![Lesson Title: Alaskan Sled DogEssential 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 summarize a segment from a reading selection by writing a narrative using sensory details, collaborating to write a script, and performing a narrative pantomime demonstrating the emotional traits of a character.Reading/Language ArtsTheatre or Visual ArtStandard(s)W 2.1 Write Narratives (a-d)Theatre 2.1: Demonstrate the emotional traits of a character through gesture and action.Theatre 5.2: Use improvisation and dramatization to explore concepts in other content areas.ResourcesHM Story or Theme.Theme 1 Teacher’s EditionPractice Book p. 4Web sites, books, handouts, etc.Handouts for Space Bubble, Narrative Pantomime, and Concentration BubbleStudent Performance or ArtworkHow will students demonstrate their new knowledge and skill?Students will collaborate in small groups to write an original script and perform a narrative pantomime demonstrating sensory details and emotional traits of a character.AssessmentHow will teachers and students know that they have met the full rigor of the standard?Student narratives.Teacher observation and rubricMaterialsStudent anthology, writing journals, template for Academic Vocabulary 6-Step Process, Five Ws Chart, document camera or overhead projector, Sensory Details/Emotional Traits Chart, Self-Reflection chart, and narrative pantomime rubricPhysical 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. 27AVocabularyT directs S to circle the following words in their objectives – narrative, sensory details, script, and pantomime. State that these will 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, Narrative Pantomimes, and Concentration Box (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. After T models Narrative Pantomimes: Whole Class Narrative Pantomimes activity using Walk About – stress sensory details and emotional traitsAfter T models Concentration Box: Whole Class activity – stress imagining sensory details and emotional traitsCFUTeacher observation of student pantomimes. Did they accurately represent actions?(refer to rubric)<br />PRACTICEGuided PracticeAesthetic exploration of new arts skills and knowledge with ELA skills and knowledge.Whole Class: Read Segment One. After each “Day”, conduct a mini Concentration Box activity focusing on sensory details and emotional traits.Whole Class: Complete Wrapping Up Segment 1, TE p. 41. Summarize: Practice Book p. 4, Steps 1-2. Whole Class: Review format and purpose of the Sensory Details/Emotional Traits Chart. Complete using information from Segment 1.CFU<br />Close Restate objectives. Make connections. Student ReflectionT conducts random response of day’s objective and key vocabulary. <br />Reading/Language ArtsTheatre Arts or Visual ArtsDay TwoINTRODUCEDescription 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: narrative, sensory details, collaborating, script, and pantomime. Scaffold for SPED and EL – can use journals or check with a partner.<br />TEACHTeacher Modeling 1a. Review concept of Space Bubbles, Narrative Pantomimes, and Walk About.2a. Review concept of Concentration Box. Select key vocabulary from Akiak for activity.Engage StudentsWarm ups that connect prior knowledge and skills and front load new knowledge and skills.1b. Students conduct Walk About activity in their space bubbles.2b. Students follow directions for the Concentration Box activity CFUObservation of student actions<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. 42. Read Segment Two. Stop after each “Day” to conduct mini Concentration Box activities focusing on sensory details and emotional traits.Whole Class: Complete Wrapping Up Segment 2, add details to the Sensory Details/Emotional Traits Chart.Independently students complete Practice Book p. 4 Steps 3 and 4.<br />Close Restate objectives. Make connections. Student ReflectionT conducts random response of day’s objective and key vocabulary.<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: narrative, sensory details, collaborating, script, and 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. 30 as teacher models how to complete first section. For remaining sections, conduct TPS to generate student thinking. Follow TPS with random response and justification to complete the chart. Model how to use the information in the chart to complete a summary emphasizing sensory details and emotional traits.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 the emotional traits and sensory details in the pantomimes. Audience uses whiteboards to list emotional traits and sensory details observed.<br />PRACTICEIndependent PracticeCreate artwork or performance that demonstrates understanding of ELA and Theatre or Visual Art knowledge and skills.Identify student groups of 3-4. Assign groups passages from entire selection such as: Group 1: Day 1; Group 2: Day 2; Group 3: Day 3; Group 4: Day 4; Group 5: Day 5; Group 6: Day 6; Group 7: Day 7; Group 8: Day 8, and Group 9: Day 9.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 of day’s objective and key vocabulary.<br />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: narrative, sensory details, collaborating, script, and pantomime. Scaffold for SPED and EL – can use journals or check with a partner.<br />PRACTICEIndependent 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 script for a narrative pantomime. Teacher monitors and reviews scripts and provides feedback.Teacher utilizes Side Coaching to enhance students’ improvisational skills. <br />APPLYAssess Student PerformanceDid students meet their integrated performance objective?How do the teacher and students know?Do students’ scripts include emotional traits and sensory details?Close 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 20 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 performances prior to and during presentations.Student Self-ReflectionClose 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 />Akiak<br />Narrative Pantomime<br />,[object Object]](https://image.slidesharecdn.com/gr4lesson1theatre-110720164839-phpapp02/85/Gr-4-lesson-1-theatre-1-320.jpg)
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- 3. Analyze: How did your movement help you show the character’s emotional traits and the sensory details in the story?