Great Reader’s Theater for Martin Luther King Day

Whether for RT or stage performance, here are half-a-dozen kid-friendly scripts to ramp up your MLK Day celebrations and Black History Month curriculum. To preview or purchase, just click on a cover and you’ll be taken to my storefront at TeachersPayTeachers.

All my plays are carefully researched and fact-checked, providing accurate representations of the historic events themselves.  Martin’s Big Dream was originally published in Storyworks under the title, “I Have a Dream.” It comes directly from MLK’s own writing and depicts an incident from his childhood that helped set him on the path as a champion civil rights. In the Jailhouse with Dr. King views the Montgomery Bus Boycott through the eyes of a troubled teen, culminating in a historic moment in front of King’s own home.  Gonna Let it Shine tells Sheyann Webb’s true story of courage during the Selma “Bloody Sunday” events. Just eight years old at the time, Sheyann was known as King’s “youngest crusader.” All of these stories are fun to stage and offer poignant conclusions your kids will be talking about long after MLK Day has passed.

Here are three more compelling titles. Like all my plays, they come with detailed teaching notes and comprehension activities. Sitting Down for Dr. King looks at the Greensboro Lunch Counter Sit-ins from the perspective of a ten year old white boy. When the sit-ins interfere with David’s celebration, he’s faced with a tough decision. MLK’s Freedom March comes from the viewpoint of a working class family who overcome challenges to attend the March on Washington where King delivered his famous I Have a Dream speech. And We Shall Overcome, my best-selling MLK script, offers a creative look at the Birmingham Children’s Crusade. Kids enjoy posing as a television crew to narrate this one, but like the bulk of my plays, the perspective is that of a child similar in age to your students. It also embeds protest songs from the Civil Rights Crusade.

Because nearly all my titles were originally published in Scholastic classroom magazines, they’ve been vetted by professional editors and are designed to meet the latest standards. Still not sure? Download my FREE MLK Preview Pack. It provides a detailed look at each of four African-American History plays including the first few pages of each and a glimpse of the accompanying comprehension activities. Also download my FREE guide to teaching with RT, which provides tips and ideas as well as the brain science behind using drama to teach reading. Finally, my mini-poster, 5 Stage Acting Hacks for Kids, will help keep your students focused on some of the more important elements of performing. It’s also free.

Explore ReadAloudPlays.com for More

That’s right, I have a ton of other professionally-published read aloud plays for the elementary and middle school classroom.Start by taking a gander at my collections: Classic Short Story Plays such The Monkey’s Paw, Black History Plays such as Box Brown’s Freedom Crate, and American History Plays such as The Secret Soldier. They’re all available at ReadAloudPlays.com or at my storefront on TeachersPayTeachers.

Thanks, and Happy Directing!

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A Well-Paced Play

My class of fifth graders staged a nifty trio of plays recently. Eric paced about the stage as the insanely villainous narrator in The Tell-Tale Heart, Jacqueline put on her best 1930’s gangster dialect, performing the roll of safe-cracking Jimmy Valentine in A Retrieved Reformation, and Emilee engaged us with a delightful French accent in The Necklace. Though staging these plays can be hard work for the teacher, the rewards are gargantuan. Some good props—a cardboard safe for the gangster play, for example—help turn the plays into memorable performances, but over the twenty-plus years of doing this stuff, I’ve come to the conclusion that for young actors, there are five areas of greatest importance.

Projection: I’m not a believer in microphones. Instead, I want students to “fling” their voice into the audience, to “almost yell” their lines—and by way of example, I admit to myself doing a lot of shouting to help get them there.

Attention: Students often get lost in the performance, becoming spectators instead of performers. My best performers pay attention to the script so they come in on cue. We repeat whole scenes over and over again until performers recognize their cues without thinking.

Characterization: Memorable performances come from actors who use dialect, accents, and inflection to put personality into their parts. Jacky’s gangster dialect, Emiliee’s French accent—they brought their plays to life!

