Building Fluency

5 teachers like this lesson
Print Lesson


SWBAT: read a Readers' Theatre play with fluency and tone.

Big Idea

By building their capacity to understand vocabulary in the play, students will feel successful reading the play out loud in class.

Guiding Question

5 minutes

This Guiding Question is essentially a carryover of yesterday's lesson. After we played our tone game, I felt that we needed to revisit again why tone is so important. By asking students to create their own sentence that showcases tone, I'm pushing them into that application stage of understanding that is so crucial.


50 minutes

Because the Millionaire Miser play is a pretty difficult text, I keep trying to think of ways to make it attainable for my students--especially my struggling readers. To this end, I use the really engaging vocabulary game, I Have, Who Has to work through some of the difficult vocabulary. This is especially important because students are speaking the words and will prepare them for the fluency component of our Reader's Theatre.

Also, when I was introducing the term "miser" yesterday, I kept thinking about how much of a miser Mr. Krabs (from Spongebob Squarepants) is. In fact, I could even remember an episode that mirrors "The Millionaire Miser," where Mr. Krabs is forced to give away Krabby Patties as a punishment. This sounds a lot like the punishment of Sushil of "The Millionaire Miser," who is forced to give away dumplings to the whole village. So,because I was able to make that connection and it helped my understanding of the text, it only seems right to allow my students to have the same connection. Really, I'll find any excuse to watch Spongebob in class. The name of the episode is "The Great Patty Caper," and you'll have to search for it on your own, as Nickelodeon doesn't have a full episode available.

Lastly, I split the students into enough groups so that everyone gets a part, and I have them simply read the text to themselves, paying particular attention to their own parts. I will even have them highlight their own speaking parts. 

If there is time, we may do a quick run-through of the entire play, but generally that will be saved for a follow-up lesson.