Gravity and Pantomime

GRAVITY AND PANTOMIME

GRAVITY AND PANTOMIME

Learning Description

In this lesson, students will use pantomime to explore the concepts of gravity and weight by  pretending to lift, hold and drop imaginary objects, and becoming objects that leave the ground, go into the air, and then go back down. Students will observe and reflect on the effects of gravity and use their bodies to show how that works. 

 

Learning Targets

GRADE BAND: Kindergarten
CONTENT FOCUS: THEATRE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use pantomime to show objects of different weight and the force of gravity on them.

Essential Questions

  • How can we demonstrate the effects of gravity using theatrical techniques? 

 

Georgia Standards

Curriculum Standards

Kindergarten:

SKP3 Students will observe and communicate the effects of gravity on objects. 

  1. Recognize that some things, such as airplanes and birds, are in the sky, but return to earth.  
  2. Recognize that the sun, moon, and stars are in the sky, but don’t come down.  
  3. Explain why a book does not fall down if it is placed on a table but will fall down if it is dropped.

Arts Standards

Kindergarten:

TAESK.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

TAESK.7 Integrating various art forms, other content areas, and life experiences, to create theatre.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.P.4A. Conceptual Understanding: Objects can be described and classified by their observable properties, by their uses, and by whether they occur naturally or are manufactured (human-made). Different properties of objects are suited for different purposes.

Arts Standards

Anchor Standard 3:

I can act in improvised scenes and written scripts.

 

Key Vocabulary

Content Vocabulary

Gravity - An invisible force that pulls objects toward each other, and pulls people and things toward the earth.

Weight - The measurement of the force of gravity on an object.

Heavy - Having more weight; being pulled harder toward the earth.

Light - Having less weight; being pulled with less force toward the earth.

Arts Vocabulary

Pantomime - Pretending to hold, touch or use something you are not really holding, touching or using; in the theatrical tradition, acting without words.

 

Materials

  • Objects that can be dropped easily and safely to demonstrate gravity (marker, book, feather, tissue, ball, etc.) 
  • Tambour, drum or percussion instrument (optional)

 

Instructional Design

Opening/Activating Strategy

Warm-Up

  • Have students stand up.  Have them jump in the air.  Ask them to observe what happens  (they come back down); ask them why.  Have students jump again and try to stay in the air (they can’t).  Ask why they can’t stay in the air (encourage them to go beyond “We fall back down” to observations like “We are heavy” and “There’s nothing to hold us up.”)
  • Now have students stand on one foot near a table or desk.  Ask them to observe what happens (they have to hold onto a table to keep from falling, or work hard to maintain balance).
  • Ask students what pulls them out of the air when jumping, or toward the ground when standing on one foot.  Introduce the concept of gravity.
  • Model for students pretending to blow air into a thumb, and inflating the body with air.  Have students follow suit.  As the body inflates, pretend to float (arms up to the sides, cheeks full, chest out, on tip toes).  Then pretend to let the air out (arms down, cheeks empty, body sagging, knees bent, feet flat).  Model and practice inflating and deflating.
  • Ask how it feels to be full of air, and then to be empty of air.  Ask why it feels this way.  Elicit and/or lead a discussion of feeling light and heavy, and the differences in weight.
  • Introduce “The Gravity Song” (to the tune of “London Bridge Is Falling Down”)

Gravity is pulling down, 

Pulling down, pulling down 

Gravity is pulling down 

All around you!  

 

Take a ball and toss it high;

Will it stay in the sky? 

Gravity will pull it down 

All around you! 

 

Jump up high and down you’ll go 

There’s a force way down below

Gravity is pulling down

All around you!  

