![Lesson Title: Where’s My Lucky Hat?Essential Question: Integrated Learning Objective: What will students know and be able to do in ELA and Theatre? By the end of the selection, students will be able to identify and use significant information from text to create a narrative pantomime.Reading/Language ArtsTheatre or Visual ArtStandard(s)RC 2.6: Extract appropriate information from text, including problems and solutions.Theatre 2.1: Participate in cooperative scriptwriting or improvisation that incorporate the 5 Ws.ResourcesHM Story or Theme.Theme 1 Teacher’s EditionWeb sites, books, handouts, etc.Handouts for Space Bubble and Narrative PantomimeStudent Performance or ArtworkHow will students demonstrate their new knowledge and skill?Students will collaborate in small groups to create and perform scenes from the story Lost and Found using narrative pantomime to represent significant information in the text.AssessmentHow will teachers and students know that they have met the full rigor of the standard?Writing journals, Five Ws ChartTeacher observation and rubricMaterialsStudent anthology, writing journals, template for Academic Vocabulary 6-Step Process, whiteboards, Five Ws Chart, document camera or overhead projector, Self-Reflection form, and narrative pantomime rubric.Physical Space Requirements andGrouping(s)Open space in room to practice and perform narrative pantomimes.Grouping structures: whole, small groups and partners<br />Reading/Language ArtsTheatre Arts or Visual ArtsDay OneINTRODUCEDescription of Practice (ELA)Description of Practice (VAPA)Create Context Teach the meaning of the objectiveT reads objective to students; S chorally read objective with teacher; S state objective in own words to a partner (Think-Pair-Share); T conducts random response to CFU; S write objective in journals Prior Knowledge T completes Get Set activity from TE p. 16AVocabularyT directs S to circle the following words in their objectives – significant, narrative pantomime. State that these will be two of the new terms we will learn for this week’s reading selection. Conduct whole class discussion on the possible meaning of the terms. Use and complete the first three steps of the 6-Step Process (refer to template). Students note terms in journals.Teachers teach the remaining ELA vocabulary separately from this lesson.CFUT conducts Think-Pair-Share (TPS) and random response to determine student’s understanding of the meaning of the vocabulary terms<br />TEACHTeacher Modeling T discusses and models Space Bubbles and Narrative Pantomimes (refer to handout for each)Engage StudentsWarm ups that connect prior knowledge and skills and front load new knowledge and skills.After T models Space Bubbles: Whole Class Space Bubble activityS explore aspects of a Space Bubble depicting significant information from text as T reads passage from The Lost and Found, TE p. 17A, Phonics and Decoding After T models Narrative Pantomimes: Whole Class Narrative Pantomimes activityT reads paragraph 6 TE p. 23. Discuss significant information in passage (Mona disappeared). T conducts random response to CFU with S justification.CFUT conducts TPS to determine students’ ability to identify significant information in the passage. T has students write significant information on whiteboards; T conducts random response to CFU; S justify their thinking.Teacher observation of student pantomimes. Did they accurately depict the significant information in the text? (refer to rubric)<br />Close Restate objectives. Make connections. Student ReflectionT conducts random response of day’s objective and key vocabulary. T explains that S will continue to examine narrative pantomimes as the story Lost and Found is read during the week.<br />Reading/Language ArtsTheatre Arts or Visual ArtsDay TwoREVIEWDescription of Practice (ELA)Description of Practice (VAPA)Create Context Teach the meaning of the objectiveReview objective: Assign partner A and B. Partners TPS objectives from their journals on day one. T conducts random response with 3-4 individuals. Each time, partner A shares partner B’s thinking. VocabularyReview terms significant and narrative pantomime. Conduct TPS. T conducts random response with 3-4 individuals. Each time, partner B shares partner A’s thinking for one term. Repeat process.<br />TEACHTeacher Modeling 1a. Review Space Bubbles. Model outlining space within bubble and actions such as walking up a steep hill in the wind, walking in the desert, etc.2a. Review indentifying significant information from text. Read passage from Lost and Found: Just then Mona entered the office. Mona was the new girl in class. “I’m trying to find the Lost and Found,” she said. “I lost my lucky hat.” Whole Class discussion: What is the significant information in this portion of the story? Brainstorm with partner and share whole group. Use the significant information to model narrative pantomime.Engage StudentsWarm ups that connect prior knowledge and skills and front load new knowledge and skills.1b. Students demonstrate outlining space bubble with their hands. Tell students they will be moving only within their space bubble to depict moving in a variety of environments such as running in hot sand, walking in the rain, snow, mud, etc.2b. Students practice narrative pantomime modeled by teacher using same passage from story (see Teacher Modeling)CFUObservation of student depictions of significant information in pantomimes<br />PRACTICEGuided PracticeAesthetic exploration of new arts skills and knowledge with ELA skills and knowledge.Whole Class: Read Segment One. Stop to CFU significant information throughout text.Whole Class: Complete Wrapping Up Segment 1, TE p. 31. Summarize: Use transparency to complete summary of segment one. Use summary to develop and perform a narrative pantomime with class.CFUWith what accuracy did students depict the summary in their pantomimes? Identify and provide support for students needing coaching.<br />Close Restate objectives. Make connections. Student ReflectionT conducts random response of day’s objective and key vocabulary. T explains that S will continue to examine narrative pantomimes as the story Lost and Found is read during the week.Journal writing: Students write one significant bit of information they learned the story from segment one in their journals.