Chapter+2

__Chapter 2: Analyzing the Selection__ The text from chapter two relates to what I will be using in my English/Language Arts classroom. Students will be learning to interpret my communications, as well as their fellow students'. They will learn denotative and connotative meanings to words we say and then they will try to decypher these words into meaning. When reading a story, or performing, students will need to be able to figure out the story elements, which relate back to persona, locus, and climax. Every story has a climax where tension builds, I will need to be able to train my students to find the climax so it can be emphasized. Persona and locus relate to character and setting, two more key elements my students will know when they are analyzing a story to make it more meaningful. When my students are learning writing skills harmony, variety and contrast, balance and proportion, and rhythm will be learned. Knowing these terms will help me show my students examples and help my students correct their work so it has a better flow which is easier to read. I need to know about presentation in my classroom because I will be presenting new information every day. My students will also perform group projects, so they will need to know how to present to the class when they are alone or with a group. Eye contact, volume, rate, articulation, and more are all important aspects to presenting I will work on with my students to make them more articulate and effective speakers (in case we have a future Martin Luther King Jr. in there!). __Activities:__ __[|To be a teacher activity and videos]__ This activity and accompanying videos is a lesson in which students interview their favorite teachers on why they love to teach and apply it to the performing arts. Students interview the teachers, learn about the profession, then give a presentations on teaching and performing. Why it is important to perform while teaching. [] Shortcuts to Happiness: The Performing Arts (2008)

[|A Bear of a Poem: Composing Poetry] In this activity, students select their favorite words or phrases from their favorite books and bring them all together to write a poem together. This would be great for illustrating unity, harmony, variety and contrast, balance and proportion, and rhythm. [|Carolyn Wilhelm] Maple Grove, Minnesota ||
 * Grades || K – 2 ||
 * Lesson Plan Type || Standard Lesson ||
 * Estimated Time || Four 50-minute sessions ||
 * Lesson Author || [[image:http://www.readwritethink.org/images/img-mask-60-45.png width="60" height="45" caption="Carolyn Wilhelm" link="http://www.readwritethink.org/about/bio/carolyn-wilhelm-157.html"]]
 * Publisher || NCTE ||

__Videos:__ media type="youtube" key="uL8NKIQ639o" height="315" width="420" [] This would be used to demonsrate performance of poetry. media type="youtube" key="1ucoBUWKa3I" height="315" width="560" [] This video instructs students how to prepare their script to be stage-ready.