Enunciation: I’m painfully aware of my own tendency to mumble—especially when in a rush—and I bet you’ll agree your students have the same issue. We want our kids to slow down and speak crisply. This flies in the face of so-called “fluency standards” in which success is measured by words per minute, so you might have to do some “unteaching” to get your kids to enunciate properly on stage.

Direction: My kiddos think it’s funny when I say, “No one wants to see your rear end!” But said often enough, it does the trick to get kids facing the audience, a critical element when acting.

To help teachers turn kids into good actors and even better readers, I’ve put together a little poster called “5 Stage Acting Hacks for Kids.” It’s available for free on my TeachersPayTeachers site. If you like mnemonic devices, it uses the “PACED” acronym to help students remember the five elements. You can print it as an 8 ½ b 11 handout in color or a low-ink versions, or you can enlarge version #3 by 154% to create an 11×17 mini-poster.

Happy directing!

How to Swipe a Free Play Part 2

A few weeks ago I blogged tongue-in-cheek about swiping reader’s theater scripts through nefarious means, so I thought I’d follow it up with a legitimate opportunity to grab some free reader’s theater while simultaneously honoring America’s veterans. I’ve repackaged my play “War Stories,” which originally appeared in my now out-of-print book, Read Aloud Plays: Symbols of America, and am presenting it free from now until Veterans’ Day on November 11^th. It comes with a set of comprehension activities and full reproduction rights, which means the original downloader can copy a full class set for use in his or her classroom every year. It’s an engaging way to reveal to your students the real meaning of the holiday. Happy directing!

5 Ways to Swipe a Free Play

I’m sure you remember those big FBI warnings at the beginning of our old VHS movies. Aren’t you glad the TpT products we buy for our classroom don’t have one slapped over the cover page? Well, maybe they should. Though we may be perfectly honest, totally committed educators, we might still be tromping all over somebody’s hard-earned copyright. That’s right. This month’s post is one of those in which I have to be a curmudgeon and complain about copyright infringement. But stop! Don’t click away. Here are five ways you (yes, you!) may be violating copyright laws:

#1 You Post Stuff on Teacher Websites

I commend efforts to engage students by posting class content online, but we have an ethical obligation to make sure only our own students can access it. Search engines crawl sites like Weebly and Wikispaces, which means anyone can locate, download, and print the copyrighted material posted there. A safer bet is to use Google Classroom and set such docs as “View Only.”

#2 You Pay for 20 Subscriptions but Print 25 Copies

Let’s say you subscribe to a classroom magazine such as the ever-wonderful Storyworks, but because you know students will spindle, tear, mark-on, and lose scripts when they’re working on a play, you, like many teachers, print photocopies. That’s fair use—as long as you print just twenty. A subscription to a classroom magazine is like a software license. Twenty subscriptions means only twenty copies are being used at any given time. Consider too how that might apply to posting content online.

Note that my ReadAloudPlays.com branded plays come with full reproduction rights. The original purchaser is licensed to print a full class set for use in his or her classroom. That means when you buy just one copy—usually for around three or four bucks—all your students can use it. You can’t give copies away to colleagues, post it online for anyone to download, or, as one unscrupulous fellah tried to do, put your name on it and try to sell it on TpT, but every one of your students can access it.

#3 You Adapt a Story as a Play

For those of you who like to write your own plays, that’s great! Nothing precludes you from picking up a copy of James & the Giant Peach and creating a play.

Unless you post it for the public.

Because you don’t own the rights to Roald Dahl’s stories, Dr. Seuss’ rhymes, or Charlotte’s Web, you can’t legally offer an adaptation to the masses–even for free. To post a play based on Harry Potter, you must either have permission from J.K. Rowling or wait until the story is in the public domain. In the case of Harry, that won’t happen in any of our lifetimes. In the case of James & the Giant Peach, you’ve got another forty years or so.

Can students create plays of their favorite picture book? Absolutely. They just can’t post them online.

What if you download somebody’s adaption of James & the Giant Peach from TpT? Well, you’re supporting someone who is infringing on Roald Dahl’s copyright. Sophie Dahl may be well-to-do, but her father earned that copyright. It should be respected.