<br />Reading/Language ArtsTheatre Arts or Visual ArtsDay ThreeINTRODUCEDescription of Practice (ELA)Description of Practice (VAPA)Create Context Teach the meaning of the objectiveReview objective: Assign partner A and B. Partners TPS objectives from their journals on day one. T conducts random response with 3-4 individuals. Each time, partner B shares partner A’s thinking.Prior Knowledge VocabularyT conducts random response to CFU for vocabulary: significant and narrative pantomime. Scaffold for SPED and EL – can use journals or check with a partner.<br />TEACHTeacher Modeling 1a. Review Space Bubbles. Model outlining space within bubble and actions such as chasing a butterfly, swatting a fly, etc.2a. Guided Imagery Think Aloud: Tell students you are going to model guided imagery while reading a section from segment one of their story. Orally read p. 30 to class, share the images you saw in your head.Engage StudentsWarm ups that connect prior knowledge and skills and front load new knowledge and skills.1b. Students demonstrate outlining space bubble with their hands. Tell students they will be moving only within their space bubble to demonstrate climbing a rope, riding a bike, running a race, etc. Use Side Coaching to enhance students’ improvisational skills.2b. Explain to students that they will create their own images as you read their summary of segment one from the previous day. Randomly call on students to share their images.CFURandomly select students to share how they thought about depicting actions in their space bubble. Prior experiences? Observations through various media – TV, movies?With what accuracy did students depict actions in their space bubble?<br />PRACTICEGuided PracticeAesthetic exploration of new arts skills and knowledge with ELA skills and knowledge.Whole class: Begin segment two by using class summary from day one to make predictions - Purpose Setting TE p. 32. Read Segment Two. Stop to CFU significant information throughout text. Complete Wrapping Up Segment 2CFUIndependent PracticeCreate artwork or performance that demonstrates understanding of ELA and Theatre or Visual Art knowledge and skills.Identify student groups of 4-5. Assign groups passages from entire selection such as: Group 1: p. 20; Group 2: pp. 21-23; Group 3: p. 26 and p. 28; Group 4: pp. 30-31; Group 5: pp. 34-35; Group 6: pp. 37-38; Group 7: pp. 41-42.One student in each group will be the narrator while others conduct pantomime. Students will develop narrative pantomimes during day 4.<br />Close Restate objectives. Make connections. Student ReflectionT conducts random response to CFU students’ understanding of significant information from entire selection. Journal writing: Students write one significant bit of information they learned the story from segment two in their journals.Reading/Language ArtsTheatre Arts or Visual ArtsDay FourINTRODUCEDescription of Practice (ELA)Description of Practice (VAPA)Create Context Teach the meaning of the objectiveReview objective: Assign partner A and B. Partners TPS objectives from their journals on day one. T conducts random response with 3-4 individuals. Each time, partner B shares partner A’s thinking.VocabularyT conducts random response to CFU for vocabulary: significant and narrative pantomime. Scaffold for SPED and EL – can use journals or check with a partner.<br />TEACHTeacher Modeling Review components of the Five Ws Chart on document camera or overhead projector. Discuss the specific type of information that goes in each section. Conduct CFU during each step (see below). Students follow along in text pp. 24-25 as teacher models how to complete first section. For remaining sections, conduct TPS to generate student thinking. Follow TPS with random response and justification while completing the remainder of the chart. Model creating a summary from the chart.Engage StudentsWarm ups that connect prior knowledge and skills and front load new knowledge and skills.Once the summary is complete, randomly select two groups to perform a narrative pantomime. Audience members actively listen and observe to determine if students have accurately depicted significant information in their pantomimes. Use thumbs up/down with justification with audience.CFUConduct random response to determine students’ understanding of the Five Ws Chart. Minimum 3 students per section. <br />PRACTICEGuided PracticeAesthetic exploration of new arts skills and knowledge with ELA skills and knowledge.CFUIndependent PracticeCreate artwork or performance that demonstrates understanding of ELA and Theatre or Visual Art knowledge and skills.Small Groups: Student groups complete Five Ws Chart for their assigned section (from day 3). Teacher provides guidance and clarifies questions.Students use chart to develop a short narrative pantomime. Teacher utilizes Side Coaching to enhance students’ improvisational skills. <br />APPLYClose Restate objectives. Make connections. Student ReflectionReview selection objective – random response. <br />Reading/Language ArtsTheatre Arts or Visual ArtsDay FiveINTRODUCEDescription of Practice (ELA)Description of Practice (VAPA)Create Context Teach the meaning of the objectiveReview objective: T conducts random response with 3-4 individuals. <br />PRACTICEIndependent PracticeCreate artwork or performance that demonstrates understanding of ELA and Theatre or Visual Art knowledge and skills.Inform students that they will have 10-15 minutes to practice their narrative pantomimes in their groups prior to performing them for the class. T monitors work and begins assessment.Conduct rehearsal. Audience uses whiteboards to note sensory details and emotional traits being performed. Audience provides feedback after each group performance.Groups have 10 minutes to revise performances based on feedback.Conduct final small group narrative pantomimes.<br />APPLYAssess Student PerformanceDid students meet their integrated performance objective?How do the teacher and students know?Use rubric to assess students prior to and during performances.Students complete Self-Reflection formClose Restate objectives. Make connections. Student ReflectionAsk for volunteer to read selection’s objective. Make connections between objective and student performances.<br />Name______________________________Date__________________<br />Self-Reflection <br />Lost and Found <br />Narrative Pantomime<br />,[object Object]](https://image.slidesharecdn.com/gr3lesson1theatre-110720164845-phpapp02/85/Gr-3-lesson-1-theatre-1-320.jpg)
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- 3. Analyze: How did your movement help you show the significant information in the story?