Program of Studies

Drama Objectives:

Student Activities

Resources

Activity 1: Readers Theatre

Forest Fire! By
with Forest Fire!
Meredith
1) Explain to students what the Costain
General Speaking Skills
book is about and why we
are looking at it
develop the following vocal skills:
a) Rather than using a
o recognize and reproduce the
textbook, a story might
articulated sounds of standard
help them understand
speech
natural forest fires and
o speak clearly
how it affects the plants
o speak with ease
and animals.
o speak expressively
2) Divide the students into
o speak with energy
partners/groups of 3 and
o speak with an appreciation of
assign them a specific page/
the flexibility of the voice as an
portion of the book. The
instrument
pages need to be numbered
o learn concepts of pitch, pace,
to indicate the order they are
pause, rate, intensity, volume
presenting.
develop the following interpretive
3) Each partner will split up the
skills:
paragraph they are given and
o communicate the meaning of a
practice it at home.
piece of literature
a) Students will be asked to
o express mood
focus on their
o explore natural rhythm
expression, voice and
o develop skills of presentation
vocal character
by becoming aware of the
4)
Students
will have one class
importance of face, voice and
to
practice
together.
body
a) Students are encouraged

Lesson Duration

Assessment

Activity 1:
-1 class to
collaborate as a
group
-2 days to practice
-1 class to present

Activity 1 Formative
Assessment: This is not a graded
performance. This is meant for
students to formally express
themselves. Teachers should be
mindful of how the students
brought life to the text.
Teachers should take into
account how students interpreted
the text and how they played
around with the text.

Activity 2:
-1 class to reflect
on the questions
-3 classes to
outline the story
-3 classes to write
the story

Activity 2 Formative
Assessment:
-Collect student questions
decipher how they grasped the
content of the book.
-Look at their general
understanding of the book
Activity 2 Summative
Assessment:
-Use a rubric to evaluate the
clarity of their story
-Focus on the content of the
story and how they articulated it.

develop empathy through experiencing

thoughts and feelings of other people
and other cultures, as expressed
through their stories
develop language skills through the
language processes of speaking,
listening, writing and reading
apply storytelling skills to other areas
of study
recognize and use dramatic form:
o appreciate and use the
possibilities of a story line in
sequence
o recognize and incorporate
structure; i.e., beginning,
middle and end
o respond in language
appropriate to different
situations
o recognize dramatic elements;
e.g., conflict, tension,
resolution, characterization,
environment
develop the ability to select theatre
elements that best enhance the
literature
develop the ability to recognize
literature and experiences that are best
accommodated by this style of
expression

to critique each other to

help them improve their
lines.
5) Students will have two days
before the readers theatre
day to practice this to their
parents, to their friends, or to
a mirror
a) Memorization of the
lines is not required
6) On the day of the
performance, set guidelines
with the class. Ask what is
appropriate etiquette when
someone is presenting.
a) Everyones focus is on
the person presenting.
b) People are respectful of
other performers
i) ie. No rude
comments or
negative behaviour
7) Students will present their
story based on numerical
order.
a) Once students have
presented, they will also
show the class the
picture that accompanied
their text.

develop an appreciation of story

theatre as an art form

ELL Objectives:
Language Objectives
Key vocabulary
o From the book: resin,
hibernation, migration
o General vocabulary:
implication, regeneration
o Sequencing transition words:
first, during, after, finally, next,
at
o Principle transition words: the
result of, consequently, is due
to the fact that, would, could
o Prefixes: re Language structures
o Students will outline the events
of the story by using at, first,
during, after, finally, and next
o Students will explain the
implications of forest fires to
the regeneration of forest fires
by using, the result of,
consequently, is due to the fact
that, would, could
Language Function
o Students will outline the
sequence of events

