1. Range of Reading and Level of Text Complexity
Objective
Students will be able to read and comprehend a range of level appropriate text.

2. Range of Reading and Level of Text Complexity

3. Flip Slips Anticipation Skill Language
Practice STEPS TO Skill or Problem
Example --What changes from reading a one-act play to viewing a one-act play?
STEP PREP Procedures
Skill Language
&
Vocab Breakdown
Prior Knowledge
Textual Evidence
Anticipation
(1 Practice Problem Before Procedures )

4. Skill Focus
The skill for this week is......
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 9-12 text complexity band proficiently, with scaffolding as needed at the high end of the range.

5. Skill Focus In other words,
Students will understand the director’s purpose and tone in drama focussing on acts, scenes, dialogue, staged performances.

6. Copy the following words
Vocabulary
Copy the following words
Drama
Dialogue
Act
Scene
Performance
Staged

7. Vocabulary Strategy: Word Analysis
Under “My Definition,” write the definition for each word. Next, use the word in a sentence. Below “My Definition” under “Synonym” write two words that are similar to the vocabulary word. Finally, under “Antonym” write two words that are opposite.

8. Vocabulary
Drama- a written work that tells a story through action and speech and is meant to be acted on a stage
Dialogue- conversation given in a written story or play
Act- one of the main divisions of a play or opera

9. Vocabulary
Scene-a division of an act during which there is no change of setting or break in time
Performance- the action of representing a character in a play
Staged- to produce or show publicly on or as if on the stage

10. Prior Knowledge Have you ever seen or been in a play?
Think of a movie that you have seen, how was it different from reading a book?
Have you ever read something that seemed like it would be better acted out?

11. Anticipatory Set
Read the following excerpt. How would seeing this performed be different from reading it?

12. Anticipatory Set A Christmas Carol, by Frederick Gaines 4
Scene i. Scrooge in His Shop
The percussion thunders. Scrooge hurls himself through the descending snowflakes and sends the children scattering. They retreat, watching. Cratchit comes in. He takes some coal from the mound and puts it into a small bucket; as he carries it to a corner of the stage, the stage area is transformed from street to office. Scrooge’s nephew Fred enters, talks with the children, gives them coins, and sends them away with a “Merry Christmas.”

13. Anticipatory Set FRED: A Merry Christmas, Uncle! God save you!
SCROOGE: Bah! Humbug!
FRED: Christmas is a humbug, Uncle? I hope that‟s meant as a joke.
SCROOGE: Well, it‟s not. Come, some, what is it you want? Don’t waste all day, Nephew.
FRED: I only want to wish you a Merry Christmas, Uncle. Don’t be cross.

14. Anticipatory Set SCROOGE:
What else can I be when I live in such a world of fools as this? Merry Christmas! Out with Merry Christmas! What‟s Christmas to you but a time for paying bills without money; a time for finding yourself a year older but not an hour richer. If I could work my will, every idiot who goes about with “Merry Christmas” on his lips should be boiled with his own pudding and buried with a stake of holly through his heart.

15. Steps Step 1: Read the given selection.
Step 2: Identify the main characters and list them in a t-chart.
Step 3: Write one line of dialogue as it is shown in the text for each character.

16. Steps Step 4: Describe the tone or emotion of the line.
Step 5: Describe the function of any words in the text that are not dialogue.

17. Steps
Step 6: How are you able to tell dialogue from the other text present in the excerpt?

18. Steps
Step 7: What is the staging of the scene you were given? (Stage design)
Step 8: What is the feeling(s) that should be acted out here?

19. Steps
Step 9: How would the performance change if the characters performed using the opposite emotion?
Step 10: How would changes in the performance affect the way that the scene is received by an audience?

20. Steps Step 11: Watch the given scene from the play.
Step 12: Which is easier to understand the scene acted out or the version you read? Why?

21. Steps
Step 13: Write a summary of the differences between watching a play and reading a play.

22. Textual Evidence
Read the following excerpt. How would seeing this performed be different from reading it?

23. Textual Evidence A Christmas Carol, by Frederick Gaines 4
Scene i. Scrooge in His Shop
The percussion thunders. Scrooge hurls himself through the descending snowflakes and sends the children scattering. They retreat, watching. Cratchit comes in. He takes some coal from the mound and puts it into a small bucket; as he carries it to a corner of the stage, the stage area is transformed from street to office. Scrooge’s nephew Fred enters, talks with the children, gives them coins, and sends them away with a “Merry Christmas.”

24. Textual Evidence FRED: A Merry Christmas, Uncle! God save you!
SCROOGE: Bah! Humbug!
FRED: Christmas is a humbug, Uncle? I hope that‟s meant as a joke.
SCROOGE: Well, it‟s not. Come, some, what is it you want? Don’t waste all day, Nephew.
FRED: I only want to wish you a Merry Christmas, Uncle. Don’t be cross.

25. Textual Evidence SCROOGE:
What else can I be when I live in such a world of fools as this? Merry Christmas! Out with Merry Christmas! What‟s Christmas to you but a time for paying bills without money; a time for finding yourself a year older but not an hour richer. If I could work my will, every idiot who goes about with “Merry Christmas” on his lips should be boiled with his own pudding and buried with a stake of holly through his heart.

26. Textual Evidence
When reading a play, you have more information to help you understand a character’s actions and motivations.
When you read you tend to imagine/interpret characters or ideas in your own way. But when you view a play characters and ideas are presented the way the director chooses to present.

27. Flip Slip: What do you Remember?
Remember: Rewrite this week’s skill in your own words.
In your own words write down and define three vocabulary words.

28. Flip Slip: What do you understand?
Understand: Write the steps in chronological order.
* Which is easier to understand the scene acted out or the version you read? Why?
*Describe the function of any words in the text that are not dialogue.
*Why would the drama need to be broken into acts and scenes?
*Describe the tone or emotion of the line.
*What is the feeling(s) that should be acted out here?

29. Apply
Using the text selections given, apply steps for homework.