Story Drama Facilitation: Group 4 Kelsey (Knoblauch) Hall, Aubree King, Katie Martinez, Christine O'Leary, Katelyn Nestle

CTAR 300 Dr. Leifson March 4, 2014

Why did we choose this story? - The book Trouble with Trolls addresses themes of independence, responsibility and caring for your pets. It has beautiful artwork and the writing is action packed with adventures. - The story takes place in the mountains where it is snowy, which students can relate to in Michigan. - The detail in the artwork of the story make it an experience in itself. The depth that Jan Brett draws is captivating for a young student. - The story is about a young girl that is going over a mountain to see her grandmother. What makes this story not as mundane and repetitive as every other over the mountain story is that she encounters trolls. She has to come up with creative and ingenious ways of getting to her destination with everyone she holds dear.

1. Winter and Spring Grouping: Strategy: Administration: Whole Group Compare and Contrast

7 Minutes

25 pictures on the board; some representing spring and some representing winter. To provide the context of the story and begin to deepen engagement. I want you all to close your eyes and think of the spring and winter seasons. Think about something that you do, see, hear, or feel in the two different seasons. Now open your eyes. Use your imagination to think about the pictures on the board. I want you all (one at a time) to go up to the board and place the picture you choose under the spring category or winter category. After you place it in that category turn to the class and tell us why you chose that category. Is it the colors, the feel, the look of the picture, could it be both?

Focus: Teacher:

2. Putting on our drama hats Grouping: Strategy: Administration: Whole Group Transformation (garbage bag)

8 minutes

An object that can be transformed imaginatively into something you use or do during the winter season. To prepare for the drama world First, we need to continue to warm up our imaginations. Let's put on our imagination winter gear (such as hat, gloves, snow pants, coat, etc.) Are you warm? Are you ready to imagine some more? Let's get started! I have a garbage bag here and when I use my imagination, I can make it anything I want it to be. We are only going to transform the object into something you use or do during the winter season. And when I make it, you will be able to tell what it is. We are only going to transform the object into something you use or do during the winter season. Watch closely and carefully.

Focus: Teacher:

Teacher picks up the garbage bag and puts it around their foot and acts like they are pulling laces tight and then tying them.

Teacher:

What did you see in your imagination? [They reply: "Boots"] Yes! We all saw that I was putting on my winter boots. Now, it's going to be your turn. Everyone take a moment to think about how you could transform this garbage bag into something you use in the winter. Think and imagine very hard! You can do it. I can't wait to see what everyone comes up with. I'm going to start our circle, but this time I have to stand up to show you my new idea.

It is important that the teacher model transformation from both a sitting and standing position in order for the students to not feel limited when they are transforming. Teacher again demonstrates, using the garbage bag as a tissue to pretend to wipe nose and sneeze in it. Teacher: Now, I will pass the bag on to the person next to me and it will be their turn.

After everyone has had a turn, teacher places the garbage bag in the middle of the circle. Teacher: Does anyone have any other ideas to transform the garbage bag? [Some children will take the opportunity to have another turn].

3. Reading of Trouble with Trolls Grouping: Strategy: Administration: Focus: Teacher: Whole Group Story reading aloud (teacher) Book Trouble with Trolls by Jan Brett To listen

5 minutes

Teacher introduces the book by showing the cover, reading the title, and giving the authors name. Read from the beginning of the story to- I heard a yelp, and there was Tuffi caught tight in the arms of a troll. I was certain thats what he was, with his long furry tail, big ears, and one gold earring. The troll squealed and growled. I want dog!.

4. The Acting of the Trolls Grouping: Strategy: Administration: Focus: Teacher: Individuals in own space Reenacting None To build belief and enhance story

10 minutes

Before we get too far into the book, lets name some characteristics of trolls. What comes to mind when you think of a troll? We have from the story already that they have a furry tail, big ears, and earrings, and that they growl. What other features might a troll have?

Teacher writes characteristics that the class shares and discusses on the board. Teacher: Great! Now that we have a basic idea of what a troll may look like, lets imagine how they would act. Everyone close your eyes and picture your troll in your head. Would they be nice? Mean? Would they be tall? Short? Would they stand straight? Hunched over? Would they be growling? How would they sound? Does your troll have a deep voice, or a really high pitched voice? Can your troll even speak? What does your troll like to wear? You will have about two minutes to talk with your neighbors and think of ideas that you think will transform your troll into all that it can be. The most important part is that we are using our imaginations, so no props! You should all have a picture in your head of your troll. Each person here is going to be their own individual unique troll. Lets take a minute to act out our trolls so everyone can see the difference! Try to give as much detail as you would like. After you have discussed with your neighbors the way you will act like a troll, we are going to go around in the circle and explain and act how we would be as trolls. Then students will walk around room acting out trolls. Teacher: Those were some great trolls! (Point out some unique things select children did, I really like how so-and-so did blank). Perfect! Now that we know what our trolls look like and act like, you are going to do those impressions each time a troll appears throughout the rest of the book. Lets finish the book and see what Jan Brett thinks trolls look and act like.

5. The end of the story Grouping: Strategy: Administration: Focus: Whole Group Story reading aloud (teacher) Book Trouble with Trolls by Jan Brett

5 Minutes

To listen to what the authors interpretation of trolls is and how she concludes her story. Reads from: I want dog! to the end of the story.

Teacher:

Students should be close enough to see the pictures in the book as the teacher holds it up. Teacher: Treva used many different strategies to trick the tolls in her journey in order to keep her dog. What kinds of strategies did she use? (Teacher writes these out on the board).

6.Tricking a Troll Grouping: Strategy: Administration: Individual Writing in Role

15 minutes

Story paper (empty space at top of the paper for a picture and ruled writing lines on page). Colored pencils, crayons or markers for illustration. Writing utensils for writing responses. To imagine a situation where you would have to trick a troll.

Focus:

Teacher:

Imagine if you ran into some trolls! We read in the story that trolls can be very greedy! What do you have that a troll might want? You may wish to have students brainstorm, as a class, favorite items that the students own or imagine they owned. (Ex. music player, jewelry, trading cards...) I will give each of you your own story paper. Use your art tools to create a scene where you would trick a troll! Include a few sentences at the bottom of the page on what is happening in your story! Explain how you would trick the troll.

Teacher:

Students will have the option to share their final reflection work with the class.