Carlos and the Squash Plant/Carlos y la planta
Responding through Drama to Carlos and the Squash Plant by Jan
Objective: Students will listen to the story of Carlos and
the Squash Plant and will be able to create a personal response
to this story by writing personal narratives or creative stories for
short dramatizations about a problem set in their hometown. Students
will participate in small groups to put their skits on for the classroom
1AT-F1: Working within a group use selected characters, environments,
and actions to improvise a dramatic problem; formalize by recording
and/or writing the dialogue and stage directions.
1AT-F3: As a character, play out his/her wants by interacting with
others, maintaining concentration, and contributing to the action of
the classroom improvisations (e.g., scenes based on personal experience
and heritage, imagination, literature and history.)
1AT-F4: Draw of verbally describe mental images for the time, place
and mood of classroom dramatizations.
W-F3: Write a personal experience narrative or a creative story that
has a beginning, middle and end and uses descriptive words or phrases
to develop ideas and advance the characters, plot and setting.
Grade Level: Third or Fourth Grade
Time and Space: These lessons will extend for four class periods
of 60 minutes each. The first class period will be spent reading and
discussing Carlos and the Squash Plant. The second class period
will be spent writing short stories that we will use as scripts. Students
will write these stories in groups of five. The third class period will
be spent organizing and practicing their skits and getting ready to
perform. The fourth class period will be the performances. This will
be suitable for five groups of five to have 10 minutes to set up and
perform their skits.
- Carlos and the Squash Plant by Jan Romero Stevens
-paper and writing utensils for script writing
-random items to use for props
Anticipatory set: As a class, we will read Carlos and the
Squash Plant together.
Activity: After we read Carlos and the Squash Plant,
we will discuss different aspects of the story. We will discuss how
the story was set in New Mexico, and how that tied in with Carlos growing
plants, getting very dirty, and growing a squash plant out of his ear.
We will brainstorm scenarios that could happen in our hometown that
may not happen in other parts of the country. For example, in Arizona
we could have a problem with cactus, or different animals or plants
that are indigenous to our desert climate.
The assignment for the next class period will be discussed, as students
will use this brainstorming to get an idea for their own skits. Students
will be broken into groups of five. During the second class period,
we will start working on our own stories in groups of five. The students
will have forty minutes to come up with their own stories and to assign
parts to each person in the group. The last twenty minutes will be spent
changing the story to script with the help of the teacher.
During the third class period, students will have a chance to practice
their skits and find props to use with their skits. Each group will
get a box of random articles that they can use for props. Students will
need to be ready to perform at the end of the 60 minutes.
Closure: During the fourth class period, students will get
to perform their skits for one another. Their skits will be video recorded
Connections to other content: Language Arts, Theater Student
Assessment: Students will be assessed on their participation in the
skit. They will also be assessed as a group on the content of their