Unit Lesson: Readers Theater
Unit Objective: The student will come away with an awareness of what Readers Theater is, it purpose, and how it relates to speech. The purpose will be achieved over a five day period. It will include defining what Readers Theater is and its purpose. The class will participate in live unrehearsed and rehearsed productions to their fellow classmates. There will be a knowledge quiz also given.
Day One: Day One will be used to introduce the Students to Readers Theatre. Notes, including lecture notes over terms, will be given to give the students a background on what Readers Theatre is. A few select students will also have the chance to give a small presentation on Readers Theatre. Terms and definitions of terms will be given to establish what is being discussed for the unit. The presentation assignment for the Unit will be given.
Day Two: On Day two will start with presentation of two serious skits adapted from a poem and a social ad. There will also be discussion on choosing a script and where to find scripts. The student will also be given information on costuming for presenting their Readers Theatre skit. At the end of class two group assignments will be given so that students can have time to rehears a skit on their own for the next day.
Day Three: On Day three the focus will be on blocking and staging to enhance their Readers Theatre performance. At the beginning of class the students will present two skits which the skits will have been given the day before which allows the students time to have a rehearsal before presenting. The rest of class will focus on staging for Readers Theatre and blocking.
Day Four: On Day four the focus will be on having the students use their voices in Readers Theatre production. The Students will have a series of activities to use working on their Volume, Pitch, Rate, and Articulation. The actives will be focus on how they relate to Readers Theatre.
Day Five: On Day five the quiz will be given. There will be a five to ten minute review. The quiz will last approximately 20 minutes, giving the class the rest of the time to practice rehears and get ready for production.
NOTE: This is set up so that the production of the assignment will be done on the Sixth and possibility the Seventh day. If possible arrange to have this done in the theater or a large classroom.
DAY 1
Day One Overall Objectives and plan:
Day One will be used to introduce the Students to Readers Theatre. Notes, including lecture notes over terms, will be given to give the students a background on what Readers Theatre is. A few select students will also have the chance to give a small presentation on Readers Theatre. Terms and definitions of terms will be given to establish what is being discussed for the unit. The presentation assignment for the Unit will be given.
Topic: Introducing Readers Theatre
Objective: The student will be given an overview of the unit and an introduction to Readers Theatre.
Time: 15 minutes
Materials Needed: Slides 1-4 from ReadersPowerDay1, Four copies of RT is IT (Rts1)
Steps:
1. The lesson is to be used with the power point presentation
2. Using Slide one ask the students: What is Readers Theatre? Before fielding their answers go to slide to slide two and ask them: Is it an Oral Interpretation of Drama? Is it a play? Is it a theatrical performance?
3. Choose four different students from the class, and give them a copy of RT Is IT. Have them pair up and give them five minutes to do a dry rehearsal.
4. While the four students are on their rehearsal mouse click to slide 3 and ask the students: how do you spell Readers Theatre. Point out while it spelled different, each means the same basic concept.
5. Have the first two readers present their interpretation of RT is IT. Once they have presented thank them. Have the second group present their interpretation of RT is IT. Once again thank them and have all of them return to their seats. Advance the power point to slide three and ask the class again using the presentation what is Readers Theatre.
Topic: Definition of Terms
Objective: The students will be given background knowledge of the terms that will be used when discussing Readers Theatre. The terms will help to establish what is being discussed for the project.
Time: 15 minutes
Materials Needed: Slides 5-7 from ReadersPowerDay1
Lecture Notes on terms: (Click to slide 5) So then what should we use as our definition of Readers Theatre? For our class propose we are going to use the following definition. Readers Theatre is: An oral reading activity that closely resembles radio drama. It is also a presentational art form where two or more interpreters employ vocal and physical suggestions to make all kinds of literature live vividly in the audience’s imagination rather than literally on stage. So what does that mean? (Stop and answer any ones response).
Readers Theatre is similar to Oral Interpretation of Drama in that the cast is required to have their script out front and present during the presentation. Unlike Oral Interpretation of Drama, costuming is allowed; normally the cast will dress in similar outfits.
(Mouse click to slide 6)Readers Theatre also uses the use of Picture Overlay which is a type of “double vision” with one image superimposed on another. In Readers Theater the audience sees the actual readers while viewing imaginatively the created scene. The use of Picture Overlay helps to create the mental images in the audience’s mind.