Here again I get to promote my ReadAloudPlays.com brand. All my plays are either original (such as my history plays), adapted from works in the public domain (such as classic short stories), or originally published through agreements between the author/publisher and my publishers at Scope or Storyworks. Note, however, that the original graphics and layout appearing in Scholastic magazines belongs to the illustrator and/or company. Consequently, when I repackage a play I have to re-create all that from scratch using public domain images and graphics I’ve purchased.

#4 You Perform a Play for an Audience

Most professionally-written plays require you purchase performance rights, which can range into the hundreds of dollars. To stage a showing of The Lion King without purchasing rights is infringement–even if you don’t charge admission.

I periodically get requests from small theater companies requesting performance rights for my ReadAloudPlays.com scripts. (Typically I donate such rights to non-profit groups.) Teachers, though, needn’t worry about requesting permission at all. I include performance rights with all my plays.

#5 A Nasty Bonus

The Web seems to have blurred the lines of acceptable use, so these days copyright issues pop up all the time. My most recent Internet review turned up several innocent violations—teachers who posted a play on their webpage so that students could pre-read it, for example. But I also found a couple malicious violations in which “dark web” organizations are posting my content illegally and using that content to infect user computers with malware and adware. If you’re unconcerned about copyright, you can get free copies of my “Birth-mark” and “Tell-Tale Heart” plays. But be warned. Cloudfront.net is an Amazon-related site that I’m told is frequently pirated. That big red button that says, “Download Now”? Well, my play won’t be the only thing you’ll be getting for free. Better to buy my plays—and anyone’s plays, for that matter—from respected sites such as TeachersPayTeachers and Scholastic Teacher Store.

Those of you who respect copyright and download only legal copies of material, thank you! Happy directing!

Checkbooks & Taxes

While digging around for something to write about this week I stumbled upon a transcript from a pretty cool podcast I appeared on several years ago. The show, Talking Fin Lit, which was sponsored by McGraw-Hill, was designed to look at issues of financial literacy and education. Host Mark Gura interviewed me at length about The Checkbook Project, and since March is the ideal time to kick off checkbooks in the classroom, I thought it might be neat to share some of the material. What’s here is actually the “pre-interview.” Though the show is no longer being produced, the web portal is still there, meaning you can hear the actual interview here.

TFL: We’ll start out by my asking you for your background. How long have you been a teacher? Curriculum writer? Describe your current involvement in Education, etc.

I’ve been teaching for twenty years. I’m currently teaching 4th and 5th grade in southern Oregon. I started writing material for Scholastic in 1998. My editor at Storyworks, one of the classroom magazines, has kind of championed my work, giving me opportunities to write for Scope, Scholastic News, Instructor, and other divisions. I’ve also published three books through Scholastic Teaching Resources.

When it comes to curriculum writing, I suspect every teacher is a curriculum writer to some degree. You get so much material thrown at you that just doesn’t work, material created by people who don’t actually teach, who don’t understand the realities of the classroom, and who certainly don’t know the unique needs of your given class, you end up creating your own.

I think what you see at TeachersPayTeachers, the website where people can purchase teacher-created curriculum, is something of a backlash against the big textbook companies. Not only is everything there created by people on the front lines of teaching, but it’s comparatively cheap, you can buy only what you need, and it’s kid-tested.
TFL: What attracted you to create Financial Literacy Curriculum?

I work hard to help kids connect what they do in school with the real world. Creating The Checkbook Project was an attempt to do that.

Kids and their families today tend to dismiss the importance of education—I call it “academic apathy.” It was particularly profound in a class I had six or seven years ago [now ten or twelve years ago]. In an effort to motivate that group of children, I started developing The Checkbook Project. It helped them connect their work habits with the real world. They could see the relationship between their habits and their financial or material success.