Work Session

PROCESS 

Objects and Gravity

  • Explain that gravity is all around, but it pulls on different things in different ways, depending on their mass.  It pulls denser things with more force.  It pulls less dense things with less force.
  • Show a variety of objects: a marker, a rubber ball, a tissue, a pencil, a heather, a block, a stuffed animal, a bag of marbles, a baseball (try to find some objects that are relatively more dense but still safe for the classroom). Ask students to predict what will happen when each is dropped.  Which will go faster or slower, and why?  Which will move in a straight line and which will move from side to side, and why?
  • Model dropping objects safely to the floor.  Elicit student observations about speed, direction, sound, etc.
  • Have student volunteers drop some of the objects to the floor, and make observations.
  • Possibly, give students time to find objects in the classroom for individual experiments in dropping and observing.

Pantomiming Objects

  • Introduce or review the drama strategy of pantomime.  Explain that the students will pantomime lifting objects of different weights, showing the effects of gravity with their bodies and faces.
  • Model for students pantomiming different familiar objects:  a feather, a baseball, a bowling ball, a carton full of blocks, etc.  Take suggestions from students for objects to pantomime.  Throughout, remind students to use their hands, arms, and whole bodies to show the effort necessary to lift an object.  Explain that because gravity is pulling things down, we have to use energy to pull them up.  Pantomime holding things up; also, as appropriate, pantomime dropping things to the ground.

Objects on Objects

  • Place an object on another object, e.g., a book on a table.  Ask students why the book doesn’t fall to the ground, i.e., why gravity doesn’t pull it down.  Discuss how gravity holds the table on the ground, but the table is solid and holds the book up off the ground.
  • Model pantomiming placing an object on another.  This can be creative and playful, e.g., placing a crown on a queen’s head, placing a block on a tower of blocks, placing a huge dinosaur egg on a giant rock, placing (balancing) a tricycle on your fingertip.  Have students follow these actions.
  • Have students make up their own pantomime actions placing one object on another.  Remind them that the support object is pushing against the force of gravity that is pulling the supported object down.
  • Possibly, explain that if the force pushing down is too great, the support object might give way, e.g., if an adult tries to sit on a child’s chair, or if someone sits on a cardboard box.

Objects in the Sky

  • Explain that now we will look at things that we see in the sky.  Have students give some ideas e.g., the moon, clouds, airplanes, birds, the sun, drones, stars, helicopters, etc. 
  • Tell students, “When I say go, you move as the object I name. When I say stop, you stop.”  Give the prompts for students to move like the various objects named. Let’s try! Go…Stop Bird, Go….Stop Moon, Go….Stop Sun, Go…Stop airplane, etc.”  (Possibly: use a tambour, drum, percussion instrument, or clapping to signal starting and stopping.)
  • Ask students whether all of those things stay in the sky all of the time.  Divide the objects into those that do (sun, moon, stars, clouds) and those that don’t (birds, airplanes, helicopters, drones.)  Explain/remind students that the first group are very far away.  Ask students to guess how the second group stay up.  Explain that, though we can’t see it, the air is not empty, and it helps to hold things up.
  • Have students enact several objects (bird, airplane, helicopter) starting on the ground, going into the air, and coming back down.  As they move, ask them to feel the air around them.


Extension:  Explore clouds and rain.  Have students move and float like clouds.  Explain that clouds are made of droplets of water, which are very light and are held up by the air.  But when the droplets crowd together, they form drops of water that are heavier, so they fall to the ground as rain.  Have students enact becoming heavier and using fingers and arms to portray the rain.

Closing Reflection

Review:  What is gravity?  Why are some things heavy and some things light?  Why don’t things always fall to the ground? (Other things hold them up, or the air holds them up.)

How did we use our bodies to show gravity?

 

Assessments

Formative

  • Students effectively use pantomime to convey the weight of different objects.
  • Students express the concepts surrounding gravity and weight clearly.  

 

Summative

Have students draw a picture that shows the effects of gravity in whatever way they want.  They can use one of the examples that were explored in the lesson.  Ask them to label (or dictate labels for) the things in their drawings.  (Look for evidence of spatial relationships, of an awareness of weight, and of connections with the earth and sky.)

 

Differentiation

Acceleration:

  • Have students narrate their pantomime actions, e.g., “I am holding up the bowling ball so that the earth’s gravity doesn’t pull it down.” “I am a bird and the air and my wings are pressing down on the air and lifting me into the sky.”
  • Have students include arrows in their illustrations to show the direction of the force of gravity.

