Title: What is Theatre?

Lesson plan elaborated by: Katarzyna Maciejak

Topic:
What is Theatre? Vocabulary related to theatre. How to behave in a theatre?

Target group

4th‑grade students of an elementary school.

Core curriculum

I. Literary and cultural education.

1. Reading literary texts. Student:

1) discusses the elements of the presented world, identifies poetic images in poetry;

7) talks about plot events and sets the order of events and understands their mutual dependence;

12) defines the theme and issues of the work;

14) names the impressions that the read text evokes;

16) defines the experiences of literary heroes and compares them with his own;

18) uses own experience and elements of cultural knowledge while interpreting the texts;

20) indicates the values in the piece and determines the values that are important for the hero.

2. Perception of cultural texts. Student:

3) defines the topic and main thought of the text;

5) distinguishes between important and secondary information contained in the text;

6) distinguishes information about facts from opinions;

8) understands the specificity of cultural texts belonging to: literature, theatre, film, music, visual and audio‑visual arts;

9) separates the elements that make up a theatrical performance (acting, directing, decoration, make‑up, costumes, props, music); distinguishes elements of film and television work (script, direction, shot, acting, music); indicates the characteristics of audio‑visual communications (film, information program, entertainment program);

12) reads the texts through intersemitotic translation (e.g. drawing, drama, theatrical performance).

The general aim of education

Preparing students to participate in cultural life.

Key competences

• communicating in the mother tongue;

• communicating in a foreign language;

• learning to learn;

• social and civic competences;

• cultural awareness and expression.

Learning outcomes

Student:

• understands the specifics of the theatre as a place where plays are staged;

• names individual elements of the theatre scene and its surroundings;

• applies vocabulary related to theatre;

• searches in the text for arguments justifying his statement;

• correctly edits and writes down sentences with infinitives;

• talks about how to behave in the theatre;

• edits the rules of behaviour in the theatre;

• compares the experiences of the heroes of the literary fragment with own ones.

Methods / techniques

• problematic: activating, talk, discussion;

• exposing: exposition, audio recording;

• programmed: using computer, using e‑textbook;

• practical: guiding text, subject exercises.

Forms of work

• uniform individual activity

• activity in pairs and groups

• collective activity

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the classes, which is to learn the vocabulary related to the theatre and to read the extract from the novel by Tove Jansson. It gives the students the criteria for success.

2. The teacher asks students if they have ever been to the theatre. He asks them to share their impressions from this place and its construction. The willing student can draw a diagram of the theatre scene on the board.

3. The teacher tells students that they will 'be visiting' the theatre today - they will talk about how they understand this concept and confront their observations with Emma, who knows the theatre as well as her home.

Realization

1. The teacher and students start the „What is Theatre” lesson. Students listen to the first part of the recording (including the command to listen to the recording of the fragment of „Moomin's Summer”). Then the students go to the epodreczniki.pl portal „What is the theatre?” And listen to the recordings from the exercise 4. Instead of listening to the text, you can also read it. If we want to focus on the exercises during the lesson, we can ask students to read this text at home, before class.

2. Students perform the task 2 in abstract and answer questions about the text heard / read aloud (Who is Emma? What is the mood? Etc.). The teacher may ask additional questions, for example about presenting other characters of the text, description of elements of the presented world, discussion of the structure of the fragment or language discussed. An important element of conversation at this stage of the lesson is the confrontation of Emma's stories with the students' experiences. A willing or designated student can draw a theatre on the board according to the story of the heroine of the „Moomin Year” fragment (and compare it with the first drawing).

3. After students gave their answers and discussing the text, the teacher introduces them to task 4 in the abstract, thanks to which they will become acquainted with the names of elements of the theatre stage and their functions.

4. The teacher asks students how far the vision of the Emma's theatre differs from the picture presented in the textbook. Why is it like that? Students respond in accordance with their assumptions, the teacher does not criticize any approach.

5. Next, the students carry out task 4 with the teacher's help, which sums up this part of the lesson and broadens the vocabulary associated with the theatre.

6. Students listen to the following part of the recording: „How to behave in a theatre?”. The teacher asks them if they know how to behave in the theatre, what is allowed and what is not allowed (not right) to do. Discussion on how to behave properly in the theatre. Presentation of theatrical savoir‑vivre (task 5); creating a code of proper behaviour in the theatre (task 6). Discussing selected examples on the class forum.

7. Students listen to the last part of the recording. Watch and read theatre posters (or search for their examples on the internet) and a conversation focused on questions, e.g. What information do they provide? What are they reporting about? What do they concern?

Summary

The teacher displays three unfinished sentences on the screen or writes them on the board:

• Today I found out ...

• I understood that ...

• I was surprised ...

Students write them in notebooks and answer them.

Homework

Task 7 in abstract: At home prepare a theatre poster for the play you saw or would like to see.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

What is theatre?

Have you ever been to a theatre? If yes, do you remember the title of the play? Did you like it in the theatre? Did you know how to behave there?

Not all items from the Moomins story are mentioned here. Why do you think that is?

You already know the most important places in a theatre. Make sure you know all theatre‑related words.

Theatre is a public place where people go to experience art. I am sure you know how to behave in a theatre to avoid disturbing other people enjoying the play and to show respect to artists.

You already know the theatre‑related vocabulary and know how to behave during the performance; you are now ready to go to a theatre! Where can you find information about current theatre shows in your city? Have you seen posters about the shows staged currently? What can you learn from them?