|Lesson Plan ID:
A Readers' Theatre for Bringing the Rain to Kapiti Plain
This readers' theatre of Verna Aardema's Bringing the Rain to Kapiti Plain crosses the curriculum to incorporate language arts, social studies, and science objectives. Students will become familiar with the text of the story and then present the story as a play with parts.
|SS(2) Exploring Our Nation and World: People and Places||7. Describe ways people throughout the world are affected by their geographic environments. |
|SC(2) ||6. Identify characteristics of animals, including behavior, size, and body covering |
|SC(2) ||10. Identify the impact of weather on agriculture, recreation, the economy, and society. |
|ELA(2) ||4. Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials. |
|ELA(2) ||5. Read with fluency passages containing complex sentences. |
|ELA(2) ||14. Respond to various types of literature read aloud. |
|ELA(2) ||15. Select appropriate voice tone, gestures, and facial expression to enhance meaning. |
|TC2(K-2) ||1. Identify basic parts of various technology systems. |
|TC2(K-2) ||2. Identify applications and operations of various technology systems. |
|TC2(K-2) ||3. Demonstrate correct posture and finger placement while using a technology system. |
|TC2(K-2) ||4. Identify safe use of technology systems and applications. |
|TC2(K-2) ||5. Practice responsible use of technology systems and applications. |
|TC2(K-2) ||7. Use digital tools to access and retrieve information. |
|TC2(K-2) ||10. Design original works using digital tools. |
|ELA2010(2) ||9. By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.2.10] |
|ELA2010(2) ||21. Read with sufficient accuracy and fluency to support comprehension. [RF.2.4] |
|Primary Learning Objective(s):
Students will examine text through fluent reading and participation in a dramatic presentation of prose. Students will discuss ways in which climate/weather affect animals. Students will discuss the interdependence of plants and animals.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
Big Book Bringing the Rain to Kapiti Plain, by Verna Aardema, copies of Reader's Theatre script, props (optional)
|Technology Resources Needed:
Computer with Internet access and speakers, video camera
The teacher will need to prepare copies of the script for students (see attachment). List vocabulary words on a chart or the board: African, herdsmen, migrated, pasture, mooed, slender, acacia, shadowed, and drought.
1.)Introduce Vidal's book, Bringing the Rain to Kapiti Plain by showing the colorful cover illustrations. Lead a picture walk through Vidal's illustrations and identify as many animals as possible, listing them on the chalkboard. Have students preview and predict the story. Discuss how drought affects both plants and animals and the interdependence of plants and animals in the African environment. Ask, "What are some ways African animals adapt to their environment, especially during times of drought?"
2.)The teacher will familiarize students with the text with an echo read. As the vocabulary words appear in the text, discuss their definition. Model using the Internet site, Merriam-Webster's Online Dictionary
to look up words. (Click on the 'speaker' icon to hear the word.)
3.)Assign students their parts. The students should arrange themselves for the presentation in the same sequence as the story.
4.)After a read through, each student must identify his/her part as a "cause or effect" in the story. The teacher may want to guide the class in completing a cause and effect graphic organizer.
(Enchanted Learning: Graphic Organizers
)This site has a variety of cause and effect graphic organizers.
5.)Have students practice to perfect the fluency and expression of the presentation.
6.)Students will then perform the presentation to another class and/or adults. The teacher will video the presentation so that students will have an oppportunity for self-evaluation.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
After the students view the videotaped presentation, they will evaluate their individual performances using the attached rubric. Students may also take a quiz on the book to evaluate comprehension.
Props could be made to enhance the presentation. Students could collect pictures of African Plain animals and create a collage (see African Animals ). Assign one student daily to give a weather report using the four weather symbols on a chart. Weather report should include forecast from the newspaper or radio for the next day. At the end of the month count the number of rainy days.
Partner, choral, and echo reading can be utilized to help students practice their parts.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: