After a hiatus of a few weeks, we return to our molst important discussion of Reader’s Theatre, moving in the direction of a possible template (an initial draft is given below) that we can use in our classrooms when doing RT this spring. The reader may want to click on the RT (Reader’s Theatre) category to refresh their memory on the first 10 posts on RT.
So we return to our discussion, hoping we get to an RT template that we can use:
When Jason is working with the book, translating, he quite often leaves the text and just does PQA with each phrase he is working with from the book. In my opinion, this can lead the class into an aural instead of a reading class, so we have to watch how much we do that.
He sporadically creates little scenes (extended PQA) from each image offered by the book to the class. He advises that we go through the book beforehand and find scenes that would best lend themselves to theatre.
Then he just brings up actors, using them as props and telling them what to do. He says “Show me!” in L1 a lot in his direction of each little scene that tries to be born.
If a scene grows, he stays with it. If not, he excuses the actors and keeps on reading. Thus, our template for RT can be tentatively thus described:
1. Go through the chapter that will be read that day and find any scenes that might lend themselves to being acted out.
2. When class begins, the class reads from the book, keeping their fingers on the words (I don’t do that), and listening to the instructor translate in an uninterrupted process so that an uninterrupted movie is created in the minds of the students. Stopping to discuss grammar during this time of reading novels is sheer folly and a waste of time. Grammar can be taught during the L1 dominated time spent on working with readings from stories, but not novels.
3. PQA is used sparingly (see above) during this process to reinforce the aural grasp of the students. There is a fine line between interrupting the movie with PQA and keeping the movie going. If PQA on a certain structure in the novel is absolutely needed, do it. If not, avoid it. (Repetitions of certain structures is indeed needed if the the coming scene is to work, but, as stated, there just can’t be too many interruptions because it is the uninterrupted focus of the student on the flow of the reading that brings the greatest gains in reading.
4. Each time a new scene is attempted, it is created simply by bringing up actors, using them as props and telling them what to do. Tell the actors to “show you” (Jason says this in L1) whatever he asks for. He just directs the scene from the side.
5. Use dialogue in the scene.
6. If a scene grows, stay with it. If not, excuse the actors and go back to the reading, ever vigilant for the next good scene.
That is the (six point) template that I have so far. Stay tuned and make suggestions. This is an important document for us, for me at least, in that I want it to be streamlined into the Additions to Option A and I want it to go up as a “Reading” poster on my wall so that I have it handy at all times. Doing that will make my reading classes flow very smoothly – anyone with a block class could easily fill a two hour class with this poster on the wall in the classroom.
