Take a Trip 4-5

TAKE A TRIP

TAKE A TRIP

Learning Description

Students will merge the elements of opinion writing, text features, and design elements by creating their own travel guide! They will explain why someone should visit their chosen location, supporting their reasons with illustrations that bring the destination to life. To test the persuasiveness of their guides, students will present them to their peers, attempting to convince them to visit the location.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS, ELA & SOCIAL STUDIES
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a travel guide for a location that uses design and text features to convince someone to travel to my chosen location.
  • I can provide reasons that are supported with details as to why someone should travel to my chosen location.
  • I can use color schemes to create unity and communicate a message.

Essential Questions

  • How can design features and text features be used to convince someone to travel to a location?
  • How can color be used to communicate a message?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELA

ELAGSE4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

 

ELAGSE4W7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

 

Social Studies

SS4G1 Locate important physical and man-made features in the United States. a. Locate major physical features of the United States: the Atlantic Coastal Plain, the Great Plains, the Continental Divide, the Gulf of Mexico, the Mississippi River, and the Great Lakes. b. Locate major man-made features of the United States: New York City, NY; Boston, MA; Philadelphia, PA; Washington, D.C.; Gettysburg, PA; and the Erie Canal.

 

Grade 5: 

ELA

ELAGSE5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

 

ELAGSE5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

 

Social Studies

SS5G1 Locate important places in the United States. a. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Kitty Hawk, NC; Pearl Harbor, HI; Montgomery, AL.; and Chicago, IL.

Arts Standards

Grade 4: 

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA4.CR.2 Create works of art based on selected themes.

VA4.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

Grade 5: 

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA5.CR.2 Create works of art based on selected themes.

VA5.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.AOR.5.2 Explain how basic text features contribute to meaning in an informational text; identify the text structures of problem and solution, chronological, and/or compare and contrast.

 

ELA.4.R.1.1 Conduct short research for inquiry by: a. generating a question about a topic; and b. examining a provided source.

 

ELA.4.C.1.1 Write arguments to make a claim about a topic. When writing: a. introduce a topic and state an opinion about the topic; b. provide reasons supported by facts from a credible source(s); and c. group ideas logically using transitional words and phrases; and d. provide a concluding statement or section.

 

Grade 5: 

ELA.5.R.1.1 Conduct short research for inquiry by: a. generating a question(s) about a topic; and b. consulting a variety of print and multimedia sources.

 

ELA.5.C.1.1 Write arguments to make a claim about a topic. When writing: a. introduce a topic and make a claim about the topic; b. include reasons that are supported by facts from a credible source(s); c. develop an organizational structure in which ideas are grouped logically; d. use transitions to link and structure ideas; and e. provide a concluding statement or section.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.

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

 

Key Vocabulary

Content Vocabulary

  • Opinion writing - A form of writing in which the author expresses their personal beliefs, thoughts, or feelings about a particular topic or issue
  • Argumentative writing - A type of writing that presents a clear stance on a specific issue or topic and supports that stance with logical reasoning, evidence, and analysis
  • Persuade - To move by argument, entreaty, or expostulation to a belief, position, or course of action
  • Audience - A reading, viewing, or listening public
  • Text features - The components of a text that help organize and highlight important information, making it easier for readers to navigate and understand the content

Arts Vocabulary

  • Space - How the elements are organized in an artwork
  • Emphasis - Where the artist wants to draw the viewer’s eye
  • Color scheme - A limited grouping of colors used in an artwork
  • Unity - The sense of cohesion or harmony that is created when all elements of a piece of artwork work together to create a unified whole

 

Materials

  • A variety of travel guides (see “Additional Resources”)
  • Construction paper
  • Markers and or/colored pencils
  • Scratch paper
  • Pencils

 

Instructional Design

Opening/Activating Strategy

  • Pass out travel guides for students to look at. Provide each group of students several different guides to view.
  • Next, ask students to look at the images and any text.
    • Ask students to pick the place they would most like to go.
    • Allow students time to share where they would go and explain why.

 

