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Activation: I will activate students prior knowledge by talking about skits and the use of a script asking if anyone has read from a skit before. We will discuss how in plays people know what to say because they follow a script and also on TV and in movies people are following written scripts.
I will tell the students that they are going to have the chance to create their own scripts for their ending of the story and they will have the opportunity to act it out.
Demonstration:
First to demonstrate the task, we are going to look at what the elements of a script are; the characters, setting, tone of voice, stage direction, etc.Then, I am going to show the students a video and give them a handout with the script of the video transcribed on it. After watching the video, the students pair up and act out the script themselves following the directions of the script.
Application:
Students
Students will be for feedback.
Integration:
Being
Integration:
Being able to literacy development.
Standards:
Standards:
CCSS.ELA-LITERACY.L.3.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Subject: Language Arts- 3rd grade
Problem: Students will learn how to communicate ideas and collaborate with each other through writing and performing a skit.
Activation: I will activate students prior knowledge by talking about skits and the use of a script asking if anyone has read from a skit before. We will discuss how in plays people know what to say because they follow a script and also on TV and in movies people are following written scripts.
I will tell the students that they are going to have the chance to create their own scripts for their ending of the story and they will have the opportunity to act it out.
Demonstration:
First to demonstrate the task, we are going to look at what the elements of a script are; the characters, setting, tone of voice, stage direction, etc.Then, I am going to show the students a video and give them a handout with the script of the video transcribed on it. After watching the video, the students pair up and act out the script themselves following the directions of the script.
Application:
Students will be assigned groups and they will create their own endings to the story. They will first brainstorm what the ending will be, then, they will follow the steps of writing a script given to them and they will write and perform their endings. Students will submit their scripts to me for feedback.
Integration:
Being able to write a script can come in handy throughout a student's life. They may need to write a script for a presentation at work and these skills help in literacy development.
Standards:
CCSS.ELA-LITERACY.L.3.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Creating a script
1. Elements of a Script
Script for video:
Carly walks in from stage left, juggling her beanbags
Let’s play!
Carly continues juggling. Pippy walks backwards from stage left and bumps into Carly. She drops her balls.
Carly:Oh! Hello!
Pippy:Hello
Carly:
Pippy:Hello
Carly: Who are you?
Pippy:I
Pippy:I am Pippy. are you?
Carly:Points
Carly:Points to self. you Pippy.
Pippy:It’s
Pippy:It’s nice to is Carly.
Carly:That’s
Carly:That’s right! I is Pippy.
3. Demonstrate Script
the script.
4.
4. Write their steps given.
Steps for writing a screenplay.

Elements of a Script
2. Script video
3.Students watch until 0:44 of the video and follow along in the script page given to them.
Script for video:
Carly walks in from stage left, juggling her beanbags
Carly:Hi kids, I’m Carly. Let’s play!
Carly continues juggling. Pippy walks backwards from stage left and bumps into Carly. She drops her balls.
Carly:Oh! Hello!
Pippy:Hello
Carly: Who are you?
Pippy:I am Pippy. Who are you?
Carly:Points to self. I am Carly. Shakes Pippy’s hand. Its nice to meet you Pippy.
Pippy:It’s nice to meet you too. Faces camera. I am pippy and she is Carly.
Carly:That’s right! I am Carly and he is Pippy.
3. Demonstrate Script
Students get assigned roles
Students find a partner and readuse the script example for class.provided to act it out following the guidlines in the script.
4. Write own scripts using outline givenfor Charlotte's web endings following the steps given.
Steps for writing a screenplay.

2. Ipad recording
3. Uploading to YouTube
example of classroom theatre uploaded to youtube:
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{Screen Shot 2014-11-20 at 2.41.24 PM.png}

Procedure:
1.)Students will use the Padlet to brainstorm characteristics (appearance, personality, role in the book, etc) about the book Charlotte’s Web. The characters on the Padlet include Wilbur, Charlotte, Fern, Templeton, and Henry Fussy.
if there isare any other important factfacts about a
Created with Padlet
3.) The students will get in groups and pick names out of a hat in order to determine which character they will “become.”
{Doc2.docx}
5.) After filling out the worksheet, I will show the students an example of my Voki.
create one with the class
7.) We will create a random character (not one from the book) in order to allow children to be creative when they create their own.
8.) I will then have the students create a Voki of their own with the character that they have.
the character isis.
10.)They will write a mini script and then speak as though they are the character (using first person).
11.)After the students will share their Voki's to the class

Hi this English Unit shows lesson plans about the book Charlotte's Web by: E.B. White
This unit was designed to help children create a play as a final product. All the lessons are steps to help the students build up to writing the script then preforming it.
order go to 1.)to...
1.) Rebecca's Page
2.) Lindsay's Page
3.) Erin's Page

Hi this English Unit shows lesson plans about the book Charlotte's Web by: E.B. White
This unit was designed to help children create a play as a final product. All the lessons are steps to help the students build up to writing the script then preforming it.
In order to view the lessons in order go to 1.) Rebecca's Page
2.) Lindsay's Page
3.) Erin's Page
4.) Laura's Page

English Unit isshows lesson plans about the book Charlotte's Web by: E.B. White

What real-world, relevant problem or task will the learner be able to perform when we finish this lesson or unit?
Students will be able to work together to reach a goal. Together, they will brainstorm, plan and write an alternative ending to the book that the class has just finished reading.
Book: Charlottes WeCharlotte's Web
Activation
How will you activate the learner’s prior knowledge about this subject and prepare them to learn? How will your students preview what they will learn?