TFL: “The Checkbook Project classroom economy financial literacy” – is one of the FREE lessons available through the Teachers Pay Teachers. Can you comment about your decision to ‘give away’ this very well produced item? (and maybe you can comment about Teachers Pay Teachers while we’re at it)…

From a business standpoint, I’m using it to drive traffic to my website and to showcase the quality of my other material on TpT. Of course, I could have done that with one of my other products just a easily.
I’m pretty cynical about the way our society operates these day. I look at our economy and I see snake-oil salesmen at every turn. Those with financial savvy are taking advantage of a populace with very little financial sense. I want my students to see how the real world works so that they don’t become victims. Maybe I see making The Checkbook Project available for free as a way to stick it to The Man just a bit.

TFL: On your profile at TpT you state, “They’re my kids, so naturally I want the best for them. The materials I create are designed to give them the most academically-rewarding and personally enjoyable school experience possible.” How does The Checkbook Project reflect that understanding and philosophy?

My students love coming to class, and a big reason is the kid-centric activities I use. The Checkbook Project is especially engaging. Kids clamor to be in my class because of it. These days, my colleagues have all adopted it, so every 4th and 5th grader in our building gets to participate.

TFL: The Checkbook Project isn’t a “lesson” in the classic sense of the word. It’s more establishing a unique CONTEXT that establishes a model reality… one that models and demonstrates important (finance) lessons by immersing the students in it. It occurs to me that there’s something of the “MicroSociety” approach to education here (in which a miniature replica of the real world is established in the school or class so that the students can “live” it… and there’s something of MONOPOLY in it, too. Please take a few minutes to describe what The Checkbook Project is – How it runs in your classroom (and that of teachers who replicate it)…

A micro-society is a great way to describe it. In short, kids get paid for the work they do in the classroom. For example, they earn $1 for each percentage point on tests they’ve passed, they get paid for classroom jobs, and they earn money for turning in their homework. You could say it’s imaginary money, but it really isn’t because they turn around and use their earnings to pay rent on their desks, buy goods and services, and pay taxes. They keep track of all this in checkbook registers donated by local banks, and they report their earnings on a weekly tax report.

Each year the classroom economy takes on a life of its own. Kids start businesses, some selling products such as school supplies, jewelry, or candy, and others offering services such as desk cleaning. I’ve had kids start charities or become landlords. Every year some ingenious kid comes up with a new twist, and its always organic. All I do is get it started.

TFL: How did you come to develop The Checkbook Project?

I had a class of kids who were seriously apathetic about school. They didn’t care whether they passed tests or got good grades. Their parents didn’t seem to care if they did homework or even came to school. The Checkbook Project was designed to motivate them. The financial literacy that comes with it is a natural outcome.

TFL: What do you feel/know your students get from it?

The kids tend to improve their work ethic. They see the relationship between their work habits and financial success, and therefore make connections with the real world. It focuses kids on their habits, behaviors, and judgment.

Four years ago I had an extremely challenging class of kids, a class widely known for its poor behavior and thuggery; but after using The Checkbook Project for three months, it finished the year as one of the best classes in the school.

TFL: What sorts of response and feedback have you gotten from: Students? Parents? Supervisors? Replicating colleagues?

Everyone who has witnessed The Checkbook Project at work in my classroom has praised it. Because a non-performing student can become “homeless” or “bankrupt,” I always worry about offending parents, so I make a point to say that we’d rather have the kids learn these harsh lessons in 5th grade than in real life. Parents seem to get that.

TFL: Please describe the materials that are available for teachers interested in replicating… what sorts of materials have you produced? And how can teachers get them? How might they be modified?

You can get The Checkbook Project guide for free on my storefront at TpT. The guide provides the “how-to.” I also have a variety of helpful student forms on my website at macklewis.com. The tax report is a must have, but there is also a fun classroom job application, a desk rental agreement, and many others.

TFL: What next? How would you like to further refine this program? Extend it?

Each season I try to add another piece based on where my kids and colleagues take it. Perhaps at some point I’ll package it up and offer it to my publisher. We’ll see.

