LIVING SUMMARY
Learning Description
In this lesson, students will learn the technique of tableau (frozen picture). They will then form a tableau to tell a summary of a story passage from Because of Winn Dixie.
Learning Targets
"I Can" Statements
“I Can…”
- Students can summarize a text through theatre techniques and in written form.
Essential Questions
- How can theatre techniques be used as a tool of communication?
Georgia Standards
Curriculum Standards
Grade 4:
ELAGSE4RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Grade 5:
ELAGSE5RL2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Arts Standards
Grade 4:
TA4.CR.1 Organize, design, and refine theatrical work.
TA4.CR.2 Develop scripts through theatrical techniques.
TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments.
Grade 5
TA5.CR.1 Organize, design, and refine theatrical work.
TA5.CR.2 Develop scripts through theatrical techniques.
TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.
South Carolina Standards
Curriculum Standards
Grade 4:
READING – Literary Text
Meaning and Context
Standard 6: Summarize key details and ideas to support analysis of thematic development
6.1 Determine the development of a theme within a text; summarize using key details.
Grade 5:
READING – Literary Text
Meaning and Context
Standard 6: Summarize key details and ideas to support analysis of thematic development.
6.1 Determine and analyze the development of a theme within a text; summarize using key details.
Arts Standards
Anchor Standard 1: I can create scenes and write scripts using story elements and structure.
Anchor Standard 3: I can act in improvised scenes and written scripts.
Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.
Key Vocabulary
Content Vocabulary
Summary - A short version of a text that highlights key points and main ideas
Arts Vocabulary
- Theater - Dramatic literature or its performance; drama
- Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
- Ensemble - All the parts of a thing taken together, so that each part is considered
- Tableau - A “living picture” in which actors pose and freeze in the manner of a picture or photograph
Materials
- Story excerpts from Because of Winn Dixie, by Kate DiCamillo (or other text)
- Various scenarios for sample tableaux written on 3x5 cards
Instructional Design
Opening/Activating Strategy
Classroom Tips: If each of the activities are taking too long, have the students make one or two examples from “Family Portraits” at the same time as a whole class.
- Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
- Stretching: Stretch all major muscle groups.
- Shaking Out Limbs: Shake out arms, legs, and the whole body to release tension.
- Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
- Play “Family Portraits”.
- Break the students into groups. Each group must go on to the rug and make a family portrait.
- The leader calls out a type of family and students must pose as that family. They have three seconds to get into pose and freeze when the teacher indicates (use a drum, a clap pattern, etc.).
- Types of families could include: Crazy family, sick family, magical family, loving family, fighting family, goofy family, circus family, dancing family, rock’n’roll family, gymnastics family, swimming family, movie star family, athletic family, lion family, teacher family.
Work Session
- Explain to students that what they just did, is called tableau in theatre. A tableau is a “living picture” in which a group of people takes on various poses and maintains the poses silently in order to illustrate an abstract idea or communicate a concrete image.
- With note cards that have different scenarios written on them, have the students pull different situations randomly from a bucket, such as:
- A train robbery
- Seeing a big bear
- Shopping at the grocery store
- Students will practice making tableaux in their same groups from the activator demonstrating these scenarios.
- Tell students that they will be making a tableaux to demonstrate summaries of various passages from a book they are reading. Ask students to listen for the key points of the passage and think about how they can be shown in a single picture.
- Read an excerpt from Because of Winn Dixie (or passage from another book). Ask students to listen for the key points of the story, answering the questions who, what, when, where, and how.
- Students should write down notes as they listen/read along.
- After reading the excerpt, ask each group member to compare their notes with their group and take several minutes to plan their tableaux.
- After planning time, announce, “On a count of three, show me, 1-2-3 freeze!”.
- Move around the room and discuss the success of each of the tableaux and how they show a summary of the passage.
- Read another excerpt and repeat the process.
- Read an excerpt from Because of Winn Dixie (or passage from another book). Ask students to listen for the key points of the story, answering the questions who, what, when, where, and how.
- Assign different groups different passages that they enacted using tableau.
- Each group member should write their own summary.
- Then, allow students time to share with other students in their group. Students will then synthesize their summaries creating one summary for the group.
- Students should then create a final version of a tableau to summarize their passage.
Closing Reflection
- Students will read their summaries and present their tableaux for the class in sequential order. Discuss appropriate audience participation and etiquette prior to groups presenting.
- After each presentation, students should discuss how the group showed the summary using their bodies.
Assessments
Formative
Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, demonstration of tableaux, notes on each passage, and participation in summary tableaux.
Summative
CHECKLIST
- Students can demonstrate the summary of a text using tableau.
- Students can write a summary of a text including a main idea and essential supporting information.
DIFFERENTIATION
Acceleration: Students can rewrite the passage as a scene using dialogue. Students in the group can practice their scene and perform it for the class. Remediation:
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*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.
Ideas contributed by: Mary Gagliardi. Updated by Katy Betts.
Revised and copyright: July 2024 @ ArtsNOW