     

    Remediation:

    • Model more fully with a wider variety of objects, and give students the chance to experiment with placing objects on other objects.
    • Focus on the pantomime of objects of different weight and placing objects on other objects; save the discussion of objects in the sky for a later lesson.

     ADDITIONAL RESOURCES

    The Day Gravity Goes Loco, by Patrick Maloney (rhyming picture book)

    Baby Loves Gravity, by Ruth Spiro 

    *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 Barry Stewart Mann.

     Revised and copyright:  August 2022 @ ArtsNOW

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    Positional Word Tableaux

    POSITIONAL WORD TABLEAUX

    POSITIONAL WORD TABLEAUX

    Learning Description

    Students explore the drama strategies of Statues and Tableau, and then bring positional words to life through the use of partnered tableaux.

     

    Learning Targets

    GRADE BAND: Kindergarten
    CONTENT FOCUS: THEATRE & ELA
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can use my body to create simple tableaux showing positional relationships.

    Essential Questions

    • How can utilizing theatre help students explore language arts concepts?

     

    Georgia Standards

    Curriculum Standards

    Kindergarten:

    ELACCKRF2  Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 

    ELACCKL4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. 

    Arts Standards

    Kindergarten:

    TAESK.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

     

    South Carolina Standards

    Curriculum Standards

    Kindergarten:

    K.WL.4.6 With guidance and support, use prepositional phrases.

    Arts Standards

    Anchor Standard 3: I can act in improvised scenes and written scripts.

     

    Key Vocabulary

    Content Vocabulary

    Aboveor Over - On top of or higher than something else.

    Below or Under - Beneath or lower than something else. 

    Inside - The interior part of something, the place or part within. 

    Outside - The exterior part of something, the place or part not within.

    Beside - Next to something. 

    Position - The location of somebody or something in relation to other things.

    Positional words - Words that indicate the position of somebody or something.

    In Front of - Coming first in a sequence, or located closer to the viewer or another external point.

    Behind - Coming later in a sequence, or located farther from the viewer or another external point.

    On - Connected to or located atop.Off - Not connected to.

    Arts Vocabulary

    Statue (Statues) - An actor frozen in a pose.

    Tableau (Tableaux) - A group of actors frozen to create a picture.

     

    Materials

    • Drum (optional for Expressive Statues)
    • Positional words on cards, or real or virtual whiteboard

     

    Instructional Design

    Opening/Activating Strategy

    Expressive Statues

    • Explain that when the teacher says, “Start!”, claps hands once, or hits the drum, the students will freeze in a pose.  This is called a ‘statue.’  Add that when the teacher says, “Stop!”, claps or hits the drum twice, they must freeze.  Model several statues for the students, showing varied use of the body and facial expression.  
    • Give the first prompt:  “Show me with your body a statue of how you look when you feel happy. 1…2… 3… Start!”  Use observational language to point out students’ creative choices, e.g., “I see Chase has his hands open and up in the air; Marisol has a big smile and her eyes are closed,” etc.
    • Remind students that a statue should be expressive, showing action or excitement or emotion.  An effective statue involves the entire body, face, and eyes as well. 
    • Give additional emotion prompts: happy, sad, mad, bored, embarrassed, scared, tired, confused, etc. 
    • Give prompts that convey opposites: tall/short, wide/thin, heavy/light (i.e., lightweight), prickly/smooth, etc.

     

    Work Session

    Tableau

    • Introduce tableau:  a frozen picture made by two or more actors.  It is like a statue, but a statue is one person, and a tableau has more than one.  In a tableau, the actors are working together to create a single picture.  (If the actors are frozen but not forming a picture together, it is not a tableau, but rather simply a group of statues.)
    • Invite several volunteers up and guide them to create an animal tableau, e.g., birds perched on the branch of a tree (in varied poses), several puppies playing, or horses in a field.  Remind them that, like a statue, a tableau is still.  Encourage them to find poses that suggest movement.
    • Have students work in trios.  Give them prompts for animal tableaux.  Use the examples above, or some of your own, or things like “dolphins leaping out of the sea,” “chickens pecking in a pen,” or “giraffes and zebras in the savanna.”  Describe the students’ tableaux using position words, e.g., “the dolphin is leaping above the waves” or “the zebra is under the giraffes’ heads.”  Model describing the tableau with opposing positional words, e.g., “giraffes’ heads are over the zebra.”

