Shelkey 1

Lessontaughtby:KariShelkey
Text:FoolsCrow
Author:JamesWelch
Gradelevel:11(English3) Classsize:25
Duration:50minTuesday,presentationsWednesday
Rationale:StudentshaverecentlyfinishedFoolsCrow,whichendswithaccountsoftheBaker,or
Marias,Massacre.Althoughthelanguageusedinthetexttodescribethishorrificeventisquite
powerful,Ithoughtthatrealaccountsoftheeventwouldhelpstudentsfurtherunderstandthe
complexityoftheeventandthedevastationseenbythesurvivors.Theaccountsweareusingpresenta
varietyofperspectives,includingsurvivoraccounts,newspaperclippings,andmilitaryaccountsfrom
generalsinvolved.ThroughaReadersTheatreactivity,studentswillbechoosingbitsandpiecesfrom
avarietyofaccountstopresentthroughachoralreading.Theorderofaccountsmayjumparound,
linesmayberepeatedforeffect,andstudentsunderstandingoftheeventwillbeenhancedwhile
diggingthroughandpullingideasfromtheseprimarysources.
LearningObjectives:

Studentswillbeabletoselectsignificantpassagesfromavarietyofsourcesandaccountsofa
singleevent.
Studentswillbeabletoworkcollaborativelytoputthesepassagestogetherintoascriptfora
choralreading.
Studentswillbeabletopresentfindingstopeers.

MTCCS:
CCRA.SL.1Prepareforandparticipateeffectivelyinarangeofconversationsandcollaborations
withdiversepartners,buildingonothersideasandexpressingtheirownclearlyandpersuasively.
CCRA.SL.4Presentinformation,findings,andsupportingevidencesuchthatlistenerscanfollowthe
lineofreasoningandtheorganization,development,andstyleareappropriatetotask,purpose,and
audience.
CCRA.L.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,
tomakeeffectivechoicesformeaningor
style,andtocomprehendmorefullywhenreadingorlistening.
CCRA.W.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,and
research.
Part1:DebriefofguestlecturefromSusanDoverspike510minutes
Part2:ReadersTheatremodel2025minutes
Startoffdemonstrationbyaskingstudentstoturntopage383andBearHeadsaccount.
Askstudentstotakeamomenttoreadthroughthetextontheirown(Helistened...our
horses.)
Afterafewminutes,explainthatthetextwillbereadoutloud,andwhileitis,studentsshould
bewritingdownthesethreethings:
o Asentencethatstrikesyou
o Aphrasethatstrikesyou

Shelkey 2

o Awordthatstrikesyou
Readthepassageoutloud,givingaminuteorsoattheendforstudentstounderline.
Askstudentstostandupandformacircle.
Explainthatwewillgoaroundthecircleeachreadingoursentencefirst,thenphrase,then
word.Readsentencetostartofftheactivity.
Afterthereading,askstudentsifthisactivitywashelpfulindiggingdeeperintothispassage,or
ifstudentsweresurprisedbypeerschoicesinwords,phrases,orsentences.
Askstudentstoreturntotheirdesks.

Part2:Groupspreparepresentations
Dividestudentsupintogroupsof5groupsof5or6.
Handoutinstructionsheet(halfsheet)andpacketofaccountstoeachgroup.
ExplainthatstudentswillbetakingpartinaReadersTheatreactivity
Encouragestudentsto:
o Gothroughwithhighlighters,findingpassagesthatreflectthecomplexityofthisevent.
o Decideonanorderandspeakerforeachpassageorquote.
o Writeoutfinalpresentationscriptsothatitflowswhenpresenting(Highlysuggested!!).
o Practice!!!
o Becreativebymixingdialoguewithdescription,repeatinglinesthatseemtohavea
morepowerfulimpact,endinginawaythatkeepstheaudiencethinking,etc.
Rules:
o Everyoneinthegroupmustparticipateinchoralreading.
o Groupsmustusepassagesfromatleast5ofthemanyaccounts(themorethebetter!!!).
o Eachgrouppresentationmustbe510minuteslong.
ExplainthatpresentationswilltakeplaceWednesdayaftergroupshave20minutesorsoto
finishuprehearsing.
Part4:GrouppresentationsofReadersTheatrelast30minutesofclassonFriday
Groupswillpresentoneatatime
Audiencewillberespectfulandattentive
Part5:Reflection(iftimeallows)
Overall,didyouenjoythisactivity?Whyorwhynot?
Didthisactivityhelpyouunderstandthethemesthatwerelistedpreviouslymoreclearly?
Didyourealizeanythingaboutthestorythatyouhadntnoticedbeforethesepresentations?
Thankstudentsforparticipation!