Playtime
Goals:
Resources:
Materials:
The students will have the responsibility of devising a list of materials
that they will need for their plays.
The students will also have the opportunity to use any of the materials
that were used in the four weeks of previous lessons.
Time:
This lesson will take approximately eight hours over the span of the
week. On three days of the week, the teacher will allocate one hour for
the students to work on this project. The remaining five hours will be
used on Friday for the students' plays.The students may need some additional
time to work on this project, so they may need to work on them at home
if necessary.
Procedures:
These steps should be used on the days that only an hour has been allocated.
1. The students will be divided up into groups of 4-6 people, and
each group will be assigned a number.
2. The students will work together on deciding the different aspects
of their role play. The following is a list of ideas to help the students
get started in the preparation of their role play:
What aspect of the Titanic do we want to present?
The students could relive the sinking of the Titanic.
The students could relive the time period before the Titanic.
The students could show how it might have been to live after the Titanic
incident.
The students could be archaeologists who try to find the Titanic.
The students could be the ship crew on the Titanic.
The students could be a family before, during, and after the Titanic
incident.
What resources are we going to need?
The students need to devise a list of all of the resources that they
plan on using for the production of their play.
What materials are we going to need?
The students need to devise a list of all of the resources that they
are going to need in creating their play.
The students need to decide on what props they are going to need for
their play.
Who are the characters in the play going to be?
Who is going to play what character?
What is the script of the play?
The students need to create a script for their play to be pre-approved
by their teacher.
The students also need to turn in a final copy of their script before
their performance.
These following steps should be used the day of the play presentations.
1. The students will divide up into their groups.
2. The students will organize their materials (i.e. props, scripts,
etc.).
3. Put the group numbers into a container and randomly pull one out.
This group will perform first.
4. The group will present their role play in front of the class. Note:
The amount of time given to each individual group depends on the number
of groups in the class, so it is up your discretion as the teacher how
the five hours are used.
5. There will be a brief question and answer period to ask the students
in the group any lingering curiosities about the play the audience may
have.
6. After each group's question and answer period is finished, pull
out another number from the container, and that group will perform their
play. This process will be repeated until all the groups have gone.
7. Each group member will fill out a peer evaluation sheet.
Assessment:
Each group must devise a list of resources that they used for their
plays. Criteria for success: Each group must have between five and ten
different resources written out on loose leaf paper, and it must be turned
in before they perform.
Each group must devise a list of materials that they need to use for
their play. Criteria for success: Each group must turn in a list of all
of the materials that they need for their play. It must be written out
on loose leaf paper and turned in before they perform.
Each group must create a script for their play. Criteria for success:
The script must have accurate information about the Titanic, as well as
be neatly organized (refer to the rubric below). It also must be turned
on Wednesday afternoon, so that the teacher can give feedback to the students
on Thursday morning.
4 = The script will include the characters, character's lines, and
props without any grammatical errors.
3 = The script will include the characters, most of the character's
lines, and props with only a couple grammatical errors.
2 = The script will include the characters and props, however, the
dialogue will only be partially completed. This script will have a few
grammatical errors.
1 = The script will only include the characters and props with a lot
of grammatical errors.
Each group must turn in a final copy of their script before the performance
of their play. Criteria for success: Each group must achieve either a 3
or 4 on the above rubric.
Each group must perform a role play based on different aspects of the
Titanic. Criteria for success: Each group's play must correlate with their
script as well as with accurate information from pervious Titanic lessons.
It also must be creative, in the sense, that they presented a variety of
props to accentuate their play. The props may include wardrobe, cardboard
items, etc.
Each group member must complete a peer evaluation form. Criteria for
success: Each group member must have made a substantial contribution to
the group. Refer to the peer evaluation
rubric.
The students will receive feedback in the following ways:
They will be given back their list of resources and materials with
a +, +/-, or - depending on the content.
Resource list:
+ = a list of 5-10 resources, written on a loose leaf piece
of paper, and turned in on time
+/- = a list of 5-10 resources, written on any kind of paper, and
turned in after their performance
- = a list of less than 5 resources, written on any kind of paper,
and turned in late
Material list:
+ = a list of all of the materials that they used in the production
of their play, written on loose leaf paper, and turned in on time
+/- = a list of most of the materials that they used in the production
of their play, written on any kind of paper, and turned in after their
performance
- = a list containing only a few of the materials that they used
in the production of their play, written on any kind of paper, and turned
in late.
They will be given back their scripts twice, and both of their rubric scores
will be counted.
They will receive the scores based on their peer evaluation forms according
to the rubric.
The overall score will based on the combination of the scores from the
resource and material lists, scripts, props, and evaluation forms.
Curricular Strands and Major Points:
Language Arts - devising a list of material and resources; writing a script;
performing a role play
Math, Science, & Social Studies - using any resources, materials, or
ideas from pervious Titanic lessons for their role play based on this subject
Possible Extensions:
Have the students perform their plays in front of another class, perhaps
first or second graders.
Have the students perform their plays in front of an assembly, perhaps
the whole school, parents, teachers, etc.
Have the students publish their scripts in a magazine or school newspaper.
Have the students write up summaries on their classmates' play.
The Titanic - developed by Kelly Coleman, Nikki Cosgrove, Megan Mills, &
Dorothy Weber
Back to Fourth Week Outline
This page submitted by St. Norbert College
Ocean Voyagers Program