(Mouse click to slide 7) Picture Overlay is also enhanced by using Audience focus. So what is Audience focus? (Stop and answer any ones response) (Reiterate what has been said and say) for out class Audience focus will be defined as: When the audience is made to look by the use of certain conditions that create focal points. Now what are these points? So of the points come from actions, word choice, emphasis and climax on certain areas. For example (stress the word is bold) If I was to say, “Give me the ball!” The audience would be focused on the ball and the action being done to it. However if we were to say “Give me the ball!” the audience is more likely to focus on me and my actions, and not that of the ball.
Topic: Assignment of Presentation project
Objective: The students will be given their assignment for the project, along with rules, rubric and what is required for completion of the assignment. There will be time for a question period at the end of this section for clarification
Time: 20 minutes
Materials Needed: Assignment paper (Rtw1), Rubric for grade (Rtw3), Peer Review Sheet (Rtw2)
Slides 8-9 from ReadersPowerDay1
Steps:
1. Once the terms have been defined handout the Assignment paper, the grading criteria, and the peer review sheets, one of each for each students.
Lecture Notes on instruction for the project assignment:
(First mouse click) Number off from one-seven. Once this is done you should be in four groups of four and three groups of three. (Second mouse click) In your groups find a script. Scripts can be found any were from the internet, to books to even plays. (Third mouse click) If you find a script that has more characters then you have people, and you want to do it, then you may do it. (Fourth mouse click) All scripts must be pre approved by me before rehearsal may begin. Once a script is selected and approved make copies on the script and attach them to black construction paper. A selection should be made by Wednesday at the latest in order to have sufficient time to practice in your group. (Fifth mouse click) There will be given some class time to practice your performance at the end of most classes. We will perform these skits next Monday in class. (Sixth mouse click) If you want an “A” grade please follow the grading criteria sheet, which will also require you to practice outside of class. (Seventh mouse click) If your group has any question please feel free to stop in and ask. The time limit for this event is 15 minutes, please follow that. (Have the group come together)
Okay now to determine speaker order. Who ever is the oldest member of your group? Take the day they were born on, such as if you were born on the 10th day of the month your number would be 10, and take that number and add it to their shoe size. So if your oldest member of your group was born on the 10th and their shoe size is 15, your number is 25. Which ever group has the smallest number gets to choose which number they speak in.
DAY 2
Day Two Overall Objectives and plan:
On Day two will start with presentation of two serious skits adapted from a poem and a social ad. There will also be discussion on choosing a script and where to find scripts. The student will also be given information on costuming for presenting their Readers Theatre skit. At the end of class two group assignments will be given so that students can have time to rehears a skit on their own for the next day.
Topic: Welcome back dry runs
Objective:
The students will be given a chance to hear and critique two different Readers theatre performances, one from a social awareness add, and the other a poem. The class will also be allowed to have a clarification time period before continuing on with instruction.
Time: 17 minutes
Materials Needed: Smoke Signals (Rts8), The Portrait (Rts2)
Lecture Notes:
Once class has convened for the day, ask for five volunteers, needing at least one male. The four students who preformed yesterday can not perform today. Explain to the five volunteers that the script subject for today’s lesson is on the serious side. Give two of them “Smoke Signals” and the other three “The Portrait.” Allow them five minutes to rehearse the pieces.
While they are rehearsing ask the rest of the class if they have any questions. Explain to the class today that we are going to be discussing script selection and also characterization.
Once the five minutes have elapsed have the “Smoke Signals” group come back in and perform. Thank the group and ask the class if this was a skit? Respond to their answers and then tell them that sometimes social ads can be done in a way to remind us of problem that face our society.
Have “The Portrait” group come in and perform. Once again ask the class was this a skit or just three people reading a poem? Respond to their answers that even a poem can be used in Readers Theatre. Thank the groups and have them return to their seats. Next say “Often we find our scripts for Readers Theatre in the most unusual places.”
Topic: Script Selecting
Objective:
This activity is designed to information students where they can gather scripts for Readers Theatre. This will also discuss adapting a piece into Readers Theatre
Time: 20 minutes
Materials Needed: Slides 2-3 from ReadersPowerDay2
Steps: 1. Have the power point ready to go before beginning this topic
Lecture Notes:
We find script everywhere we look. (Mouse click along slide 2 as each point is discussed) We find scripts in Novels, Poetry, Plays, Radio Scripts, Letters, Internet, Diaries, Biographies, Songs, Essays, and Newspaper columns. Almost anywhere you can find a script.
