Read,+Write,+Think+(page+4)

=__**STUDENT OBJECTIVES**__=

Students will

 * ====Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).====
 * ====Perform a Readers Theatre piece depicting the where, when, why, and how key events occurred during several Apollo Moon Missions.====
 * ====Read with fluency and expression while performing their Readers Theatre====

=__**Session 1**__= ==== 1. Introduce Readers Theatre to your class. Give an overview of what it is and how it will be used in the classroom. Review Aaron Shepard's "RT Tips: A Guide to Readers Theatre," which provides tips on staging, scripting, and reading. Encourage students to apply these strategies in their preparation and performance. ====

3. Place students in groups to work with selected scripts, and assign students in each group the role (or roles) they will read.
==== 4. Have students use a highlighter to highlight their roles in the script. It is a good idea for each student in the group to use a different color highlighter or for students with multiple roles to highlight each of their roles in a different color. ====

7. Lead a class discussion on ways that the groups could make their performance more enjoyable for the audience, reminding them of tips from "Readers on Stage."
=__**Session 2**__= ==== 1.Explain that today, rather than simply read a premade Readers Theatre script, the class will begin learning how to create their own scripts based from the Apollo Moon Mission books that will explain the where, when, why, and how of these important missions. ====

Sound Effects Person
==== 3.Place the selected scripting sheet for modeling on the smart board. Demonstrate how to identify the specific script roles for the selected script. Show students the difference between narration and dialogue. Narrators read what is "outside" the quotation marks and characters read what is "inside" the quotation marks. I will then proceed to make a list of the roles that students will be responsible for while we read through the script together as a class.. ====

6.Place students in the same groups as Session 1, and assign one scripting sheet to each group (giving each member a copy).
==== 7. Have students work in groups to identify the roles on their scripting sheet. After all the roles have been identified, students should read through the script to ensure that roles have not been overlooked. ====

8. Have the groups read their scripts in front of the class. If any of the groups did not have time to perform during Session 1, make sure they do so during this session.
=__**Session 3**__=

1. Give students an overview of their task.

 * ==== Each group should create a Readers Theatre script from the text selection that has been assigned to their group that will explain the where, when, why, and how key events occurred during the Apollo mission they have been assigned.====
 * The groups will be expected to complete a flow map of their assigned book so they will know what they should focus on while creating their scripts.
 * ==== They will be expected to "perform" their script the following day. ====
 * ==== Briefly review the "RT Tips: A Guide to Readers Theatre" with the class to remind students of some tips on scripting and staging. ====

3. Have students identify the different roles in their selection and mark them on the copies.

 * ==== Groups can then assign specific roles to each member. ====

5. Have students practice performing their scripts within the group.
=__**Session 4**__=

2. Use the Readers Theatre Evaluation form to assess each group's performance.
=__**Extension**__=

Have students perform plays from the PBS Kids ZOOM Playhouse.
=__**Student Assessment/ Reflection**__=