Having reacquired my publishing rights to collection of my plays, I’ve just repackaged “The Open Window” and made it available on my TeachersPayTeachers storefront. It now includes my reader’s theater script, the original text, three comprehension activities, and teacher’s notes and answer keys. The story was written in 1914 by English writer H.H. Munro, who went by the pen name, Saki. It tells about a man named Framton Nuttel who comes to the countryside to recover from “a bad case of the nerves.” Too bad he meets young Vera Sappleton, a teenaged trickster, who sends Framton over the edge. It’s a highly accessible for middle grade readers because of its brevity, the way Saki sets up the victim, and because the lead character is a youngster. It was originally published in Read Aloud Plays: Classic Short Stories (Scholastic 2010). It includes parts for eight actors and one barking dog. Use it with grades 4 through 8 as reader’s theater, a radio drama/podcast, or full stage performance. Happy directing!
“Talk Like a Russian Day” was a big hit in my classroom. Though it coincided with certain political events, there was nothing political about it. We started the day by watching a YouTube short of a Hollywood voice actor giving us hints about speaking with a Russian accent. He told us not to emulate Chekov from the Star Trek series. Russians, he said, don’t substitute w’s for v’s. None-the-less, we decided Chekov’s style was to our liking, as was Gru’s in Despicable Me. We also liked the cosmonaut in the Armageddon movie. So after watching short clips of each, we embarked on a day in which the goal was to “talk like a Russian” all day long.
Though it seems like a crazy way to run a classroom, especially when I’m trying to deliver instruction on converting between decimals and fractions, the point was to encourage my students to use an accent in their presentation of my play, “The Nose.” The Nose is a short story by Ukrainian writer Nikolai Gogol, who lived and wrote in the 1800’s. It’s an example of literary farce, meaning a story that defies explanation. Gogol used it to criticize the Russian hierarchy. As the story goes, a mid-level but prideful bureaucrat awakes one morning to find that his nose has inexplicably gone missing. Clasping a handkerchief over his face, he heads straightaway for the police inspector, but on his way he spots his nose getting out of a carriage. Amazingly, it appears to be dressed as a Vice-Governor! Well, the story follows the bureaucrat as he attempts to reclaim his nose, one crazy twist after another.
One of my students, R____, is particularly engaging with her accent and an inspiration to the rest of us. Her enunciation is so scintillating, her sense of timing and inflection so ideal, well, when she is on stage, the play reaches a magical level. R____, by the way, is a Sped student, which just goes to show how powerful Read Aloud Plays can be for otherwise struggling readers.
This week we’re busy building the papier-mâché nose costume, which will be the final touch on what I think will be a smash performance. My second play group, meanwhile, is preparing for their performance of an as of yet unreleased play set in the Wild West, so we followed “Talk with a Russian Day” with “Talk Like a Cowpoke Day.” (The day after that we tried, “Talk Like a Russian Cowpoke,” which we decided meant speaking in a Russian accent while using phrases like “Yippeekayay.”)
The final stretch of another school year is a great time to be messing around with Read Aloud Plays. And no matter how silly the story, plays are an excellent way to promote fluency and engage young readers. Some fun ones to end with include The Nose (which can be found in my book, Read Aloud Plays: Classic Short Stories and online here), The Open Window (also from Classic Short Stories), and Peter Rabbit (while the story may seem young, my upper elementary students always have a blast with it). My Jackie Robinson play is both socially impactful and fun to perform, as is The Newsies (“Talk like a Bronxite Day” doesn’t have the same ring to it, but it’d be fun anyway).
If you’ve been doing plays all year and are ready for something more powerful, some hard-hitting titles worth considering include Sitting Down for Dr. King, Stolen Childhoods, and Freedom for the First Time. I try to incorporate accents, dialect, or tidbits of foreign language into my plays whenever I can, so whether serious or silly, you can almost always have a “Talk Like a ____ Day.”
Okay, that’s not a squirrel. It’s a mongoose, as in Rikki Tikki Tavi of Jungle Book fame. My students are all jazzed about the play Rikki Tikki Tavi, which they just recorded for use as a podcast. If you’re a fan of using Read Aloud Plays but haven’t yet experimented with podcasting, I encourage you to give it a try. Hear our sample by clicking on the mongoose, or better yet, read on for two minutes and find out how easy it is for you and your students to make your own.
Using Read Aloud Plays in the classroom has numerous academic benefits. One, the Common Core State Standards put a great deal of emphasis on using drama to teach reading. In fact, the word drama appears 47 times in the standards. Two, kids love reading and enacting plays, meaning their engagement is heightened. Three, plays rapidly improve fluency. Using Read Aloud Plays accomplishes this because most students are willing to read and re-read the same script repetitively (the same way they probably read picture books when they were tots). One additional key to success, I think, is to offer authentic and varying ways to present your plays.
Don’t get me wrong. Divvying up parts and reading a play just once has its merits. In fact, my class will be doing just that for President’s Day. Using three plays from my book, Read Aloud Plays: Symbols of America, we’ll be touching on the significance of the holiday without devoting an excess of class time. But in this case the emphasis is on teaching a specific history lesson rather than improving reading skills.
To really build fluency (and comprehension), I want my kids working with a given script for three to four weeks. They meet with me in “play groups” for “cast table readings” three times over the first week. Each play group is about a third of the class. Once they’ve demonstrated command of their given script, we move on to rehearsals. After two or three weeks of rehearsing (roughly three times a week for 20 minutes a pop), we present our plays in a few basic ways: Simple classroom staging, school stage production, full-blown musical, movie making, or podcasting.
Podcasting may initially seem daunting, but will become fairly simple with a bit of practice. You’ll need a laptop pre-loaded with Audacity software (a free download), a decent omnidirectional mic such as Samson’s Go Mic, and a quiet room. Students simply read their lines. You can stop between each scene, re-do scenes as necessary, edit out some of the stumbles, stutters, and pauses, and even alter the pitch. Editing may consume a couple hours of your weekend, but once you’ve done so you can export your play as an mp3 file. Share it with you class as you would any other digital sound clip. In my classroom, we post them on our webpage.
Visit my classroom website at dailyplatypus.com to see and hear samples of podcasts, play productions, and our Christmas Carol movie. If you’re working on plays for African-American History Month, it’s not too late to record your students for all posterity via a podcast. Maybe it isn’t so easy a squirrel can do it, but you can!