So let us discuss a little more about finding scripts in Novels, Poetry, Plays, Radio Scripts, Letters and the Internet. Obviously for our time purposes you can not select Homer’s Odyssey or Harper Lee’s To Kill a Mockingbird and expect to get the whole novel done in 15 minutes. Yet your group could take scene from the novel and perform that selection. When selecting a Novel or Poetry to use in Readers Theatre the use of a Narrator can help the audience to fill in the parts that are not spoken by the cast. The narrator can also provide background so you are not jumping into scene and at the end can provide a conclusion that does not leave the audience without the sense of completeness.
If you select a Play or Radio Script the positive side is you already have them in script format. Again you will most likely need to cut the piece and if needed a Narrator can ease the transition in and out of the piece. If your parents have letters from they were young and wrote to each they can be adapted into script format, usually having two-three people. If you collect a journal or read old journals just like letters this can adapted into script format. Finally the internet has thousands of already formed scripts and if it is decent it can be used in Readers Theatre.
(Proceed to slide two) Two key facts to remember in script selection make sure it leaves the audience with a sense of completeness, and two If you need to cut parts out of it, make sure that it the rest section makes sense.
Topic: Costuming and directing notes
Time: 13 minutes
Materials Needed: Slides 4-5 from ReadersPowerDay2
Steps:
Now let us change our focus on Costuming and directing. In Readers Theatre the actors may not touch each other! Now this may be a change of acting for some of you. In conventional acting the actors and actress touch and have physical interaction with each other and are often very close in space to each other. In Readers Theatre if your script calls for each other to be near one another you may move next to the person, but again no touching each other. So when you are selecting a piece often it is easier to choose skits that talks to the audience instead of putting on a show to the audience. An example of this type of skit is the two that we have used today. In “The Portrait” it is a poem, yet it is also spoken to us the audience and presented to us. In “Smoke Signals” the use slogan from an add is conveyed to us the audience as a form of getting our intention. So when you select a script, you may select one that is portrayed not the audience, but remember no touching and everything has to face us.
Now let us talk about costuming and makeup. In conventional theater you can spend more time finding costumes and doing makeup then rehearsing. For Readers Theatre costuming is simple. The actors and actress dress in similar outfits such as matching slacks and t-shirts. Try to use dark colors for your slacks, with black being the preferred color. You may also dress in periodical clothing that matches the era of their skit. Yet in all things remember to keep it simple. If your group thinks its too much costuming then it most likely is.
Handout Instruction before class is dismissed
Materials Needed: “The House that Jack Built” (Rts5-6) scripts, “Snowballs” (Rts3-4) scripts
Steps:
1. Before you dismiss class ask for eleven volunteers for reading a part for in skit to be performed the next day.
2. At least one female and 3 male are required for the skit.
3. Also needed are another eleven volunteers with at least 3 males and 3 females.
4. Give the first group copies of “The House Jack Built,” and the other group “Snowballs.”
5. For the Snowballs group at least three people are needed for the chorus.
6. When deciding on people, by this time 9 people will have already performed and they may only perform again if everyone in the class has a part.
DAY 3
Day Three Overall Objectives and plan:
On Day three the focus will be on blocking and staging to enhance their Readers Theatre performance. At the beginning of class the students will present two skits which the skits will have been given the day before which allows the students time to have a rehearsal before presenting. The rest of class will focus on staging for Readers Theatre and blocking.
Topic: Timed rehearsal
Objective: Given the overnight to practice two groups of eleven will perform their individual group pieces in front of the class. The main reason for this is to give the student at performing not under a dry run.
Time: 15 minutes
Materials Needed: “The House that Jack Built” (Rts5-6) scripts, “Snowballs” (Rts3-4) scripts
*Note students will have gotten their copies the previous day, but bring extra copies to be on the safe side*
Steps:
1. Welcome the class back
2. Have the “Jack” group perform
3. Thank them and have them return to their seats
4. Have the “Snowballs” perform
5. Thank them and have them also return to their seat
Lecture Notes:
Now what did you as an audience like what the first group did in their performance? (Field their responses) Now what could they have done better? (Field their responses) What did the second group do well? (Field their responses) What could they have done to make it better? (Field their responses) (Add your own personal comment on the performances) Today we are going to discuss two more elements that will help to enhance their group performances on Monday and Tuesday.
Topic: Blocking and Staging
Objective:
The student will be given an overview of how to use blocking to enhance their Readers Theatre performance. Emphasis and reminders will be given on stage directions and on not blocking someone up.
