Strategy



Drama and Story Elements

|Strategy: Integrating Drama to Teach Story Elements |

|Appropriate Grade Level: K-2 (study done with 1st graders) |

|Procedures/Steps: This is a five week lesson plan that integrates the fine arts into teaching. It is especially effective for |

|children who are from families with a low SES. It is based on the zone of proximal development and scaffolding (Vygosky), and |

|Developmentally Appropriate Practice in Early Childhood Programs. |

|Week One →Scaffolding by reviewing Punctuation: First discuss how actors use body, voice and movement to enhance performance. |

|Then review classroom lessons on punctuation. Last, act out punctuation (e.g., tight balls for periods). |

|Week Two→Scaffolding the Sequence of Events/ Characterization: Play memory sequencing game. (e.g., they had five students run |

|noisily into the room and back out and the students who were given clues to help them focus). Have the children take on |

|characteristics of characters in a book (easier if it is animals/insects). |

|Week Three→Scaffolding to Address the Problem and Solution: After given a picture, the students are asked at what point of the |

|story they believe it takes place and then they collectively make a story to fit the scenario. They were prompted to add a |

|conflict like the story that they had acted the characters out had and then they chose prompts to act out their story. |

|Week Four→Scaffolding the Children as Authors: Scaffold children through the entire cycle of the writing process and put them in |

|groups to brainstorm, write rough drafts, edit with teacher assistance, and produce a final copy. |

|Week Five→Scaffolding the Dramatization of Children’s Stories: Children write individual stories and then cast the characters from|

|people in the class. |

|Comments and/or tips: Teaching elements of story writing through drama helped the children learn the elements of story mapping, |

|enhanced their perspective-taking ability, expand their sense of creativity, and develop their capacity for symbolic thought. I |

|highly recommend viewing this article to get a more concrete understanding of the teacher examples. Throughout the entire article,|

|research was given as to why each step is beneficial to students and the theory as to why it works. It is a way I had never |

|thought to present this information. |

|Source: |

|Creech, N., and Bhavnagri, N., (2002). Teaching elements of story through drama to 1st- |

|graders. Childhood Education, 78(4), 219-224. |

| |

|Database: ERIC |

|Query: kw: literacy and kw: teaching and kw: techniques and ln="english"  and dt= "cije" |

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