Cultural Characters 3-5

Description

This lesson invites students to derive inspiration from photographs (portraits and people, historical events and images depicting strife or struggle, etc.) based around a given time period. These images serve as impetus to write monologues and create improvisational skits engaging students in a brand new way!

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Cultural Characters – The Great Depression 4-5

CULTURAL CHARACTERS

THE GREAT DEPRESSION

CULTURAL CHARACTERS - THE GREAT DEPRESSION

Learning Description

In this lesson, students use photos that relate to the Great Depression as a springboard to write a first person monologue embodying the person who is pictured. This monologue explores the character’s views on the subject of the second photo that deals with the historical context. Next, students will bring the photo to life in an improvisation. By allowing your students to explore what they have read and learned about the Great Depression through the eyes of another person, they learn empathy and better embody the concept. This exercise is a wonderful tool to increase presentation skills, empathy and ensemble in your classroom.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: THEATRE & SOCIAL STUDIES
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can write a monologue using photography as inspiration.
  • I can improvise a scene with a partner using photography as inspiration.
  • I can use theatre techniques to help me better understand a historical event.

Essential Questions

  • What impact does a photograph have on our perception of a society and/or historical event?
  • How can theatre techniques help me better understand the Great Depression?

 

Georgia Standards

Curriculum Standards

Grade 5:

SS5H3 Explain how the Great Depression and New Deal affected the lives of millions of Americans. a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens. b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, Works Progress Administration, and the Tennessee Valley Authority

Arts Standards

Grade 5: 

TA5.CR.1 Organize, design, and refine theatrical work.

TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

Grade 5:

Standard 2: Demonstrate an understanding of how international events and conditions during the early 20th Century (i.e., 1910–1940) affected the United States and South Carolina.

5.2.E Evaluate multiple perspectives from the period, including the economic, political, and social impacts of World War I, the 1920s, the Great Depression, and the New Deal using primary and secondary sources.

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

  • The Great Depression - A severe global economic downturn that lasted from 1929 to about 1939; it was the longest and most widespread depression of the 20th century, and its effects were felt worldwide
  • Stock Market Crash of 1929 - Often cited as the starting point of the Great Depression, the U.S. stock market crash in October 1929 led to a dramatic loss of wealth and a steep decline in consumer spending and investment.
  • Expository Writing - Writing with the purpose to demonstrate or explain

Arts Vocabulary

  • Ensemble - All the parts of a thing taken together, so that each part is considered only in relation to the whole
  • Theater - Dramatic literature or its performance; drama
  • Improvisation - A creation that is spoken or written without prior preparation
  • Monologue - A speech by a single character in a play, film, or other dramatic work; often used to give the audience deeper insight into the character's motivations and feelings
  • Scene - A division of a play or act that presents continuous action in one place or setting
  • Dialogue - The conversation or interaction between characters in a written work

 

Materials

  • Printed photos of events and people related to the Great Depression
  • Index cards and pencils
  • Music and sound source

 

Instructional Design

Opening/Activating Strategy

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

 

  • Begin by playing music from the Great Depression era quietly as you pass out the images (photographs).
    • Each student should have one sheet of paper with two images, an index card, and pencil.  
    • The first picture is of two people engaged in an activity. The name of the country or event should be written at the bottom of the photo. One of the people should be circled so you can pair up the students to act out the scene later. 
    • The second picture is of a prominent figure who played a key role in a specific event related to the Great Depression, such as the Stock Market Crash. 
      • The photo should be titled with the reference to the event.
    • Have students write their name in the top right hand corner of their index card.
    • Ask the students to closely observe the person that is circled in the top photo. 
    • Ask questions for them to more deeply embody their character.  
      • They should list the following on the left hand side of the card:  
        • Character’s name, character's age, home country, how does the character feel about what is happening or who is pictured in the second photo and how is it affecting them and their people.
        • What is the character’s greatest fear?  
        • What is the character’s greatest dream? 
        • Encourage students to use descriptive phrases and relevant details and facts from the unit of study as they fill out their cards. 
      • Provide time for students to pair-share or share responses with the class.