Time: 35 minutes
Materials Needed: Slides 2-4 from ReadersPowerDay3
Lecture Notes:
The focus for today is going to be on blocking and staging. For some of you this will be a reminder, however I do that there are some who have never ever been on a stage and when I say upstage right you’re going is he speaking Dutch again? Well I am not. In readers Theatre, unlike in Oral Interoperation of Drama, major movement is allowed. Therefore the characters in the skit can be moved around to create and establish the scene. Yet the scene must be able to keep the fourth wall in acting. (Mouse click too slide two) Now the fourth wall in conventional theatre is the imaginary wall through which the audience views the play. In Readers Theatre we use the fourth wall and act to it. All of our staging and blocking is projected to that wall. Even when an action is suggested, such is hand a piece of paper to someone. If the line calls for you to hand some one an item, you do not physically give it to them, instead facing the fourth wall you pantomime giving it to them. Now what does it mean to pantomime? (Click to Pantomime) Pantomime is defined as movement without words. We do not hand them an object but the reach out and take it and all this is facing the fourth wall.
So how do you move on a stage? If I was to tell you move stage downstage left for your first point and have the other person move center stage right, would the first person move to the audiences right or left and would the second person move right or left?(Take time to see if anyone guesses right. If someone does it correctly, then say this. ) That is correct we move to the audience’s right when we are told left, and we move to the audience’s left when we are given directions to go right. (If they guess wrong then say the following), well when we are told to move left we go to our left, which is the audience right. Whenever we have directions no matter what it’s always our left or our right, never the audience left or right (mouse click to slide 3). On the stage we have nine points at which we can be on the stage. They are upstage right, center, left, center stage right, center, left, downstage right, center and left. We also can be going onstage and offstage. Okay let us practice this. (Mouse click to slide 4).
Moving game
Steps:
1. Have the class number off into groups of five.
2. Have the first group of five come in front of the class and position them in different parts of the front of the class.
3. Tell the students when someone calls on their name they will give them a direction to move to a different area of the stage and they are to that area.
4. Have members of the class call on their other students to move to different areas of the stage.
5. Once the first five have moved a couple of times, have the second group of five students take their place.
6. If a student move the wrong direction help him or her to the right spot or have their fellow student help them move to the correct spot.
7. Repeat this until all the students have had a turn.
Lecture Notes:
Along with being able to move on the stage, not blocking out your fellow cast members is important.
1. Have the tallest member of your class and one of the shorter members of class come to the front of the class.
2. Have the taller person stand in front of the shorter person.
3. Now instruct the shorter person that they are to move wherever the taller person goes.
4. Have the taller person move around a few places.
5. Thank them and have both returns to their seats.
Now how hard was it too see the smaller person? When you go to position yourself in a play or in your Readers Theatre skit you should try to avoid having someone in front of another. People can still be near each other, but avoid in front. Instead standing at an angle to each other allows us the audience to see everyone. Another type of blocking is turning a corner. When we turn corners we are mainly close about and we turn away from them. In theatre and in Readers Theatre we need to make outward turns to our audience. In conclusion, always remember it is your right or left when someone says stage right or stage left. Also remember not to block people when setting a scene in Readers Theatre. We play to the fourth wall in pantomime and we bring the audience into our world from that wall.
Another item we do in readers Theatre that is similar to Oral Interpretation of Drama is picking where the other people would reflect on the wall. To speak to the people standing need to know where they are. So to do that we need to choose were they are and always address that part of the wall. This decision should be made before performing and all members of the cast should know where the spots are.
Please remember your projects are due on Monday and if you have any questions please ask. The rest of the time (if there is) can be used to get in your groups and work on your scripts. If you script has not been approved by me, please bring it to me as soon as possible.
DAY 4
Day Four Overall Objectives and plan:
On Day four the focus will be on having the students use their voices in Readers Theatre production. The Students will have a series of activities to use working on their Volume, Pitch, Rate, and Articulation. The actives will be focus on how they relate to Readers Theatre.
Topic: Volume
Objective: The students will be able to project their voice so that the audience can hear what is being said. Students will practice saying one sentence five times
Time: 20 minutes
Materials Needed: Slides 2-3 from ReadersPowerDay4
Steps:
1. Review what was done yesterday and remind the students they need to have their script chosen out by now, and need to be getting ready for their presentation.
