1. GRADE 5, MODULE 1: UNIT 3, LESSON 1 Narrative as Theater, Part 1: What is Readers Theater?
Learning Targets
I can define readers theater
I can define the purpose of readers theater
I can participate in readers theater
I can identify how a readers theater script differs from a novel
Which words are common to all three learning targets?
Put the following long term targets for the unit on sentence strips in the room. Can you explain what a text says using specific details from the text? Can you engage effectively in a collaborative discussion?

2. Opening: Review Learning Targets and vocabulary
vocabulary focus: purpose- the reason for doing something
invite students to think about the “purpose” of the UDHR….. Why was it written?
or … the purpose of specific language the author chose in Esperanza Rising
Students consider what question word goes most closely with thinking about purpose
For Unit 3 students will be thinking about why authors make the choices they do to engage their readers/listeners
Vocabulary: define, purpose, narrative, Readers Theater, script, novel, participate, define, role

3. Opening: Engaging the Reader
Look back at the Human Rights Challenges Chart from Unit 2 of Esperanza Rising
In Think-Pair -Share have student make connections between the chart and the novel, then share aloud
Tell students “ As you know Esperanza Rising is a narrative. Reading narratives helps us understand the human experience. Often themes of novels relate to issues in the real world. We have been connecting the themes of Esperanza Rising to the ideas in the UDHR, an informal text.

4. Opening: Engaging the Reader
In this unit, we will keep making connections to themes related to human rights. But we are going to learn about another type of narrative, called a script.
A script is used when actors/actresses perform a play, movie, or radio show.
I am going to show you some scripts, and we are going to read them. By the end of the day you will be clear about what a script is, and how it is different from a novel.
We will start thinking about why an author would choose one instead of the other.

5. Opening: Engaging the Reader
We will be reading narrative scripts over the next few days, and eventually you will be working in groups to write your own scripts about scenes from Esperanza Rising that relate to the UDHR.
Post I Notice/I Wonder Anchor Chart and display a copy of one of the “American Heroes” script.
Allow students to read through the script quickly, then turn and talk to a partner about what they “notice”
Record on the chart… then repeat in the “wonder” column

6. Work Time: Defining Readers Theater
You just got to look quickly at the narrative script called “American Heroes”. Later today, we will actually get to participate in Readers Theater using this script.
First you will need to understand what Readers Theater is. Share with a partner what you predict the definition will include.
Display What is RT? ( And How DO You Really Spell It?)
Let’s read the following definition together. display supplemental sheet…be sure to clarify vocabulary( minimal, framework, dramatic, suggestive, partial, neutral, uniform, memorization, etc.)
Think-Pair-Share to add to the anchor chart

7. Work Time: Defining Readers Theater
Display the Readers Theater Definitions sheet.
Read and discuss…. With a partner restate definition in your own words
Add any additions to the I Notice/I Wonder Chart

8. Work Time: Participating in a Readers Theater: “American Heroes”
Today you are just going to try Readers Theater a bit.
Display the Readers Theater Rubric, read and discuss …. Clarify any terms
Divide students into groups of four and distribute the scripts and four different colored highlighters
Prepare: Assign a student to each role, then have them highlight their lines
Practice: Allow students several minutes to practice their scripts
Perform: ask for groups that are willing to perform…. provide feedback based on elements of the rubric

9. Closing/Assessment
Revisit the Readers Theater: I Notice/I Wonder Chart
Bring students back together as a whole group. Ask students
Now that you have participated in a Readers Theater, what would you like to add to the I Notice side of the chart?
Can we cross out any of the I Wonder statements, because we have answers to those questions?
What needs to be added to the I Wonder Column of the Anchor Chart?

10. Homework
Explain Readers Theater to someone at home. Tell that person what you will be doing in class during this unit. Invite them t o see you perform in a few weeks!