 

Work Session

  • Tell students that they will be writing a monologue in the first person introducing themselves as the person in their photograph. 
    • Tell students that a monologue is a speech by a single character in a play, film, or other dramatic work. Monologues are often used to give the audience deeper insight into the character's motivations and feelings. 
    • Tell students to turn the card over and write a monologue in the first person introducing themselves and including all of the elements on the front side of the card. 
      • Tell students to make sure to summarize the paragraph with their character’s greatest dream for themselves and their country.  
      • Turn up the volume of the music while students are writing. Give them a set amount of time to write. This could also be a longer exercise or assignment that they bring in the following class period.  
    • When everyone is finished writing, introduce the next section. 
    • Tell students, “Today we are going to learn about the Great Depression (or a specific event related to the Great Depression) through the eyes of the people who lived through it. Each of you have been brought here to help us explore this time. Welcome!”
    • Tell students, “Using a voice different from your own, the voice of the character in the picture, on a count of three, softly but out loud, tell me what you had for breakfast this morning.  Now sit like your character sits, different from yourself. Imagine your character is wearing an article of clothing that you don’t have on. On a count of three adjust that article of clothing.”  
    • Next, ask a student to walk to the front of the class as that character would walk.  
    • Once they get to the front of the classroom, ask them to pick one person to tell their story to. Ask the student to look at this person as they are telling their story.  Have them read their character’s monologue aloud. 
      • If you desire or time permits, you can open the floor up for questions so the other students can interview the character. Let the class know that they can openly discuss the issues at hand and help the character answer questions that they might know the answers to. 

 

  • Now, tell students to find the classmate who has the other character depicted in the photograph on their page. Pass out two index cards to each pair.
    • Have students read their monologues to each other practicing embodying the character they have created. 
    • Students should then discuss the historical context from the photographs and establish each of their character’s points of view. 
    • On each card, students should write a sentence in the first person with the first thing their character wants to say about the event depicted.
    • When you say “action,” students bring the photo to life using improvisation.
    • Beginning with the first line they previously generated on their index card, students should improvise a scene between the two characters discussing the event. 
    • Say “freeze!” and have students return to their seats.

NOTE: Instead of improvising scenes, students can write a script for their scene and present it to the class.

 

Closing Reflection

  • On the back of their index cards students should reflect on the process and how both embodying their character and listening to another character’s point of view helped them gain a deeper understanding of the historical event.
  • Allow students time to share with the whole class.

 

 

Assessments

Formative

Teachers will assess students by observing students’ responses to class discussion around photographs in the opening strategy, consulting with students during the writing process, and observing students’ work with their partners creating improvisational scenes

 

Summative

  • Students can write a monologue in the first person using photography as inspiration that addresses all parts of the prompt.
  • Students can use historical context and relevant facts to create a realistic first person account of an event related to the Great Depression.
  • Students can work collaboratively to improvise a scene with a partner to investigate a historical context or event.

 

Differentiation

Acceleration: 

  • Challenge students by telling them in the middle of the improvised scene, to swap characters with their partner and continue the scene from the new perspective. This tests their adaptability and understanding of character dynamics.
  • Pair two partner teams together to create a new scene with all four characters.

 

Remediation: 

  • Pair English Language Learning students with native English speakers.
  • When writing the questions about the pictures, provide the students with a graphic organizer on which to write answers and to assist with organization of thoughts and ideas.
  • Have students choose fewer items from the list about the character in the picture. 
  • Conference with students who struggle with writing. 

*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:  Susie Spear Purcell. Updated by Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

Back to Modules

Cultural Characters 4-5

CULTURAL CHARACTERS

CULTURAL CHARACTERS

Learning Description

This lesson invites students to derive inspiration from photographs (portraits and people, natural disasters, geographical landmarks and images depicting governmental strife, etc.) based around a country or region of the world. These images serve as inspiration to write monologues and create improvisational scenes engaging students in narrative writing in a new way!

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: THEATRE & SOCIAL STUDIES
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can write a monologue using photography as inspiration.
  • I can improvise a scene with a partner using photography as inspiration.
  • I can write a well-structured and detailed narrative using theatre techniques as inspiration.