2. Load the Power point presentation label readerstheatreday4
Lecture Notes in conjunction with power point
(First mouse click)Volume will be discussed first because a performer’s voice must, above all else, be audible. Audience members should have no difficulty in hearing, regardless of where they sit. Nothing irritates an audience more than the inability to hear what is being preformed
(Next three mouse clicks) Projection is related to volume referring to degree of loudness or force of the voice, and projection referring to vocal placement in acoustic space. When performing literature, volume must coalesce with the mood, emotion, and ideas within the materials. After establishing the volume required, concentrate on the projection. Projection technique is influenced by your state of mind. Mentally you must catapult your energy into the audience, filling the whole space. Since Readers Theatre is a sharing process, do not bury your voice and self in the material. Let your voice push the material outward filling every portion of the room to the last row, whether it be a shout or a whisper.
(Next Slide) In this exercise choose a student to say the sentence on the power point, with emphasis on the word in white bold type. After a student had spoken the sentence ask the class with the inflection on the bold white word what could the sentence imply?
Did John buy the dog? (Did he really?)
Did John buy the dog? (Or was it Bill who bought it?)
Did John buy the dog? (Or was it given to him?)
Did John buy the dog? (That special one he wanted?)
Did John buy the dog? (Or was it a canary that he bought?)
Topic: Pitch and Rate
Objective: The Students will be given information on how their pitch and rate effect their performance. This is used as a reminder for those students who have acting experience and as help for those who are new to the field.
Time: 15 minutes
Materials Needed: Slide 4 from ReadersPowerDay4
Lecture Notes:
Okay now let us focus on Pitch and Rate. The Pitch of your voice means the highness or lowness of your voice. Most humans have two or three octaves in or speaking range, the majority of humans only use one octave making them boring to listen too. To be an effective Readers Theatre performer, the performer must vary their range using both high and low of their range. To practice our pitch let us try responding yes to the following sentences. (Mouse click to slide 4) When the sentence appears say the word “yes in the pitch that is appropriate.
Along the same lines the rate at which you deliver your lines can effect your audience. If you speak to fast often your words become mumbled and slurred. A fast rate also indicates nervousness, excitement, anger, happiness, and youthfulness. If you speak slowly your pitch could be affected to a low sound and the audience can become bored if the rate is too slow. A slow rate also can suggest sorrow, deliberation, reverence, doubt, and advance age.
Topic: Articulation
Objective: The Students will be given a review on how to correctly pronounce words so that other can hear and understand them correctly
Time: 15 minutes
Materials Needed: Slides 5-6 from ReadersPowerDay4
Lecture notes:
After balancing your volume, pitch and rate if you want to have people understand you still; articulating your word is becomes especially essential in Readers Theatre. Often in Readers Theatre we are reading our words right off the script, sometimes with only minutes of practice. Now whether you have had weeks to get the words right or you’re doing it sort of impromptu, being able to articulate your words will only enhance your performance. (Bring up slide 6) So let us practice some words on how to correctly say them. (Bring up a word on the slide and have the students pronounce it correctly and then have the class say it. Do this for all seven words.) Now what trouble can come from not pronouncing a word correct? (Field their answers.) We might think it is that much of a problem, but in the some other languages the mispronunciation of a word could mean the difference between happy and sad, potty or message, and life or death.
There are other times when words that sound similar often are spelled different and thus we might not pronounce them correctly. (Bring up slide number 7, and have the students pronounce it correctly and then have the class say it. Do this for all sixteen words). These words sound similar, yet they are pronounced almost the same.
DAY 5
Day Five Overall Objectives and plan: On Day five the quiz will be given. There will be a five to ten minute review. The quiz will last approximately 20 minutes, giving the class the rest of the time to practice rehears and get ready for production.
Topic: Review, Quiz, and Practice
Objective: The students will have time to review for the quiz. Then they will have 20 minutes for the Quiz. The rest of the class is for practicing their skits and asking questions for advice on their production
Materials Needed: The Quiz (Rtw4-5)
Steps:
1. Give the students five to 10 minutes at the beginning of class to ask question in a final cram review for the quiz.
2. Hand out the quiz, reminding the students they have 20 minutes to take the test.
3. Once all the students are finished taking the quiz let them get into their groups and rehears their productions.
a. Answer any questions they might have and give feedback on how to make their presentation stronger.
RT Is IT
By Tim Bryson
Reader One: A lone reader sits in a satin pool of light.
Reader Two: He looks into the imagination of his audience.
Both Readers: He believes,
Reader Two: And the velvet images touch the silent air of the theatre.
Reader One: A second reader appears,
Reader Two: Then a third,
Reader One: And a fourth.
