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http://www.addisoncooke.com/
https://theatreanddance.appstate.edu/students/prospective-students/25-life-skills-learned-theatre
https://studentreasures.com/blog/teaching-strategies/5-fun-ways-teachers-can-improve-3rd-grade-vocabulary/
https://www.pinterest.com.mx/pin/342414377900023104/
https://www.hometimeactivities.com/five-w-questions-activity/
https://itsallaboutthelight.weebly.com/basic-stagecraft.html
https://www.ixl.com/social-studies/geography

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Trying to look for this book in different languages wasn't found just so students can understand what the book is about, so they won't feel overwhelmed with these words. If they know what a certain word or phrase means they will be able to look at the translate to see if they were right or add it to their vocabulary.

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There’s a lot of reading out loud videos on YouTube and this is for students who prefer to hear the story to be able to understand and this helps them follow along.

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https://youtu.be/5cVSWA37xiI

History: since many students don’t know the history of the Inca I wanted to add a video to show what it is, where it is  located at and how the Inca looks like. And provide some background of their history

Reading out loud

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Guide to Machu Picchu for Children: Lost City of the Inca for Kids - FreeSchool

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Jenne Melgoza
TA 3410 course
Professor Carol Damgen
May 15 2022

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3 2 1 Review/Summary
Question: Confusion or curiosity
Facts: Characters, settings etc
Learned

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WS # 1 and 2
10 points(Must include)
- 1 point for each question
- 1 Point for drawing (eyes/mouth hair/etc)
-1 point background
-1 point color
-1 point explanation
WS#3
- 3 points (must include)
- backgroud
-color
-imagnation

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Participating + being able to explain to me when asked + showing me how they use it for these worksheets assigned
I will have a worksheet to answer the 5’s W ( may include there dice ) - From the book where reading
* 5 points for each W

*5 points for explaining the areas
-  To demonstrate knowledge of basic blocking and stage areas.

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The Floor is Lava Game:
1. To help students demonstrate knowledge of basic blocking and stage areas. - They will study the chart created involving the format for basics - I will have to move to that spot when called out
Create a checklist that demonstrates basic blocking and
2.Stage areas - Notes on how they will use it in their rough draft script
3. Create their rough draft - To demonstrate knowledge of basic blocking and stage areas

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Creating a dice out of 5 W’s:
Who? - Who is the story about? Or Who are the characters involved
What? - What is the story about? Or What was the main idea? Or What was the setting about?
Why? - Why did this (enter event/tragic event/etc) happen?  When? - When did the story take place? Or When did this (enter event) happen?
Where? - Where did this story take place? Or Where was the location of this story?

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Key Concept:
Students will apply processors and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, film /videos and electronic media productions and to perform in them Drama Content

Objectives:
2.1 Students will participate in operative scriptwriting or improvisation that incorporates the 5 W’s - Who, What, Where, Why, When
2.2 Students will create simple scripts for classmates to demonstrate knowledge of basic blocking and stage areas.

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Performing ^

Worksheets:
3(Excellent met the standards)
2(tiny mistakes but under stood standards)
1(need some improvement or guidance)
0(Did not meet the standards)

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1. Students will have a few options to create this play: - Perform in-person or record at home, school, etc.
2. Turn in the final script and their notes gathered throughout. - Explain what every group member did

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2. (Using notes to help them) Students will create stories using parts of their story but combing it with personal experiences or something in the story where they relate to it. - Including their imagination to create their characters, plot, settings, and story
3. When done creating they will create a checklist of how their play will look like or need to be in there play. - Create with poster titles “Set,” “Props,” “costumes,” “Characters”
4. Create their script for this play. - Include rough draft

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Lessons: 1.
In groups of 3-4 will use the bean bag and the poster to create these four titles: “Use in a sentence,” “define,” “draw” and “Act out.” - Includes: Names of Characters, settings, vocabulary terms as in (what does setting mean and parts of the book that they found interesting.
Example: Archeologist

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Processing, Analyzing and Responding to Sensory Information Through the Language and Skills Unique to Theather

Key Concept: Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre.

Drama Content Objectives: - Students will create a development from the Vocabulary of Theatre

Students will use the vocabulary of theatre, such as character, setting, conflict, audience, motivation, props, stage areas, and blocking, to describe theatrical experiences. - Students will be able to use comprehension and analysis of Elements of Theatre

Students will be able to identify who, what, where, when, and why (which are the five Ws) in a theatrical experience.

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What does the background look like?

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Since students are expanding their imagination to figure out who their favorite characters is.
They can use the first worksheet to help them out on how they want to draw or color their own characters
Guidance :
Clothes- Is it cold? Do they need boots? Shorts? Coat? Sandals? Purse? Backpack?
Food- are they eating fruits? Veggies? pizza?
Color - Descriptions or favorite colors?

WS#3 Background- Is there snow? Trees? rain? animals?

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What is the name of our main Character?
What descriptions were provided for our Character?
Who tags along on this adventure?
Where are they going?
What Are they going to do when they get to their destination?
Who are there enemies?

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Communication:
Students will be able to speak clearly to larger audiences, and speak confidently to groups in their classroom or their classmates.
Problem Solving:
Students will need to think, plan(brainstorm) ideas, and share and communicate how to solve an issue.
Budget Skills:
Students will have to create ideas on the limited supplies is able to be accessed.
Leadership:
Students will be able to create rules to manage, think of alternatives, and commit.

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Visual Arts (Elaborate on an imaginative idea.)

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(create roles, imagined worlds, and improvised stories in a drama /theatre work.)

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As teachers, we can use this book in different subjects throughout the day(s) since it qualifies for many standards.
Example: Theatre Arts, Visual Arts, English, History, and Geography.
As a future teacher I want to make learning fun and for them not to memorize but learn and remember.

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Twelve-year-old Addison Cooke just wishes something exciting would happen to him. His aunt and uncle, both world-famous researchers, travel to the ends of the earth searching for hidden treasure, dodging dangerous robbers along the way, while Addison is stuck in school all day. Luckily for Addison, adventure has a way of finding the Cookes. After his uncle unearths the first ancient Incan clue needed to find a vast trove of lost treasure, he is kidnapped by members of a shadowy organization intent on stealing the riches. Addison's uncle is the bandits' key to deciphering the ancient clues and looting the treasure...unless Addison and his friends can outsmart the kidnappers and crack the code first. So it's off to South America, where the excitement, danger, gold, booby traps, and car chases are never-ending!

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Machu Picchu, Peru