Stone Soup

Available Dates: ALL BOOKED UP FOR FALL/WINTER 2017!
Grade Level: First Grade
Workshop Time: 1 hour/day for eight days
(two consecutive weeks of M, T, Th, F)
Cost: FREE

In this two week workshop, participants will explore the idea of community-building by creating a performance of the story Stone Soup. Through theatre games, prop design, and character exploration, participants will practice important skills for working together, learn the importance of eating different fruits and vegetables, as well as enhance the abilities to tell the story with their face, body, and imagination. 

Questions? Please email our ETP Teaching Artists, Stephanie Cordell (stephanie@octc.org) and Savira Kambhu (savira@octc.org) or call our main office and ask to speak with Stephanie or Savira-(503) 228-9571.


OREGON LITERACY STANDARDS AND PERFORMANCE INDICATORS

1st Grade

CCSS.ELA-Literacy.SL.1.1.a
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

CCSS.ELA-Literacy.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

CCSS.ELA-Literacy.SL.1.3
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

CCSS.ELA-Literacy.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

CCSS.ELA-Literacy.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.


SOCIAL EMOTIONAL LEARNING PERFORMANCE DESCRIPTORS
(via the Illinois Department of Education)

1A. Identify and manage one's emotions and behavior.

  • A.1 Identify emotions (e.g., happy, surprised, sad, angry, proud, afraid) expressed in "feeling faces" or photographs.
  • A.2 Name the emotions felt by characters in stories.
  • A.5 Discuss classroom and school rules.

2A. Recognize the feelings and perspectives of others.

  • A.4 Explain how interrupting others may make them feel.
  • A.5 Explain how sharing with and supporting others may make them feel.

2B. Recognize individual and group similarities and differences.

  • A.1 Identify examples of classroom behavior that are sensitive to the needs of others (e.g., taking turns, listening to one another, supporting each other's ideas).
  • A.3 Participate in the development of classroom rules.
  • A.5 Demonstrate how students help each other (e.g. sharing, not interrupting).

2C. Use communication and social skills to interact effectively with others.

  • A.3 Raise one's hand for recognition.
  • A.4 Pay attention when someone else is speaking.
  • A.5 Follow directions given at school.
  • A.6 Take turns and share toys and other resources with classmates.