    Positional Word Tableaux 

    • Introduce the positional words in the list below – show word cards or write them on a real or virtual whiteboard.  Review them to ensure that the students know what they mean.
    • Still in pairs, have the students work together to make tableaux that show positional relationships.  The tableaux can involve animals and also inanimate objects, e.g., a dog under a table, or a cheetah on a branch.  (Possibly, tell them they can make the tableaux about anything, so long as they convey the named positional relationships.)  With paired positional words, have them state the relationship in the tableau using both terms.  
      • Above / Below 
      • Beside 
      • In Front of / Behind
      • On / Off
      • Inside / Outside
      • Over / Under 
    • Possibly, have each pair come to the front and show one of their favorite tableaux.

     

    Closing Reflection

    • Ask students to recall what statues and tableaux are.
    • Ask students to describe how they used their bodies to create their tableaux.

     

    Assessments

    Formative

    • Students should accurately represent assigned or chosen positional words with their bodies. 
    • Students should effectively articulate the relationships in their tableaux

     

    Summative

    Have students draw a picture of one of the tableaux they created with their partner.  Have them write or, as appropriate, dictate the sentence or sentences that describe the positional relationship in the tableau drawing.

     

    Differentiation

    Acceleration:

    • Expand the list of positional words, to include synonyms and variations, such as ‘beneath,’ ‘within,’ ‘through,’ etc.
    • Have students create a sequence of three tableaux that tell a simple story.  E.g., Horse standing beside a fence, horse jumping over the creek, horse walking inside the barn.

    Remediation:

    • Provide more modeling of paired tableaux, i.e., with several pairs.
    • Lead the class in doing the same tableau ideas, honoring the different choices that pairs make in executing the tableaux.

    *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 Barry Stewart Mann.

     Revised and copyright:  August 2022 @ ArtsNOW

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    Punctuation Station K-1

    PUNCTUATION STATION

    PUNCTUATION STATION

    Learning Description

    This lesson invites students to dive deeper into differences between interrogative, exclamatory, and declarative sentences. As students embody question marks, exclamation marks and periods, they will be engaged in learning in a new way!

     

    Learning Targets

    GRADE BAND: K-1
    CONTENT FOCUS: THEATRE & ELA
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can identify different types of sentences and correctly choose ending punctuation for each sentence.
    • I can use theatrical techniques to demonstrate my understanding of different types of sentences and ending punctuation.

    Essential Questions

    • How can the structure of sentences improve communication?
    • How can theatrical techniques be used to help students correctly identify punctuation?

     

    Georgia Standards

    Curriculum Standards

    Kindergarten:

    ELAGSEKL2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

     

    1. Recognize and name end punctuation.

    Arts Standards

    Kindergarten:

    TAK.PR.1 Act by communicating and sustaining roles in formal and informal environments.

     

    South Carolina Standards

    Curriculum Standards

    Kindergarten: 

    WRITING - Language

    Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    5.2 Recognize and name end punctuation.

