8th Grade Reader's Theater & Sentence Types Lesson Plan

Overview and Learning Objectives

Grade Level: 8th Grade — Reader's Theater (Readers Cinema)

Standards:

Students will utilize and identify tone that is consistent with the sentence type. (Content)

Students will identify words that convey meaning as they are spoken. (Content)

Students will learn how to be considerate and respectful of others. (Process)

Reader's Theater Activity and Reflection

The objective of this task is for students to complete a reader's theater performance in front of a camera that records them on video. The recording can be made using a regular cell phone or a camcorder. Before the performance, students will have completed no fewer than four run-throughs as a class, focusing on the characteristics of eloquent delivery. Workshops will have helped students recognize words that establish tone and natural pauses in sentences to improve sentence flow. For example, the teacher will have students circle particular words in their lines to highlight elements that create a natural, expressive quality. Students will have rehearsed their lines both as a class and with partners. After the performance is recorded, students will watch the video to personally evaluate their own presentation.

Students will have already been recorded performing the reader's theater. They will then receive a reflection sheet asking them to comment on and provide specific examples for each of the criteria being measured: pitch, volume, sentence flow, involvement, and respectfulness. Each criterion includes a section for the student to comment on their performance. Students are assessed on the quality of their responses. Feedback must include concrete examples that support each criterion.

The quality of the feedback is also determined by the number and quality of adjectives students use to describe how they feel they performed. The purpose of this benchmark is to move students beyond generic responses such as "I did not do well" or "I did okay," and toward using descriptive adjectives that offer a clearer, more precise account of their performance.

Student Directions:

You have just finished performing the reader's theater as a class and have watched a recording of the presentation. Use the following question sheet to reflect on how you feel you did. You were assessed on pitch, volume, sentence flow, involvement, and respectfulness. In your reflection for each criterion, include the following:

The following rubric is used to assess student performance across five criteria. Pitch and Sentence Flow are each weighted at double value (x2).

Pitch (x2)

Score 3: Your delivery is full of expression. You make a question sound like a question, a command sound like a command, and so on.
Score 2: Your voice has some expression, but it is still difficult to distinguish a declarative sentence from an interrogative one.
Score 1: Your voice is flat and has no expression whatsoever.

Volume

Performance Rubric: Pitch, Volume, and Sentence Flow

Score 3: Your voice is loud enough for everyone in the classroom to hear clearly.
Score 2: Your voice can be heard by everyone, but the sound is muffled and difficult to understand.
Score 1: Your voice cannot be heard even a few feet away.

Sentence Flow (x2)

Score 3: Your sentences flow consistently. You are able to identify and use natural pauses in your speech.
Score 2: Your sentences are sometimes uneven. You attempt to recognize natural breaks but do not consistently use them.
Score 1: Your sentences are continuously uneven. You rarely attempt to recognize or use natural breaks in speech.

Involvement

Score 3: You read your lines appropriately and never lose track of when your speaking parts occur.
Score 2: You read your lines properly most of the time, but occasionally lose focus and forget your place.
Score 1: You must be constantly reminded of when your speaking parts occur and do not read your lines properly.

Respectfulness

Score 3: You listen to your classmates without interrupting them and follow along throughout the entire performance.
Score 2: You rarely interrupt your classmates, but you only follow along during your own reading parts.
Score 1: You consistently disrupt the class and rarely pay attention to the script.

Grade Level: 8th Grade — Building Different Sentence Styles

Standards:

Students will learn to use and identify tone that is consistent with sentence structure. (Content)

Students will recognize and use context clues to determine the meaning of sentences. (Content)

Students will listen attentively to the contributions of other group members. (Process)