TFL: Would you care to comment about the state of Personal Finance readiness/sophistication that US kids demonstrate? The state of Financial Literacy Education?

I find it interesting that in many high schools, students are required to take calculus or trigonometry, yet they no longer take any form of consumer math. It seems to me that for the average kid, the skills learned in consumer math are far more likely to be needed in the real world.

TFL: What would you best advice be to educators who are just about to start a program of personal finance or who have started but need to refine and deepen their program now?

Not that I’m trying to sell my program—after all, it’s free—but I’d encourage them to go to my website and take a look at it.

It’s Not Too Late to Celebrate Black History Month!

My plays often make return appearances in Scholastic’s Storyworks magazine, such as The Daring Escape of Henry “Box” Brown this time last year. In addition to a new look with original illustrations, Storyworks subscribers get treated to a host of top-notch CCSs comprehension activities via Scholastic’s web-based library, which didn’t exist when many of my plays originally appeared ten to twenty years ago. Pretty sweet. Coincidentally, my TpT version of Box Brown, along with many of my other original plays, have also gone through updates that added comprehension activities and improved formatting, so you’re in luck either way.

But “Box” isn’t the only reader’s theater title suitable for celebrating Black History Month. In fact, I have a wide assortment. You can quickly preview four of them by downloading MLK Plays Free Preview Pack. It includes summaries and the first couple of pages of four MLK reader’s theater scripts including Martin’s Big Dream (The Childhood of Martin Luther King, Jr.), MLK’s Freedom March (lovely historical fiction set against the March on Washington where King delivered his most famous speech), In the Jailhouse with Dr. King (another potent work of historical fiction set during the Bus Boycott), and Gonna Let it Shine (non-fiction about the “Bloody Sunday” events in Selma, Alabama). You can download the free PDF preview at TpT.

But there’s still more. Click on the Read Aloud Plays tab to uncover wonderful reader’s theater about Jackie Robinson, Claudette Colvin, the Greensboro Four, and others. In all cases, $3.50 gives the original purchaser reproduction rights to copy a full class set each year for use in his or her own classroom. It even includes school performance rights!

As they do every year, my fifth graders will be learning and presenting three of these plays over the coming months as they learn about the importance and significance of the Civil Rights Crusade for all of us. Join us. Celebrate the legacy of Dr. King with engaging reader’s theater from ReadAloudPlays.com.

Happy directing!

Pairing Picture Books & Plays for Black History Month

The Common Core requires that we teach students to “evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.” One way to do that is to pair Read Aloud Plays with developmentally-appropriate books and films so to compare and contrast point of view. Black History Month presents an ideal opportunity for the following pairings:

* The Disney movie, Selma, Lord Selma, and the Read Aloud Play, Gonna Let it Shine.
* My play from the Montgomery Bus Boycott, The Girl Who Got Arrested, and Phillip Hoose’s book about Claudette Colvin, Twice Toward Justice.
*Sitting Down for Dr. King, which depicts the Greensboro Lunch Counter Sit-ins of 1960, and Andrea Davis Pinkney’s book, Sit-in: How Four Friends Stood Up by Sitting Down.
* Peter Golenbrock’s book, Teammates, depicting the relationship between Jackie Robinson and Pee Wee Reese, and the Read Aloud Play, How Jackie Changed America.
* We Shall Overcome, my play about the Birmingham Children’s Crusade, and Cynthia Levinson’s non-fiction book, We’ve Got a Job: The 1963 Birmingham Children’s March.
*Days of Jubilee, by Patricia and Fredrick McKissack, and my play, Freedom for the First Time, which is based on slave narratives from the Civil War.
*The Read Aloud Play, Box Brown’s Freedom Crate, and Ellen Levine’s book, Henry’s Freedom Box.

To get your classroom discussion going, I’ve developed a simple short-answer comparison activity covering Craft & Structure (Literature item 6 and Informational Text item 6). You can download it for free here and use it with my plays and any paired text to satisfy these standards by having students “analyze multiple accounts of the same event or topic.”

Happy directing!