Work Session

  • Ask students to work collaboratively to identify the text features in the guides.
    • Facilitate a discussion around which text features they identified and what purpose they serve in furthering conveying meaning.
    • Discuss how the text features contribute to persuading someone to visit the location.
  • Look at the design features of the travel guides.
    • Ask students to describe how the designer of the guide used the space on the paper. Students should notice that visuals take up a large portion of the space. They may also notice bold or large headings.
    • Ask students how the designer used color. Students may notice vibrant colors in the pictures that communicate the beauty of the place. Students may also notice that some designers use color in the headings and in text boxes to draw the viewer’s attention. This is called emphasis in art.
    • Ask students to make observations about the style of guide. Students will notice that the colors used throughout the guide are consistent. This is called a color scheme in art and it creates unity.
      • Show students a color wheel and discuss various types of color schemes, complementary, analogous, warm, neutral and cool.
        • Ask students how different color schemes make them feel–relaxed, excited, etc.
        • Have students look through the guides and see if they can identify any color schemes. Ask students how the colors reflect the atmosphere of the place.
  • Ask students what they think the purpose of the guides is. Students should determine that their purpose is to persuade someone to visit the location.
  • Now, ask students who they think the travel guides are written for (audience). Ask students how they know.
  • Talk about some of the reasons or arguments presented in the text and pictures of the guides which may persuade someone to visit.
    • Some examples may include: Relaxing beaches or exciting activities for the whole family.
  • Next, discuss the order in which the reasons to visit are presented, noting that the strongest reason is usually listed first.
  • Tell students that they will be creating their own travel guides (this can be done individually, with a partner, or in a small group).
  • The teacher will then instruct the students to select a location to use as the topic of their travel guide.
    • Have students select and research a location that connects to a geography standard in Social Studies. (For example, SS5G1 Locate important places in the United States. a. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Kitty Hawk, NC; Pearl Harbor, HI; Montgomery, AL.; and Chicago, IL.)
    • Alternatively, students could select a favorite place that they’ve visited or could focus on their state or town geography.
    • Students will conduct research on their location to include in their travel guide.
  • Pass out scratch paper to students. Students should identify:
    • The purpose of the guide (to convince someone to visit the location)
    • Their audience (this may be different depending on the location that they choose)
    • Three reasons why someone should visit. Students should rank the reasons from most convincing to least convincing.
      • Under each reason, students should list supporting details.
  • Have students share their answers with a partner and allow time for students to ask each other questions about their answers.

 

Creating Travel Guides

  • Pass out paper to students.
  • Demonstrate to students how to trifold paper to make a travel guide.
  • Have students label each section of their guide.
    • The front flap will be the cover.
    • The first page will be the first and strongest reason to travel, and will include a heading, an illustration of the reason and a brief paragraph explaining why the audience should visit for this reason.
    • The students will continue this process by illustrating and writing in pages two and three.
    • They should use the back to write their name and cite their source(s). They can create a fake travel company name and contact information if they would like!
  • Remind students of the text features that they identified in the travel guide.
    • Create a list of features that should be included on the cover (title and large illustration) and on each page (heading, text, and illustration).
    • Next, have students designate space for their title, headings, text and illustrations.
  • Remind students that in the text portion of the travel guide, their writing should:
    • State three reasons why someone should visit the location.
    • Support each reason with relevant details from their research.
    • Use transitional words and phrases to link opinion, reasons, and supporting details.
    • Students should write in paragraph form using introduction and conclusion sentences.
  • Remind students to use the following techniques in their design:
    • Create large illustrations with vibrant colors.
    • Use color to create emphasis in text boxes and/or in headings to draw the viewer’s attention.
    • Choose a specific color scheme for the headings and text boxes to create unity. Project the color wheel for reference. Students should reflect on what they want to communicate to their audience and pick a color scheme that reflects that (exciting, calming, fun, etc.).
  • Allow time for students to create their travel guides. Circulate the room to work with students.
  • Once the guide is complete, students will use their travel guides to help them write an opinion/argumentative essay that includes an introduction, supporting details, and conclusion to convince someone to come and visit their location.

 

Closing Reflection

  • Place students in small groups. Tell students that they will get to pick one place from their group member’s locations to travel.
  • Have students share their travel guides with their group members.
  • After each group member has shared, students will do a quick write on which place they would choose to visit and why.
  • Allow time for a few students to share their responses with the whole class.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator; discussion of design and text features; discussion of the purpose of travel guides; and conferencing with students during the research, planning, creation, and writing process.

 

Summative

CHECKLIST

  • Students can create a travel guide for a location that uses design and text features to convince someone to travel to the location.
  • Students can provide reasons that are supported with details as to why someone should travel to the location.
  • Students can use color schemes to create unity and communicate a message.
  • Students can write a well-organized opinion/argumentative essay that includes an introduction, supporting details, and conclusion.

 

DIFFERENTIATION 

Acceleration: 

  • Students will turn their travel guide into a commercial. In addition to a script, encourage students to videotape and share the commercials with the class.
  • Students can turn their guides into digital guides using an application on their student devices, such as Microsoft Publisher.

Remediation: 

  • As a group, make a visual list of why someone should want to go to the specific destination. Use verbal prompting questions to elicit responses from students about the guide.
  • Provide the students with pre-folded tri fold paper to create their own guide.
  • Encourage the students to write 1-2 sentences per section of their guide.
  • Reduce the requirements in the essay or allow students to submit their travel guides in lieu of the essay.