Both Readers: All together they create
Reader One: the setting,
Reader Two: touch life to sleeping characters,
Reader One: And the words on the page before them
Both Readers: live again
Reader One: as when the author had first sought to create.
Reader Two: Readers Theatre,
Reader One: Readers Theatre—
Reader Two: a group activity in which the best of literature is communicated from the manuscript to an audience
Both Readers: through the oral interpretation approach of vocal and physical suggestion
Reader Two: says one,
Reader One: But more
Reader Two: more
Reader One: much more
Both Readers: is Readers Theatre!
Reader Two: For the audience,
Reader One: For the reader,
Both Readers: It is a shared experience!
“The Portrait”
by Stanley Kunitz
For three voices: son [1] mother [2] father [3]
[1] My mother [2] never forgave [1] my father
for killing himself.
especially at such [2] an awkward time
and in a public park.
[1] that spring
when I was waiting to be born.
She [2] locked his name
[1] in her [2] deepest cabinet
[1] and [2] would not let him out.
[1] though I could hear him [3] thumping
[1] When I came down from the attic
with the pastel portrait in my hand
of [3] a long-lipped stranger
with a brave moustache
and deep brown level eyes,
[1] she [2] ripped it into shreds
[1] without [2] a single word
[1] and [2] slapped [1] me hard
[1] In my sixty-fourth year
I can feel my cheek
still [3] burning.
Reader’s Theater – Snowballs
By Lois Ehlert
Edited by Sandy Tuttle
Narrator: Do you think birds know when it’s going to snow? I do. The seeds we left out were almost gone. New snow would soon bury the rest.
Chorus: We’d been waiting for a really big snow, saving good stuff in a sack. Finally it was a perfect snowball day.
Snow Dad: We rolled three snowballs and made a snow dad.
Snow Mom: Added a snow mom.
Snow Boy: And a cool snow boy.
Snow Girl: Made a snow girl.
Snow Baby: And a round snow baby.
Snow Cat: Built our cat and to end the day,
Snow Dog: Made our dog, Spot.
Narrator: I guess you know what happened when the sun came out.
Snow Dad: Snow dad’s shrinking.
Snow Mom: Mom is mush.
Snow Boy: Boy’s a blob.
Snow Girl: Girl is slush.
Snow Baby: Baby’s melting.
Snow Cat: Cat’s getting small.
Snow Dog: Dog is a puddle.
Chorus: So long, snowball.
“The House Jack Built”
1: This is the house that Jack built
2: This is the malt, that lay in the house that Jack built.
3: This is the rat,
2: That ate the malt,
1: That lay in the house that Jack built.
4: This is the cat,
3: That killed the rat,
2: That ate the malt,
1: That lay in the house that Jack built.
5: This is the dog,
4: That worried the cat,
3: That killed the rat,
2: That ate the malt,
1: That lay in the house that Jack built.
6: This is the cow with the crumpled horn,
5: That tossed the dog,
4: That worried the cat,
3: That killed the rat,
2: That ate the malt,
1: That lay in the house that Jack built.
7: This is the maiden all forlorn,
6: That milked the cow with the crumpled horn,
5: That tossed the dog,
4: That worried the cat,
3: That killed the rat,
2: That ate the malt,
1: That lay in the house that Jack built.
8: This is the man all tattered and torn,
7: That kissed the maiden all forlorn,
6: That milked the cow with the crumpled horn,
5: That tossed the dog,
4: That worried the cat,
3: That killed the rat,
2: That ate the malt,
1: That lay in the house that Jack built.
9: This is the priest all shaven and shorn,
8: That married the man all tattered and torn,
7: That kissed the maiden all forlorn,
6: That milked the cow with the crumpled horn,
5: That tossed the dog,
4: That worried the cat,
3: That killed the rat,
2: That ate the malt,
1: That lay in the house that Jack built.
10: This is the cock that crowed in the morn,
9: That waked the priest all shaven and shorn,
8: That married the man all tattered and torn,
7: That kissed the maiden all forlorn,
6: That milked the cow with the crumpled horn,
5: That tossed the dog,
4: That worried the cat,
3: That killed the rat,
2: That ate the malt,
1: That lay in the house that Jack built.
11: This is the farmer who sowed the corn,
10: That fed the cock that crowed in the morn,
9: That waked the priest all shaven and shorn,
8: That married the man all tattered and torn,
7: That kissed the maiden all forlorn,
6: That milked the cow with the crumpled horn,
5: That tossed the dog,
4: That worried the cat,
3: That killed the rat,
2: That ate the malt,
1: That lay in the house that Jack built.