Essential Questions

  • How can photography inspire narrative writing?
  • How can theatre techniques be used to inspire narrative writing?

 

Georgia Standards

Curriculum Standards

Grade 4:

ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

Grade 5: 

ELAGSE5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Arts Standards

Grade 4: 

TA4.CR.1 Organize, design, and refine theatrical work.

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

 

South Carolina Standards

Curriculum Standards

Grade 4:

WRITING - Meaning, Context, and Craft

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well structured event sequences.

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences; b. orient the reader by establishing a situation and introducing a narrator and/or characters; c. organize an event sequence that unfolds naturally; d. use dialogue and description to develop experiences and events or show the responses of characters to situations; e. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; f. use a variety of transitional words and phrases to manage the sequence of events; g. use imagery, precise words, and sensory details to develop characters and convey experiences and events precisely; and h. provide a conclusion that follows from the narrated experiences or events. 

 

Grade 5:

WRITING - Meaning, Context, and Craft

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well structured event sequences.

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences; b. orient the reader by establishing a situation and introducing a narrator and/or characters; c. organize an event sequence that unfolds naturally; d. use dialogue, pacing, and manipulation of time to develop experiences and events or show the responses of characters to situations; e. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; f. use a variety of transitional words, phrases, and clauses to manage the sequence of events; g. use imagery, precise words, and sensory details to develop characters and convey experiences and events precisely; and h. provide a conclusion that follows from the narrated experiences or events.

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

  • Narrative writing - A form of writing that tells a story or recounts events, whether real or fictional
  • Character - A person, animal, or even an inanimate object with human-like qualities, who participates in the events of the story
  • Conflict - The struggle between opposing forces and creates tension and suspense, making the story engaging and compelling
  • Resolution - The part of the story where the main conflict is resolved and the narrative comes to a conclusion
  • Setting - The time and place where a story takes place
  • Culture - The shared values, beliefs, behaviors, customs, and other characteristics that define a group or society
  • Point of view - The perspective from which the story is told
  • First person POV - A point of view in narrative writing in which the narrator is a character within the story and uses pronouns like "I," "me," and "my" to tell the story
  • Second person POV - A point of view in narrative writing in which the narrator addresses the reader directly using "you"
  • Third person limited POV - A point of view in narrative writing in which the narrator is outside of the story and uses third-person pronouns like "he," "she," and "they" to describe the characters and events; the narrator focuses on the thoughts and feelings of one character
  • Third person omniscient POV - A point of view in narrative writing in which the narrator is outside of the story and knows the thoughts, feelings, and perspectives of all characters

Arts Vocabulary

  • Ensemble - All the parts of a thing taken together, so that each part is considered only in relation to the whole
  • Theater - Dramatic literature or its performance; drama
  • Improvisation - A creation that is spoken or written without prior preparation
  • Monologue - A speech by a single character in a play, film, or other dramatic work; often used to give the audience deeper insight into the character's motivations and feelings
  • Scene - A division of a play or act that presents continuous action in one place or setting
  • Dialogue - The conversation or interaction between characters in a written work

 

Materials

  • Blank index cards or scratch paper
  • Clipboards and pencils 
  • Photos of images based around a region of study
  • Sound source 
  • Music from a region being studied

 

Instructional Design

Opening/Activating Strategy

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

 

  • Begin by playing music from the region or culture that students are studying (e.g., Latin American music) quietly as you pass out the images (photographs) to students. 
  • Each student should have one sheet of paper with two images, an index card, and pencil.  
    • The first picture depicts two people from a culture (e.g., Latin America) engaged in an activity. 
      • The name of the country should be written at the bottom of the photo. (One of the people should be circled so you can easily pair students to act out the scene later.)  
    • The second picture depicts an event or aspect of the culture with a title to be used as a reference for students.  
    • After students have written their names on the index cards, ask them to carefully observe the person circled in their photo. 
    • Have students list the following on the left hand side of the index card: A. Character’s name B. Character’s age C. Character’s home country.  
    • Direct students to use descriptive language to write about how the character feels about what is happening in the second picture and how it is affecting their country. 
    • Inquire, “What is the character’s greatest fear? What is the character’s greatest dream?”  
  • Facilitate a class discussion or pair-share allowing students to share their responses.

