob. I just flew in from Detroit and, boy, are my wings tired. Do you know the way to Mexico? Oscar: Nope, but I sure like those wings of yours! Bob: Thanks! One day you will have a pair of your own! Oscar: (gasp) Really?! Bob: Count on it! Narrator 1: Then as Bob fluttered off in a passing breeze, he shouted.. Bob: If youre ever down in Mexico look me up! Narrator 2: Oscar crawled as fast as he could to tell his friend Ed all about the beautiful wings he was going to grow and how he was going to fly far away. Ed: (whisper) Hi Oscar. Narrator 1: Whispered a little voice. It was Ed the bookworm. Peaking shyly from behind the flowerpot. Ed: Want to find out more about butterflies? (look both ways) Follow me! Narrator 2: They crawled to a bookcase and stopped in front of a very old book. Ed opened a small door hidden in the book. Narrator 1: It was the door to a library! For as far as Oscar could see there was nothing but bugs and books! Oscar: Wow! Look at all the books! Narrator 2: Oscar and Ed found all kinds of books that said that caterpillars do grow up to have wings and be butterflies and that the butterflies that look like Bob do fly all the way to Mexico. Narrator 1: Oscar studied maps. Mexico was thousands of miles away! The more Oscar learned about Mexico, the more he wanted to go. Oscar: They speak Spanish in Mexico! I would like to learn some Spanish!

  • Narrator 2: Oscar learned to say hello. Oscar: Hola! Narrator 1: He learned to say goodbye. Oscar: Adios Narrator 2: He learned to introduce him self so people would know his name. Oscar: Mi nombre es Oscar! Will they know me after I become a butterfly? Ed: Of course! No matter what you are, you will always be Oscar! Narrator 1: Finally the time came for Oscar to take a long caterpillar nap. As he went to sleep, he dreamed of having beautiful wings and of the mountains in Mexico. He slept and he slept and he slept. Narrator 2: One day Oscar woke up. As he yawned and wriggled out of his cocoon, he felt something wiggle on his back. Oscar: Wings! I have wings! Narrator 1: Oscar was so hungry but something wasnt right. He wanted to eat socks! Oscar flew to the mirror. Oscar: O no! Im not a butterfly; Im a moth! Now Ill never get to see Mexico! Ed: Dont worry Oscar; amazing things can happen when a moth thinks like a butterfly. Narrator 2: Oscar felt the wind call to him. So what if he was a moth. He jumped into the air. Oscar: Adios Ed! Ill send you a postcard from Mexico! Narrator 1: And off he flew into the night sky! Narrator 2: Oscar never returned to the house with the window, but if you ever go to the mountains of Mexico, youll find a moth writing a postcard. If you ask this moth his name he will say Everyone: Mi nombre es Oscar!

  • Teacher Observation Form

    Name: Brianna Varela Date: 9-18-15 Time: 9:00 to 10:00 School: Cowles Montessori Subject/Activity: Readers Theater Professional Demeanor +Excellent, not easily disturbed by events in the classroom. Communication (Spoken / Written) +Your voice is clear and easily distinguished when you are giving instructions to the large group. +I like to see how well you use gestures, facial expressions, and other non-verbals to communicate with students during the class time. *Try to find ways other than You guys to address the group. Knowledge of Content +You seem comfortable with your knowledge of the content and with the way your lesson progressed. Monitoring Student Learning +You make good use of your eyes and ears to make sure students are on task and paying attention. You are also willing to make correcting statements when they are needed to redirect students who are not following directions. +It is always a good thing to review the major points you wanted students to know and be able to do, with the group. This will help them learn to be accountable for future lessons. +When you asked students how they thought the presentation went, they thought it went well. Then you told them you thought it went really well. Then, best of all, you went through specific things that showed how well it went. Planning, Preparation, Organization +Your plan for this lesson is thorough and has enough detail so a substitute teacher could make use of it, if needed. +You had materials at hand as they were needed during the lesson. Classroom Management

  • +I see evidence that you are developing appropriate relationships with the students. They really care what you think and try to do the right things during your class. They respond appropriately when redirected. * Today your responsibility was just the group at the front of the room, plan to expand your monitoring of what all students are doing to the whole room. Address Individual Student Needs / Strengths Consider the students in the small group, are there students in that group that require you to differentiate instructional or evaluative methods? Strengths +You are aware of what is happening with all students in the group and you provide the appropriate response, both positive and corrective. +Your lesson plan is excellent. I believe that because you were thorough with your planning, you knew how you wanted this lesson to proceed. Suggestions *Make it a point to refer to members of the group with terms other than You guys. *Have a plan in mind for how you want to other students to organize themselves for the presentation to the group. *Position the members of the theater group so that the audience can see the projections that illustrate the story. William J. Orcutt Supervisor Drake University