6th Grade Oral Language Resources
Students will:• Learn about the concept of performance.
• Access prior knowledge and build background about types of performers and performances.
• Explore and apply the concepts of various performance media and the difference between performers and the people back stage.
Students will:• Demonstrate an understanding of performance.
• Orally use words that name the types of performers and performances.
• Extend oral vocabulary by speaking the various roles that must be fulfilled in order to put a performance together.
• Use key concept words [performance, entertainment, talent, media, play, concert, stand• up comedy, director, backstage, audience, presentation].
Explain• Use the slideshow to review the key concept words.
• Explain that students are going to learn about performance:
• What kinds of activities may be considered performances?
• What are some tools performers use?
• What is the difference between performers and people back stage?
• What is the purpose of performance?
Model• After the host introduces the slideshow, point to the photo on screen. Ask students: What are some examples of performers? (singers, actors, acrobats, etc.)
• Ask students: Where do performances take place? (theaters, arenas, circuses, etc.)
• Say: Many people go to see different kinds of performances. There are many things that are involved in putting together a performance. Not only are the performers important, but so are the people behind the scenes. Who are the people who work on a performance behind the scenes? (writers, directors, costume designers, etc.)
Guided Practice• Guide students through the next three slides showing them pictures of people performing. Always have the students describe what kind of performer they see or what kind of performance it is.
Apply• Play the games that follow. Have them discuss with their partner the different topics that appear during the Talk About It feature.
• After the first game, ask students to discuss experiences they have had either viewing or participating in performances. After the second game, have them discuss whether they would they like to be professional performers someday.
Close• Ask students: What is your favorite type of performance? Why?
• Summarize for students that there are many different types of performances and many people work together to put on a performance. Encourage them to work with partners to present their favorite type of performance to the class.