 

Work Session

  • Tell students that they will be writing a monologue in the first person introducing themselves as the person in their photograph. 
    • Tell students that a monologue is a speech by a single character in a play, film, or other dramatic work. Monologues are often used to give the audience deeper insight into the character's motivations and feelings. 
    • Say to students, “Turn the card over and write a monologue. Include all of the information written on the front side of the card”.
    • When all students are finished writing, introduce the next step by saying, “Today we are going to learn about your country through the eyes of its people. Each of you have been brought here to help us explore your countries. Welcome!”  
    • Next, say to students, “Using a voice different from your own (the voice of the character in the picture), on a count of three, softly tell me what you had for breakfast this morning. Now sit like your character sits, different from yourself! 
    • Say, “Imagine your character is wearing an article of clothing different from what you are wearing. On a count of three, adjust that article of clothing”. 
    • Choose a student and ask them to walk to the front of the class as their character would walk.  Once the student gets to the front of the classroom, have them choose a peer to which to tell their character’s story (in first person) using their monologue.  
    • Next, ask that student to read their character’s monologue aloud.  
    • If time permits, facilitate a question and answer session, allowing students to interview the focus character and gain additional insight into the character’s life and culture.

 

    • Now, tell students to find the classmate who has the other character depicted in the photograph on their page.  
    • Distribute three blank index cards per pair. 
    • Ask pairs to discuss and list the following prompts and write down answers on the blank index cards: 
      • Card 1:
        • Who – who are you and what is the nature of your relationship? 
        • What – what are you doing? (action) 
        • Where – where are you? (setting) 
        • When – what year, month, time of day is it? 
        • Why – why are you there? 
        • Want – what do you want from the other person? 
        • Conflict – is there a disagreement between you? 
      • Cards 2 and 3 for individual responses:
        • Write down your characters’ individual dreams and fears.
        • Write a sentence in the first person with the first thing your character wants to say.
    • When you say “action,” students bring the photo to life using improvisation.
    • Beginning with the first line they previously generated on their index card, students should improvise a scene between the two characters and establish the conflict. 
    • Once the conflict is evident, say “freeze!”.
    • Ask students how they could resolve this conflict.
    • Teacher Note: You can also survey other students in the classroom to help come up with a resolution to the conflict and then ask the partners to embody that resolution.
      • Once they articulate a realistic solution, tell them you will call “action” again and they can resolve the conflict! 
      • After students have reached a resolution, tell them to return to their seats.
      • Have students write a narrative based on the scenes they developed with their partners.
        • Remind students to establish the setting and characters and the point of view that they want to write from. 
        • Remind students that they will need an exposition, conflict, rising action, climax, falling action, and resolution.
        • Students should use descriptive language to engage their reader.
        • Students should incorporate dialogue.

       

      Closing Reflection

      • Students should share their narratives with their partners and compare and contrast their stories.
      • Allow time for students to share in the whole group how their stories were similar and different from their partners.

       

       

      Assessments

      Formative

      Teachers will assess students by observing students’ responses to class discussion around photographs in the opening strategy, consulting with students during the writing process, and observing students’ work with their partners creating improvisational scenes.

       

      Summative

      • Students can write a monologue in the first person using photography as inspiration that addresses all parts of the prompt.
      • Students can improvise a scene with a partner using photography as inspiration that addresses all parts of the prompt.
      • Students can write a well-structured and detailed narrative that establishes characters, setting, point of view and has all parts of the plot of a story.

       

      Differentiation

      Acceleration: 

      • Challenge students by telling them in the middle of the improvised scene, to swap characters with their partner and continue the scene from the new perspective. This tests their adaptability and understanding of character dynamics.
      • Challenge students to perform their scenes again without speaking, relying solely on physicality and facial expressions to convey the story. This enhances their nonverbal communication skills.
      • Pair two partner teams together to create a new scene with all four characters.