     

    Grade 1: 

    WRITING - Language

    Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    5.2 Use: a. periods, question marks, and exclamation marks at the end of sentences

    Arts Standards

    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

    • Interrogative sentence - A sentence that asks a question and ends with a question mark
    • Imperative sentence - A sentence that gives a command or makes a request
    • Exclamatory sentence - A sentence that shows strong emotion and ends with an exclamation mark
    • Declarative sentence - A sentence that makes a statement and ends with a period
    • Punctuation - Marks used in writing to separate words and numbers

    Arts Vocabulary

    • Theater - Dramatic literature or its performance; drama
    • Voice – An actor’s tool, which we shape and change to portray the way a character speaks or sounds
    • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
    • Inflection - The modulation of the pitch, tone, and volume of a person's voice to convey meaning, emotion, or emphasis in spoken language
    • Pitch - The highness or lowness of the speaker's voice

     

    Materials

    • Paper and pencils
    • Images of an enlarged period, question mark, and exclamation mark
    • Paragraph with ending punctuation removed to display on the board
    • Printed sentences without ending punctuation (one for every two students)

     

    Instructional Design

    Opening/Activating Strategy

    Classroom Tips: This activity works best in an open space with room for students to move.

     

    • 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.
    • Tell students that you will say certain emotion words; when they hear them, they should embody that emotion with a whole-body movement and a sound (not a word).
      • Example emotion words:
        • Excited
        • Nervous
        • Surprised
        • Sad
        • Angry

     

    Work Session

    Teacher Note: Use the following script to guide your process with students. Adjust language as needed for your class.

     

    Punctuation Junction
    Use the following script to guide your process.

    • When I say the word “punctuation,” what do you think of? Tell me the first thing that comes to your mind. (Allow time for student responses.)
    • The dictionary defines the word “punctuation” as the marks used in writing to separate words and numbers.
    • Can you tell me what some of those marks or punctuations are called? (Allow time for students' responses.)
    • Today we are going to explore three types of punctuation: Periods, questions marks, and exclamation marks.
    • See if you can guess which mark I am showing as I act it out. Wait until I’m finished before you call out your answers!
      • Teacher forms his/her arms into a circle around their head to symbolize a period. Have students identify.
      • Teacher then makes his/her whole body into one very straight line. Have students identify.
      • Teacher then curves his/her whole body into the shape of a question mark. Have students identify.
    • Now tell me what we call the types of sentences that go with these types of punctuation marks. (Allow students time to respond.)
      • Teacher writes the name of each type of sentence on the board as he/she discusses the definitions of each type of sentence.
        • A telling sentence/declarative is a sentence that tells information; also called a statement. What is an example of a telling sentence?
        • An asking sentence/interrogative is a sentence that asks for information; also called a question. What is an example of an asking sentence?
        • An exclamatory sentence is a sentence that shows strong emotion or feeling, such as surprise, anger, or joy. What is an example of an exclamatory sentence?
        • An interrogative sentence is a sentence that gives a command or makes a request. What is an example of an interrogative sentence?
    • Now let’s bring these types of sentences and punctuation marks to life.

     

    Act it out! 

    Use the following script to guide your process.

    • Close your eyes and think of your favorite flavor of Jello or pudding. Don’t say it out loud! Now, on a count of 10, using your body but not words, move into a standing circle in the middle of the room as if you are walking through your favorite flavor of Jello or pudding. (Count to 10 as students make a circle.)
    • Now, close your eyes again and imagine what sounds and movements you think the different types of punctuation marks would make if they could make a sound?
      • What sounds and movements do you think a period makes?
      • What sounds and movements do you think a question mark makes?
      • What sounds and movements do you think an exclamation mark makes?
      • Using a sound, a movement, your whole body and the space around you, everyone at the same time…
        • Show us a period.
        • Show us a question mark.
        • Show us an exclamation mark.
      • Isn’t it interesting how everyone has their own unique interpretation of what each punctuation mark looks and sounds like?
    • Today, let’s come up with one movement with a sound for each of the three marks. (Demonstrate each mark once and have students repeat the sound and movement before continuing.)
      • Period – Cross your forearms in front of your body, stomp your foot and say “Stop” at the same time.
      • Question mark – Curl your hands and arms above your head and to the left, push your lower back and hips out to the right and say “Huh?” at the same time.
      • Exclamation mark – Make your body as straight as possible with arms down by your side, jump up and say “Wow!”.
    • Let’s do them one more time so we won’t forget them.

     

    Punctuation Police
    Use the following script to guide your process.