Activity 2: Reflecting on
Forest Fire!
1) Have students come together
as a group and generally
restructure the storys events
2) Ask the students to break off
to answer the following
questions (either in their
groups or individually).
Once they have completed
their answers, students can
share with one another
a) How did the fire start?
b) What were some key
things that allowed the
fire to spread across the
forest?
c) What happened to the
animals?
d) How did the forest
regenerate?
i) What kinds of trees
were involved in the
forest fire?
ii) How did these trees
affect the forest?
What did the trees
provide to regenerate
the forest?
iii) The four elements
are earth, fire, air and

o Students will recognize the

cause and effects forest fires
have on the forest itself, plants,
and animals in comparison to
man made forest fires
English Language Arts Objectives:
1.1 Discover and Explore
o Express ideas and develop
understanding
Read, write, represent
and talk to explore
personal understandings
(Grade 5)
Engage in exploratory
communication to share
personal responses and
develop own
interpretations (Grade
6)
1.2 Clarify and Extend
o consider the ideas of others
seek the viewpoints of
others to build on
personal responses and
understanding (Grade
5)
select from the ideas
and observations of
others to expand

water. How each

element contribute to
the forests
regeneration?
e) How does the burned
forest create a
community between
the plants and the
animals?
i) How did the plants
and animals help
rebuild the forest?
f) How are forest fires
important to the
environment?
g) Whats the difference
between a man made
forest fire and a natural
forest fire?
i) What differences did
you notice with the
natural forest fire in
comparison to a man
made one?
ii) Do you think a man
made forest fire
would have the same
effects on the
environment the
same way a natural
forest fire would?

personal understanding
(Grade 6)
o Combine ideas
o Extend understanding
Search for further ideas
and information from
others and from oral,
print and other media
texts to extend
understanding (Grade
5)
Evaluate the usefulness
of new ideas,
techniques, and texts in
terms of present
understanding (Grade
6)
2.1 Use strategies and cues
o Use prior knowledge
apply knowledge of
organizational
structures of oral, print
and other media texts to
assist with constructing
personal meaning
(Grade 6)
o Use comprehension strategies
Comprehend new ideas
and information by
responding personally,

h) What are some the

implications man made
forest fires have that
natural forest fires
i) How does this relate to
us? Why are forests so
important to Alberta?
3) Take a perspective of one of
the animals. Write a story of
what the animal might have
experienced before, during,
and after the forest fire,
based on what we have read.
a) It could be an animal
from the book.
b) Have the students think
about the actions the
animal might have done
to survive the forest fire.
c) Would your animal have
survived? How did the
animal you chose
contribute to the forests
regeneration?
4) Students must use a story
outline to organize the
events of their story.
a) Review story outlines.
What should story

taking notes and

discussing ideas with
others (Grade 5)
Identify and explain in
own interrelationships
of the main supporting
details (Grade 6)
Monitor understanding
by evaluating new ideas
and information in
relation to known ideas
and information (Grade
6)
2.2 Respond to Texts
o Experience various texts
express points of view
about oral, print and
other media texts
(Grade 5)
write or represent the
meaning of texts in
different forms (Grade
5)
experience oral, print
and other media texts
from a variety of
cultural traditions and
genres (Grade 6)
Explain own points of
view about oral, print

outlines include: What

characters are involved,
where the story takes
place, and how the
events of the story

and other media texts

(Grade 6)
Make connections
between own life and
characters and ideas in
oral, print and other
media texts (Grade 6)
Discuss common topics
or themes (Grade 6)
Discuss the authors,
illustrators,
storytellers or
filmmakers intention
or purpose (Grade 6)
Construct meaning from text
Describe and discuss
the influence of setting
on the characters and
text (Grade 5)
Support own
interpretations of oral,
print and other media
texts, using evidence
from personal
experiences and texts
(Grade 5)
Retell or represent
stories from the points
of view of different
characters (Grade 5)