       

      Remediation: 

      • Pair English Language Learning students with native English speakers.
      • When writing the questions about the pictures, provide the students with a graphic organizer on which to write answers and to assist with organization of thoughts and ideas.
      • Have students choose fewer items from the list about the character in the picture. 
      • Conference with students who struggle with writing. 

      *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:  Susie Spear Purcell. Updated by Katy Betts. 

      Revised and copyright: June 2024 @ ArtsNOW

      Back to Modules

      Cultural Characters World War II Conversations 4-5

      CULTURAL CHARACTERS

      WORLD WAR II

      CULTURAL CHARACTERS – WORLD WAR II CONVERSATIONS

      Learning Description

      In this lesson, students will use photos that relate to World War II as a springboard to write a first person monologue embodying the person who is pictured. This monologue explores the character’s views on the subject of the second photo that deals with the historical context. Next, students will bring the photo to life in an improvisation. By allowing your students to explore what they have read and learned about World War II through the eyes of another person, they learn empathy and better embody the concept. This exercise is a wonderful tool to increase presentation skills, empathy and ensemble in your classroom.

       

      Learning Targets

      GRADE BAND: 4-5
      CONTENT FOCUS: THEATRE & SOCIAL STUDIES
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can write a monologue using photography as inspiration.
      • I can improvise a scene with a partner using photography as inspiration
      • I can use theatre techniques to help me better understand a historical event.

      Essential Questions

      • What impact does a photograph have on our perception of a society and/or historical event?
      • How can theatre techniques help us better understand World War II?

       

      Georgia Standards

      Curriculum Standards

      Grade 5:

      SS5H4 Explain America’s involvement in World War II.

       

      1. Describe German aggression in Europe and Japanese aggression in Asia. 
      2. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust. 
      3. Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki. 
      4. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler. 
      5. Describe the effects of rationing and the changing role of women and African Americans or Blacks; include “Rosie the Riveter” and the Tuskegee Airmen. 
      6. Explain the role of Eleanor Roosevelt and the U.S. in the formation of the United Nations.

      Arts Standards

      Grade 5: 

      TA5.CR.1 Organize, design, and refine theatrical work.

      TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

       

      South Carolina Standards

      Curriculum Standards

      Grade 5:

      Standard 3: Demonstrate an understanding of the economic, political, and social effects of World War II, the Holocaust, and their aftermath (i.e., 1930–1950) on the United States and South Carolina.

      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

      • World War II - A global conflict that lasted from 1939 to 1945, involving most of the world's nations; it was the most widespread war in history, resulting in significant changes to the global political landscape
      • Attack on Pearl Harbor - A surprise military strike by the Imperial Japanese Navy Air Service against the United States naval base at Pearl Harbor in Hawaii, on the morning of December 7, 1941; this event led to the United States' entry into World War II
      • The Battle of Iwo Jima - A major battle during World War II in which the United States Marine Corps and Navy landed on and eventually captured the island of Iwo Jima from the Imperial Japanese Army
      • D-Day - Also known as the Normandy Invasion, took place on June 6, 1944, and was a pivotal operation during World War II; it involved the Allied forces landing on the beaches of Normandy, France, to begin the liberation of Western Europe from Nazi occupation
      • VE Day - Victory in Europe Day, is celebrated on May 8th to mark the formal acceptance by the Allies of World War II of Nazi Germany's unconditional surrender of its armed forces
      • VJ Days - Victory over Japan Day, marks the day on which Imperial Japan surrendered in World War II, effectively bringing the war to an end
      • The Holocaust - The systematic, state-sponsored persecution and genocide of six million Jews by the Nazi regime and its collaborators during World War II
      • Atomic bomb - Atomic bombings of Hiroshima and Nagasaki were two pivotal events during World War II that took place in August 1945 and led to Japanese surrender; they marked the first and only use of nuclear weapons in warfare
      • Expository Writing - Writing with the purpose to demonstrate or explain

      Arts Vocabulary

      • Ensemble - All the parts of a thing taken together, so that each part is considered only in relation to the whole
      • Theater - Dramatic literature or its performance; drama
      • Improvisation - A creation that is spoken or written without prior preparation
      • Monologue - A speech by a single character in a play, film, or other dramatic work; often used to give the audience deeper insight into the character's motivations and feelings
      • Scene - A division of a play or act that presents continuous action in one place or setting
      • Dialogue - The conversation or interaction between characters in a written work