“Smoke Signals”
(use of cigarette ads for social comment)
1: Winston
2: Camel
1: Newport
2: Take a puff, it’s Spring.
1: Dennis McClean. Born 1930—Died 1993. Lung Cancer.
2: This tastes good like a cigarette should.
1: Eddie Hopkins. Born 1940—Died 1993. Lung Cancer.
2: I’d walk a mile for a cigarette.
1: Paul Jackson. Born 1942—Died 1993. Lung Cancer.
2: You’ve come a long way—to get where you’ve got to today.
You’ve got your own brand now, what do you say!
1: Elizabeth Patterson. Born 1945—Died 1993. Lung Cancer.
2: The cigarette’s good tastes never quits.
1: Alfred E. Newbury. Born 1955—Died 1993. Lung Cancer.
2: You can take the cigarette out of the country, but you can’t take the country out of the cigarette.
1: Franklin Woodward. Born 1961—Died 1993. Lung Cancer.
2: Come to where the flavor is.
1: Richard mark Schiller. Born 1974—Died 1993. Lung Cancer.
2: Winston
1: Camel
2: Kool
1: Newport
2: Virginia Slims
1: Marlboro
2: Warning: cigarette smoking is dangerous to your health.
1: Dan Matthews. Born 1993–
Readers Theatre is an oral reading activity that closely resembles radio drama. Two or more readers stand or sit side by side, usually in a semicircle, holding scripts and reading their parts to portray characters, narration or exposition. Physical movement is minimal. Instead, speech conveys the action. Readers Theatre is event similar to Oral Interpretation of Drama. The main idea behind Readers Theatre is to combine Theatre with Oral Interpretation, acting is used, but mainly the pieces are interpreted
Break of into groups of three or four. In your groups select a play or skit or even a musical. Scripts can be found anywhere off the internet. The piece that your group selects does not have to be only for three or four people. All scripts must be approved by the teacher. Once a script has been selected and approved, assign the parts and make copies of the script. You will need a copy of the script for each member of the group and one for the teacher. Each participant must have a script when they perform. Have the script on either black paper or a black notebook. Once a script is selected take time to rehearse in your group. If you need help with blocking or arrangement, please ask. Props and costuming are allowed for this event, and if they are need or used, please bring them or ask if they available. Remember, acting and movement are to be limited but voice expressions and facial expression are to be used to enhance the performance.
The time limit for this event is 15 minutes.
Peer Evaluation Summary
Student’s Name_________________________________________ Date____________
1. Gave input into cast discussion…………………………………………1 2 3 4 5
2. Rehearsed with the cast ……….………………………………………. 1 2 3 4 5
3. Showed a willingness to help the cast ………………………………… 1 2 3 4 5
4. If outside practices were used, they showed up on time ……………… 1 2 3 4 5
5. Contributed to the cast in a positive manor……………………………. 1 2 3 4 5
Total Points____________
Average Points (All points Total/Peer Evaluations Received)_____________
READERS THEATRE
TITLE:_____________________________________NAME:______________________
Circle the points that indicate your evaluation of this entry, with 10 being the best.
I. SELECTION ……….. 1 2 3 4 5 6 7 8 9 10
Is it suitable for this group and event? Is it a non-commercial cutting? Is it well arranged?
COMMENTS:
II. PRESENTATION…………. 1 2 3 4 5 6 7 8 9 10
Is there an introduction that prepares listeners for the reading? Does the selection build to a climax? Is there unity in the whole presentation? Does it sustain a mood?
COMMENTS:
III. ENSEMBLE EFFECT…………. 1 2 3 4 5 6 7 8 9 10
Do the performers work well together? Do they handle their scripts well? Does the staging enhance the presentation? Is there bodily responsiveness to the dialogue? Is there interaction between performers? Are the movements and gestures suggested rather than acted? Is this an ensemble rather than several solos?
Off-stage focus, on-stage focus, or combination used.
COMMENTS:
IV. CHARACTERIZATION AND VOICE …………. 1 2 3 4 5 6 7 8 9 10
Are the performers believable? Do they catch the nuances of character? Do they have nonverbal as well as verbal communication? Are they poised? Do the actors adjust their voice to suggest the role? Do they use adequate volume? Appropriate rate? Do they pronounce words and articulate them clearly and correctly?
