The students will demonstrate their ability to use vocal variety by planning a presenting a

dramatic reading of a short poem.

- In small groups, have students discuss their findings from their homework. What traits stood out the

most? What kinds of voices were most pleasing? Most annoying?

listen to a SHORT dramatic reading of a poem

o The Bells by Edgar Allan Poe- http://www.youtube.com/watch?v=arYJmDmjAkc

o Think-Pair-Share- What made this reading interesting? What vocal techniques did the reader

use? What could have made it better?

- Go over rubric (See full unit of plans for rubric). Student should mark their poems when they will change their voice.

(Model on Elmo)

- Students should select a Shel Silverstein poem (or Halloween poem if October) from the poems collected

by the teacher. Students should mark their poems and practice reading it aloud. If time permits, let

them rehearse with a partner near them.

- Have students perform when they are ready. Performances will continue to the next day.

oral presentation graded based on rubric (See full unit of plans for rubric)

The students will demonstrate their ability to use their voice effectively when speaking by

presenting their Autobiography Speech.

- Teacher gives a sample autobiography speech (using 3 items that represent them)

o Discuss- in what ways was it interesting to listen to this speech? What could have made it

better?

- Go over project requirements (3 objects, use vocal variety, etc) and outline format (See full unit of plans)

- Give students planning time remainder of the first day. Check in on their progress and offer ideas to

students who may be struggling.

o Check in with students after 30 minutes (they should have the first half of their outline donethe

rest can be homework)

- 2 days of speech presentations will follow.

1- Teacher will use rubric (See full unit of lesson plans) to score students. 2-students grade themselves by answering the reflection questions (See Full unit of lesson plans)

The students will demonstrate their ability to use vocal variety by planning and presenting a

dramatic reading of a childrens book.

Think back to when someone has read a story to you out loud. Take out a paper and make a 2-

column list. Good readers and bad readers Give a few minutes to brainstorm and then make a list as

a class

o Listen to a SHORT dramatic reading of a childrens book

o Pigeon Finds a Hot Dog- http://www.youtube.com/watch?v=fdU6FF7Nxf8

o Think-Pair-Share- What made this reading interesting? What vocal techniques did the reader

use? What could have made it better?

- Field trip to the library to select a short picture book with their partner (Readings should be 2-4 minutes.

They may need to do a small portion of it if it is too long)

- Go over rubric (See full unit of lessons)

o Students can begin planning and rehearsing with their partner

Then pair up with another group, share, and give feedback- What did they do well? What

can they work on?

- Students will do a final rehearsal and start performances the next day

o Option 1- Walking field trip to a local elementary school to share stories

Email teachers in advance to see interest. Have students got in groups of 2-3

to each class interested.

o Option 2- Coordinate with the English teachers- send in groups of 2-3 per teacher to read aloud

to the class. English teachers would fill out rubric.

oral presentation graded based on rubric;

Have students take the voice quiz! (See full unit of lessons) For #s, 22-25, the students will come read to their teacher using vocal qualities they have learned about. Answers are included

(See full unit of lessons)

why is it important to be able to change your voice as a performer? Is the ability to

change your voice useful for any other reasons?

The students will demonstrate their ability to communicate a character through vocal technique

by representing a character in a short improvised scene.

*See full unit of plans (link at bottom of unit page) for documents and materials.

Can you identify someone by their voice? (Discuss)

o Option #1- Have students listen to an impersonator and say who is speaking (do not show the

video so they cannot see it is all the same person)

Good videos, but kids wont know many people:

http://www.youtube.com/watch?v=iobTXPgETOY

http://www.youtube.com/watch?v=u1aKiolG2CA

Or just have clips of the actual speaker- no need to show them after

Discuss how they knew who the speaker was. What vocal qualities did they notice?

o Option #2- Lead the students in a game of Name That Voice. Have a student select one of the

actors/characters and try to mimic his/her voice. They shouldnt quote the person, but rather

talk like that person. When the rest of the class knows who the student is, they should quietly

raise their hand. Repeat until time is up.

- Group List- What ways can you change your voice? Share as a class.

- Complete first part of Voice Note page as a class (see Appendix A)

- Practice give each student a card with a different character on it. In groups, they need to plan a 1-2

minute scene using the characters they have. Each character must have a clear and distinct voice.

participation

The students will demonstrate their knowledge of voice by creating a poster with a group.

Vocal Countdown- Have students stand and count to 10 several times. Each time they will use a

new vocal quality.

o Ideas- Drill Sergeant, Raspy, Opera Singer, Angry, Sad, Laughing, Cowboy, Three-year old,

Romantically, Really Fast, Low Pitched Voice, Bored, Rock Singer, High Pitch, Very Slow, Martian

voice, Airy, Sarcastic, Irish, Stern, Ultimate Power, Valley Girl, etc.

- Review ways to change the voice

- Finish Voice Note page (see full unit of plans for handout)- Vocal Anatomy part

- What is voice? In groups- have students make a poster- they can draw vocal anatomy, list ways to

change their voice, anything. Have students share their posters and hang them up.

participation in poster creation and sharing

(see full unit of plans for handout)