Identify or infer reasons

for a characters actions
or feelings (Grade 6)
Make judgements and
inferences related to
events, characters,
setting, and main ideas
(Grade 6)
2.3 Understand Forms, Elements and
Techniques
o Understand the techniques and
elements
Identify the main
characteristics of
familiar media and
media texts (Grade 5)
Discuss the differences
between print and other
media versions of the
same text (Grade 6)
o Understand techniques and
elements
Identify the main
problem or conflict in
oral, print and other
media texts, and
explain how it is
resolved (Grade 6)
Explore techniques,
such as visual imagery,

sound, flashback and

voice inflection (Grade
6)
o Experiment with language
2.4 Create Original Text
o Generate ideas
Use texts from
listening, reading and
viewing experiences as
models for producing
own oral, print and
other media (Grade 5)
o Elaborate on the expression of
ideas
Experiment with
modeled forms of oral,
print and other media
texts to suit particular
audiences and purposes
(Grade 5)
Use literary devices,
such as imagery and
figurative language, to
create particular effects
(Grade 6)
o Structure Texts
Use structures
encountered in texts to
organize and present
ideas in own oral, print

and other media texts

(Grade 5)
Express the same ideas
in different forms and
genres; compare and
explain the
effectiveness of each
for audience and
purpose (Grade 6)
3.1 Plan and Focus
o Focus attention
Summarize important
ideas in oral, print and
other media texts and
express opinions about
them (Grade 5)
Combine personal
knowledge of topics
with understanding of
audience needs to focus
topics for investigation
(Grade 5)
Use note-taking or
representing to assist
with understanding
ideas and information,
and focusing topics for
investigation (Grade 6)
o Determine information needs
Decide on and select

the information needed

to support a point of
view (grade 6)
o Plan to gather information
Develop and follow
own plan for accessing
and gathering ideas and
information,
considering guidelines
for time and length of
investigation and
presentation (Grade 6)
3.3 Organize, Record and Evaluate
o Organize information
Use clear organizational
structures, such as
chronological order,
and cause and effect, to
link ideas and
information and to
assist audience
understanding (Grade
5)
Organize ideas and
information using a
variety of strategies and
techniques, such as
comparing and
contrasting, and
classifying and sorting
according to subtopics

and sequence (Grade 6)

3.4 Share and Review
o Share ideas and information
Communicate ideas and
information in a variety
of oral, print and other
media
o Review research process
4.1 Enhance and Improve
o Appraise own and others work
Work collaboratively to
revise and enhance oral,
print and other media
texts (Grade 6)
o Revise and edit
Revise to add and
organize details that
support and clarify
intended meaning
( Grade 5)
Edit for appropriate use
of statements,
questions, and
exclamations (Grade 5)
Edit for appropriate
verb tense and for
correct pronoun
references (Grade 6)
Use paragraph
structures in expository

and narrative texts

(Grade 6)
Enhance legibility
Write legibly, using a
style that is consistent
in alignment, shape and
slant (Grade 5)
Apply word processing
skills, and use
publishing programs to
organize information
(Grade 5)
Write legibly and at a
pace appropriate to
context and purpose
(Grade 6)
Expand knowledge of language
Extend word choice
through knowledge of
synonyms, antonyms,
and homonyms and the
use of a thesaurus
(Grade 5)
Distinguish different
meanings for the same
word, depending on the
context in which it is
used (Grade 5)
Show the relationships
among key words

associated with topics

of study, using a variety
of strategies such as
thought webs, outlines
and lists (Grade 6)
Choose words that
capture a particular
aspect of meaning and
that are appropriate for
context, audience and
purpose (Grade 6)
o Enhance artistry
4.2 Attend to Conventions
o Attend to grammar and usage
o Attend to spelling
o Attend to capitalization and
punctuation
5.1 Respect Others and Strengthen
Community
5.2 Work Within a Group
o Cooperate with others
Accept and take
responsibility for
fulfilling own role as a
group member (Grade
5)
Discuss and decide
whether to work
individually or
collaboratively to

achieve specific goals

(Grade 5)
Assume a variety of
roles, and share
responsibilities as a
group member (Grade
6)
Identify and participate
in situations and
projects in which group
work enhances learning
and results (Grade 6)
Work in groups
Contribute ideas to help
solve problems and
listen and respond
constructively (Grade
5)
Evaluate group process
Show appreciation for
the contributions of
others, and offer
constructive feedback
to group members
(Grade 5)
Assess own
contributions to group
process, and set
personal goals for
working effectively
with others (Grade 6)