COMMENTS:
V. TOTAL EFFECTIVENESS …………. 1 2 3 4 5 6 7 8 9 10
Is there empathetic appeal? Do the performers understand the material and convey the thought and mood to the audience? Is there a feeling of completeness at the end? Is this a balanced, unified presentation? Do the performers bring this play to life in your mind?
COMMENTS:
***TOTAL RATING POINTS __________________
Score will be lowered 5 points for being overtime+ 30 seconds.
Rating Scale
45-50–Superior
35-44–Excellent
25-34–Good
5-24–Fair
Quiz Over Readers Theatre
Fill in the blank
1. Readers Theatre is similar to ¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬________ ________________ of ______.
2. When choosing a script of a Readers Theatre performance a cast may look in _________, films or on the __________ to fine a suitable script.
3. In Staging when an actor moves downstage____________ the actor is moving __________ the audiences and to the left.
4. The use of a ____________ can help the audience to fill in the parts that are not ________ by the cast.
5. Audience ___________ should have no difficulty in hearing, regardless of where they _________.
Mark + if the statement is true, Mark O if the statement is false
6. _______ In Readers Theatre is it permissible to touch another cast member during any time of the performance.
7. _______ In Readers Theatre traditional costuming is permissible.
8. _______ In Readers Theatre slurring your words help the audience understand your words better.
9. _______ In Readers Theatre adapting a person’s personal journal into script format is permissible.
10. _______ Readers Theatre is: An oral reading activity that closely resembles radio drama.
Choose the most correct answer
11. _____A script for Readers Theatre may come from
A. The Internet
B. Plays
C. Journals
D. All the above
E. None of the above
12. _____In conventional Theatre the fourth wall is
A. The imaginary wall through which the audience views the play.
B. The open wall on a box, with no nails.
C. A wall made of plaster and painted white.
D. All the above
E. None of the above
13. _____ To articulate your words means to:
A. Slur your words
B. Pronounce your word so the director can hear them
C. Pronounce your word correctly so the audience can hear them
D. Pronounce your word so that you can hear them
E. Make action noises with your hands
14. _____ If you speak to fast often your words become?
A. Clear and Understood
B. Clear and Slurred
C. Understood and Mumbled
D. Understood and Slurred
E. Mumbled and Slurred
15. _____ In Readers Theatre what color of slacks is preferred actors and actress to wear?
A. Red
B. Yellow
C. Black
D. Blue
E. Orange
Bonus Question: How did I determine who got first choice in speaking order for this unit?
Answer Key to Quiz Over Readers Theatre
1. Readers Theatre is similar to Oral Interpretation of Drama.
2. When choosing a script of a Readers Theatre performance a cast may look in books, films or on the Internet to fine a suitable script.
3. In Staging when an actor moves downstage right the actor is moving towards the audiences and to the left.
4. The use of a narrator can help the audience to fill in the parts that are not spoken by the cast.
5. Audience members should have no difficulty in hearing, regardless of where they sit.
Mark + if the statement is true, Mark O if the statement is false
6. ___O___ In Readers Theatre is it permissible to touch another cast member during any time of the performance.
7. ___+___ In Readers Theatre traditional costuming is permissible.
8. ___O__ In Readers Theatre slurring your words help the audience understand your words better.
9. ___+___ In Readers Theatre adapting a person’s personal journal into script format is permissible.
10. ___+___ Readers Theatre is: An oral reading activity that closely resembles radio drama.
Choose
11. _____A script for Readers Theatre may come from
A. The Internet
B. Plays
C. Journals
D. All the above
E. None of the above
12. _____In conventional Theatre the fourth wall is
A. The imaginary wall through which the audience views the play.
B. The open wall on a box, with no nails.
C. A wall made of plaster and painted white.
D. All the above
E. None of the above
13. _____ To articulate your words means to:
A. Slur your words
B. Pronounce your word so the director can hear them
C. Pronounce your word correctly so the audience can hear them
D. Pronounce your word so that you can hear them
E. Make action noises with your hands
14. _____ If you speak to fast often your words become?
A. Clear and Understood
B. Clear and Slurred
C. Understood and Mumbled
D. Understood and Slurred
E. Mumbled and Slurred
15. _____ In Readers Theatre what color of slacks is preferred actors and actress to wear?
A. Red
B. Yellow
C. Black
D. Blue
E. Orange
Bonus Question: How did I determine whom got first choices in speaking order for this unit?
The following four links are downloadable PowerPoints to accompany this Unit Lesson.
D. Noah Johnston