       

      Materials

      • Printed photos of events and people related to World War II
      • Index cards and pencils
      • Music and sound source

       

      Instructional Design

      Opening/Activating Strategy

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

       

      • Begin by playing music from the late 1930’s/early 1940’s quietly as you pass out the images (photographs). 
        • Each student should have one sheet of paper with two images, an index card, and pencil.  
        • The first picture is of two people engaged in an activity. The name of the country or event should be written at the bottom of the photo. One of the people should be circled so you can pair up the students to act out the scene later. 
        • The second picture is of a prominent figure who played a key role in a specific event related to World War II, such as the attack on Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust. 
          • The photo should be titled with the reference to the event.
        • Have students write their name in the top right hand corner of their index card.
        • Ask the students to closely observe the person that is circled in the top photo. 
        • Ask questions for them to more deeply embody their character.  
          • They should list the following on the left hand side of the card:  Character’s name, character's age, home country, how does the character feel about what is happening or who is pictured in the second photo and how is it affecting them and their people.
          • What is the character’s greatest fear?  
          • What is the character’s greatest dream? 
          • Encourage students to use descriptive phrases and relevant details and facts from the unit of study as they complete the card.
      • Provide time for students to pair-share or share responses with the class.

       

      Work Session

      • Tell students that they will be writing a monologue in the first person introducing themselves as the person in their photograph. 
        • Tell students that a monologue is a speech by a single character in a play, film, or other dramatic work. Monologues are often used to give the audience deeper insight into the character's motivations and feelings. 
        • Tell students to turn the card over and write a monologue in the first person introducing themselves and including all of the elements on the front side of the card. 
          • Tell students to make sure to summarize the paragraph with their character’s greatest dream for themselves and their country.  
          • Turn up the volume of the music while students are writing. Give them a set amount of time to write. This could also be a longer exercise or assignment that they bring in the following class period.  
        • When everyone is finished writing, introduce the next section. 
        • Tell students, “Today we are going to learn about World War II (or a specific event related to World War II) through the eyes of the people who lived through it. Each of you have been brought here to help us explore this time. Welcome!”
        • Tell students, “Using a voice different from your own, the voice of the character in the picture, on a count of three, softly but out loud, tell me what you had for breakfast this morning.  Now sit like your character sits, different from yourself. Imagine your character is wearing an article of clothing that you don’t have on. On a count of three adjust that article of clothing.”  
        • Next, ask a student to walk to the front of the class as that character would walk.  
        • Once they get to the front of the classroom, ask them to pick one person to tell their story to. Ask the student to look at this person as they are telling their story.  Have them read their character’s monologue aloud. 
          • If you desire or time permits, you can open the floor up for questions so the other students can interview the character. Let the class know that they can openly discuss the issues at hand and help the character answer questions that they might know the answers to.
      • Now, tell students to find the classmate who has the other character depicted in the photograph on their page. Pass out two index cards to each pair.
        • Have students read their monologues to each other practicing embodying the character they have created. 
        • Students should then discuss the historical context from the photographs and establish each of their character’s points of view. 
        • On each card, students should write a sentence in the first person with the first thing their character wants to say about the event depicted.
        • When you say “action,” students bring the photo to life using improvisation.
        • Beginning with the first line they previously generated on their index card, students should improvise a scene between the two characters discussing the event. 
        • Say “freeze!” and have students return to their seats.

       

      NOTE: Instead of improvising scenes, students can write a script for their scene and present it to the class.

       

      Closing Reflection

      • On the back of their index cards students should reflect on the process and how both embodying their character and listening to another character’s point of view helped them gain a deeper understanding of the historical event.
      • Allow students time to share with the whole class.

       

      Assessments

      Formative

      Teachers will assess students by observing students’ responses to class discussion around photographs in the opening strategy, consulting with students during the writing process, and observing students’ work with their partners creating improvisational scenes.

