One of the text books I use with my students is "Discovering Fiction", a book of short stories. I usually spend one week (5 lessons) per short story. My main objective for the first couple of lessons is usually for the students to understand and enjoy the story. My absolute favorite way to achieve that goal is the Reader's Theatre technique. If you don't know what it is, here's a definition: http://bms.westport.k12.ct.us/mccormick/rt/whatrt.htm

A typical Reader's Theatre lesson plan would look something like this for a CoffeeAddict like me:

1. Group Students (any way you want but end up with groups of 4-6 students)

2. Assign one student in each group the part of "narrator" (T can decide or you can let the group members decide amongst themselves)

3. Explain to the students that while/at the same time as the narrator reads the story out loud, the rest of the group members are expected to act it out. The "actors" should also deliver their own "lines" (sometimes there is no direct speech sometimes there's a lot. In the latter case you may want to allow the actors cue-cards to read from or give extra prep time so that they can memorize their lines). The narrator will not read the direct speech parts.

4. If this is the first time I'm using Reader's Theatre with these kids I'd model a very short performance in front of the class. I'd ask a few of the stronger students to help me and then I'd assume the role of the narrator.  I'd read a short and funny story and see what my actors do in response. Sometimes they'll be great and all I will have to tell the rest of the class is "yes!" "that's what I meant" and so forth, but sometimes I'll have to guide the kids more, tell them what they could have done and give them some tips. Either way, the modelling bit really helps all the kids understand what is expected of them. This part can be time consuming but it is worth it! The rest of the year the kids will know exactly what you mean when you say "let's turn this story into a Reader's Theatre!".

5. Once I am satisfied that the class has understood the task, I tell them how much prep time they've got (usually until the end of that lesson) and at what time they will be expected to perform (usually in the following lesson which would most probably be on the next day). I would also warn them that I intend to videotape the performances so that I can evaluate them carefully after class. I also usually say that props/simple costumes are appreciated.  I may or may not provide some key props/costumes myself - if I feel it is necessary.

6. While the groups rehearse (this bit may be somewhat noisy, but well worth it!) I move from group to group - usually with a mug of coffee in my hand - to observe, help, encourage, give tips and answer all of the questions they "suddenly" have. They want to know everything about the story, find the meaning of every word and sentence in order to be able to perform it right. Every member of the group has to understand everything, otherwise someone will do something "wrong". It really warms the T's heart to see so much reading, cooperation and learning going on!

Finally:

7. Performance time: So much fun!!!! I usually assign one of the tech-savvy students the job of videotaping so that I can lean back - with a cup of Turkish coffee - and really enjoy the performances!

If you have never tried this technique you really should! Soon!

:-) CoffeeAddict