    • I need your help with something. What’s wrong with this paragraph? (Display a paragraph that has no ending punctuation.)
    • What’s missing from this paragraph? (Allow students to answer.)
    • I’m going to read it aloud. (Read the paragraph with no expression—very, very robotically.)
    • Can anyone tell me what was different about that? (Allow time for students to respond.)
    • Do you think you could be the “Punctuation Police” and tell me where to put what punctuation mark in this paragraph?
    • Alright, when you think I need to add a period, question or exclamation mark, use the sound and movement we just created. (Read the paragraph slowly and add punctuation as students prompt you to add them. Continue the process until the paragraph is correct.)
    • Do you notice how the sound of each of these sentences changes when we add the correct punctuation mark?
    • Each punctuation mark has a special purpose that requires a certain vocal response. We have to inflect our voices. To inflect an object is to bend or curve it. Words can be inflected as well. All you have to do is change the pitch or tone of your voice.
    • Let’s look at how we have to change our voices when we read each punctuation mark.
      • A period makes a statement and comes to a complete stop. You have to take a breath after the period to force yourself to stop—like hanging up the phone.
        • (Demonstrate using the following sentence.) “The puppy played with the sock.” (Stop and breathe.) Now repeat that sentence after me.
      • A question mark makes your voice go up at the end. You raise the pitch.
        • (Demonstrate using the following sentence.) “Can I please have a chocolate chip cookie?” (“Cookie” should be higher than “can.”) Now repeat that sentence after me.
      • An exclamation mark uses your voice to punch the thought with excitement or alarm.
        • (Demonstrate using the following sentence.) “Your bike is rolling into the street!” (Add some tension to your voice.) Now repeat that sentence after me.

     

    Act It Out - Take 2

    • Now I am going to divide you into partners. Each pair of students will get a sentence that is missing ending punctuation. You and your partner must decide if the sentence is missing a period, a question mark, or an exclamation mark.
    • You and your partner will create a movement and sound to represent your ending punctuation. When you present your sentence, read your sentence with inflection like we just did when you were the Punctuation Police. Then, finish your sentence by performing your movement and sound. (Encourage students to use their whole bodies and facial expressions in their performances.)

     

    Closing Reflection

    • Close the lesson by having partners perform their sentences. Discuss appropriate audience participation and etiquette prior to performances.
    • After each performance, the students should be able to identify the type of sentence and ending punctuation that the actors demonstrated.

     

    Assessments

    Formative

    Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of different types of sentences and ending punctuation, use of body and voice to demonstrate different types of punctuation, and collaboration with partners to determine sentence type, and creation of a movement and sound to represent ending punctuation.

     

    Summative

    CHECKLIST

    • Students can identify different types of sentences and correctly choose ending punctuation for each sentence.
    • Students can use theatrical techniques to demonstrate their understanding of different types of sentences and ending punctuation.

     

    DIFFERENTIATION 

    Acceleration: 

    • When introducing the punctuation marks, correlate the formal names for types of sentences (imperative, exclamatory, interrogative, declarative). Have students create sound and movements for all four types of sentences, explaining that there are three different types of telling sentences. Work with partners. One partner does a movement with sound to identify a type of sentence and the other partner will determine the type of sentence and compose an example.
    • Rather than providing a sentence to partners in Act It Out - Take 2, assign partners types of sentences and let them create their own sentence.

    Remediation: 

    • Talk with students about asking and telling sentences and the accompanying punctuation for each type of sentence. Work as a group to create a hand movement and sound for a period, exclamation mark and question mark. Read a displayed sentence and students will perform the punctuation movement that would go with the sentence. Discuss movement choices. Repeat several times as a group.
    • Preview vocabulary using body language and sentence modeling. Before starting the activity, make sure students have a clear understanding of the different types of sentences (e.g., give students a declarative sentence and have them modify it into an exclamatory sentence using inflection).

    *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.

    Idea Contributed by Susie Spear Purcell. Modifications, Extensions, and Adaptations Contributed by: Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas. Updated by: Katy Betts.

    Revised and copyright: July 2024 @ ArtsNOW

     

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