       

      Summative

      • Students can write a monologue in the first person using photography as inspiration that addresses all parts of the prompt.
      • Students can use historical context and relevant facts to create a realistic first person account of an event related to World War II.
      • Students can work collaboratively to improvise a scene with a partner to investigate a historical context or event.

       

      Differentiation

      Acceleration: 

      • Challenge students by telling them in the middle of the improvised scene, to swap characters with their partner and continue the scene from the new perspective. This tests their adaptability and understanding of character dynamics.
      • Pair two partner teams together to create a new scene with all four characters.

       

      Remediation: 

      • Pair English Language Learning students with native English speakers.
      • When writing the questions about the pictures, provide the students with a graphic organizer on which to write answers and to assist with organization of thoughts and ideas.
      • Have students choose fewer items from the list about the character in the picture. 
      • Conference with students who struggle with writing.

      *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:  Susie Spear Purcell. Updated by Katy Betts.

      Revised and copyright:  June 2024 @ ArtsNOW

       

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      Dance Across Landforms K-1

      DANCE ACROSS LANDFORMS

      DANCE ACROSS LANDFORMS

      Learning Description

      In this lesson, students will become explorers encountering a variety of landforms. Students will create a fictional narrative about their journey and then create choreography to match the sequence generated in the story.

       

      Learning Targets

      GRADE BAND: K-1
      CONTENT FOCUS: DANCE, SOCIAL STUDIES, ELA
      LESSON DOWNLOADS:

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      "I Can" Statements

      “I Can…”

      • I can describe and identify the different types of landforms.

      • I can use movement to represent the different types of landforms.

      • I can write narratives with a beginning, middle and end.

      Essential Questions

      • How can we use movement to represent different types of landforms?

      • What are the similarities and differences between different types of landforms?

       

      Georgia Standards

      Curriculum Standards

      Kindergarten:

      ELA

      ELAGSEKW3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

       

      Grade 1:

      ELA

      ELAGSE1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 

       

      Social Studies

      SS1G3 Locate major topographical features of the earth’s surface. a. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia. b. Locate the major oceans: Arctic, Atlantic, Pacific, Southern, and Indian. c. Identify and describe landforms (mountains, deserts, valleys, and coasts).

      Arts Standards

      Kindergarten: 

      ESDK.CR.1 Demonstrate an understanding of the choreographic process.

       

      ESDK.CR.2 Demonstrate an understanding of dance as a form of communication.

       

      ESDK.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

       

      ESDK.RE.1 Demonstrate critical and creative thinking in dance.

       

      Grade 1:

      ESD1.CR.1 Demonstrate an understanding of the choreographic process.

       

      ESD1.CR.2 Demonstrate an understanding of dance as a form of communication.

       

      ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

       

      ESD1.RE.1 Demonstrate critical and creative thinking in dance.

       

      South Carolina Standards

      Curriculum Standards

      Kindergarten:

      ELA

      WRITING - Meaning, Context, and Craft

      Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

      3.1 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, to tell about the events in the order in which they occurred, and to provide a reaction to what happened.

       

      Grade 1: 

      ELA 

      WRITING - Meaning, Context, and Craft

      Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

      3.1 Explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of closure. 

       

      Social Studies

      1.G.4 Describe and compare various landforms within South Carolina through the use of primary and secondary sources.

      Arts Standards

      Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

       

      Anchor Standard 2: I can choreograph a dance.

       

      Anchor Standard 3: I can perform movements using the dance elements.

      Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

       

      Key Vocabulary

      Content Vocabulary

      • Landforms - A specific geomorphic feature on the surface of the earth, ranging from large-scale features such as plains, plateaus, and mountains to minor features such as hills, valleys, and alluvial fans

      • Mountain - A natural elevation of the earth's surface rising more or less abruptly to a summit, and attaining an altitude greater than that of a hill, usually greater than 2000 feet

      • Valley - An elongated depression between uplands, hills, or mountains, especially one following the course of a stream

      • Desert - A region so arid because of little rainfall that it supports only sparse and widely spaced vegetation or no vegetation at all

      • Plateau - A land area having a relatively level surface considerably raised above adjoining land on at least one side, and often cut by deep canyons

      • Coast - The land next to the sea
      • Plain - An area of land not significantly higher than adjacent areas and with relatively minor differences in elevation, commonly less than 500 ft. (150 m), within the area

      Arts Vocabulary

      • Sequence - Order of succession

      • Movement phrase - A series of movements linked together to make a distinctive pattern

      • Space - An element of movement involving direction, level, size, focus, and pathway

      • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low

      • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers

      • Choreographer - A person who creates dances
      • Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers

       

      Materials

      • Sound source and music with a steady beat
      • Cards with landforms written on them
      • Anchor chart/poster paper
      • Markers

       

      Instructional Design

      Opening/Activating Strategy

      • Begin by engaging students in movement that introduces students to the Elements of Dance: Body, action, space, time and energy.
        • Have students arrange themselves in the classroom with enough personal space to move freely without touching a neighbor.
        • Turn on instrumental music with a steady beat.
        • First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.). Then, ask them to make different shapes with their bodies.
        • Bring students’ attention to levels (high, middle, low) with movements such as stretching up high and moving on tiptoes, crouching in a small ball close to the floor, and bouncing in place at a middle level.
        • Have students practice what they just learned by saying words such as “high level” and have students create a spontaneous high level movement.
        • Have students return to their seats or the carpet.

       

      Work Session

      • Project photos of the six main types of landforms (mountains, valleys, plains, plateaus, coasts, and deserts).  
      • As a class, describe each of these landforms. 
        • First, have students describe their height in terms of high, middle and low.
        • Next, have students describe what shapes they see in the images. 
        • Finally, discuss how the landforms are similar and how they are different.
        • Add descriptions of each landform to an anchor chart to post in the room.
      • Show students a map of a region being studied and where the landforms are located. Ask students to imagine that they are going on a journey and that they will encounter these different landforms along the way. 
      • Divide students into small groups or partners. Assign each group several landforms from the region being studied.
      • In their groups, students will write a story with words and/or pictures depending on grade and ability level about their journey across the region and the landforms they encountered. 
        • Remind students that their setting will be the landforms they encounter, so they should use descriptive details to help the reader visualize the setting.
        • Remind students that their stories should have a beginning, middle, and end.
        • Remind students to use temporal language to assist with communicating sequence.
        • Circulate and conference with students throughout the writing process.
      • Tell students that they will create a movement phrase to represent their journey.
        • Demonstrate how to create a movement to represent a landform with a different type of physical feature such as a river. 
          • Brainstorm with students a movement they could use to represent a river. Ask them to consider if the river movement should be high, middle or low and what shape it should be.
          • Allow students to practice the movement as a class.
        • Allow students to begin choreographing their dances. 
          • Their dances should tell their story, so the movements in their dances should be in the same sequence as they are in their narratives. 
          • Students should create a unique movement or movement phrase for each landform. Students should then connect the movements to create a whole dance.

       

      Closing Reflection

      • Students will perform their dances for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
      • After each performance, the audience will determine which landforms the group represented and what from their dance indicated that.
      • Optional: Allow groups to share their narratives either before or after their performances.

       

      Assessments

      Formative

      Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to describe and identify landforms, ability to collaborate with their classmates to choreograph a movement phrase that represents a journey through their assigned landforms, and conferencing with students during the writing process.

       

      Summative

      CHECKLIST

      • Students can describe and identify the different landforms.
      • Students can use movement to represent the different landforms.
      • Students can write narratives with a beginning, middle and end.
      • Students can use temporal language to communicate the sequence of events in their narratives (first grade).

       

      Differentiation

      Acceleration: 

      • Challenge students by asking them to structure their dances like the story. It should have a beginning pose/shape, movement phrases, transitions between movements, and an ending pose/shape.
      • Challenge students to create not only individual movements, but movements and shapes that they make together to create a formation (i.e., how could all dancers’ bodies be used to create one mountain?).

      Remediation: Write a narrative as a class; then have groups choreograph their dances to represent the class narrative.

       

       

      *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: Melissa Dittmar-Joy. Updated by Katy Betts.

      Revised and copyright:  August 2024 @ ArtsNOW

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