ESOL Modifications and Adaptations: 

  • Introduce vocabulary: persuade, argument, logical, effective, appeal, and audience. Have the ESOL teacher model using each word in a sentence to help students understand the meaning.
  • ESOL Assessments: Each section/page has an  illustration and, depending on students’ language level, a paragraph, sentence, or words explaining their reason and why the audience should visit.

 ADDITIONAL RESOURCES

*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: Deborah Kupperbusch. Modifications, Extensions, and Adaptations Contributed by: Candy Bennett, Patty Bickell, Vilma Thomas, and Lori Young Reviewed by Debbie Frost. Updated by: Katy Betts.

Revised and copyright: August 2024 @ ArtsNOW

 

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The Art of Storytelling K-1

THE ART OF STORYTELLING

THE ART OF STORYTELLING

Learning Description

Introduce students to the ancient art of storytelling through the use of a Mayan folktale. Invite students to use art to recall narrative elements as they design story panels. Encourage them to reconstruct the story sequence through interpretive dance movements.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify the beginning, middle, and end of a story.
  • I can show the beginning, middle, and end of a story through illustration and choreography.

Essential Questions

  • How can art and movement be used to help answer questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolutions) in a text?

 

Georgia Standards

Curriculum Standards

Kindergarten: 

ELAGSEKRL3 With prompting and support, identify characters, settings, and major events in a story.

 

Grade 1: 

ELAGSE1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3 Describe characters, settings, and major events in a story, using key details.

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.K.AOR.1.1 Identify and describe the main character(s), setting, and events that move the plot forward.

ELA.K.AOR.6.1 Retell a text orally to enhance comprehension: a. include main character(s), setting, and important events for a story.

 

Grade 1: 

ELA.1.AOR.1.1 Identify and describe the main story elements, such as character(s), setting, and events that move the plot forward.

ELA.1.AOR.2.1 Retell a story using main story elements and identify a lesson in a literary text.

ELA.1.AOR.6.1 Retell a text orally and in writing to enhance comprehension: a. include main story elements at the beginning, middle, and end for a literary text.

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

  • Fable - A short story that often uses animals and characters to teach a lesson
  • Character - A person, an animal or other figure assuming human qualities, in a story
  • Setting - The time and place in which a story takes place
  • Plot - The events that happen in a story
  • Cause - The reason something happened
  • Effect - What happens because of the cause

Arts Vocabulary

  • Body - The instrument of dance
  • Space - The area covered by dance movements
  • Time - Fast or slow (tempo); even or uneven (beat); and long or short (duration) the movement is
  • Energy - How the body moves

 

Materials

  • The Bird Who Cleans the World and Other Mayan Fables, by Victor Montejo (or other folktale or fable)
  • Sound source and music with a steady beat
  • Brown craft paper
  • Colored chalk

 

Instructional Design

Opening/Activating Strategy

  • Introduction and Theme:
    • Introduce the activity telling students that they will be using dance to tell a story.
    • Have students spread out in the room finding their own space where they can move without touching their neighbors.
    • Begin by introducing the theme or story. This could be something simple, like a day at the beach, a journey through a forest, or even a well-known fairy tale.
    • Briefly explain the sequence of events in the story.
  • Gentle Stretching:
    • Start with light stretching to prepare the body.
    • Incorporate dynamic stretches that mimic movements related to the story. For example, if the story involves the wind, include arm stretches that mimic the wind.
  • Introduce Basic Movements:
    • Introduce basic movements that will be part of the story. These could include jumping, swaying, spinning, or specific gestures.
  • Character Exploration:
    • Have participants embody different characters or elements of the story. For example, they might move like waves, trees, or animals.
    • Encourage expressive movements that convey the character's emotions or actions.
  • Sequencing:
    • Start to piece together the story by arranging the basic movements and character explorations into a sequence.
    • Work through the story chronologically, asking participants to interpret each part.
    • Perform a complete run-through of the story, from beginning to end, as a group.
    • Emphasize the flow and connection between each part of the story.

 

Work Session

  • Invite students to recall stories they have been told by a family member.
  • List titles and discuss similarities and differences among the stories.
  • Share how many cultures have a history of passing down stories from generation to generation.
  • Share history of the Mayan people (or other applicable history) with the class:
    • The Maya originated in Yucatan, Mexico, in the area where the resort beach city of Cancun is today. Show students where this is on a map in relation to where they are.
    • The ancient Maya established their cities in the rainforest, played games that went on for days, and are famous for their knowledge of the stars. The idea of time fascinated them.
    • They developed astronomy, calendar systems, and writing.
    • They chewed gum, filed their teeth and raised bees without stingers.
    • Like the Egyptians, they built pyramids, often elaborately adorned with murals and elaborate architectural details.
    • They built elaborate pyramids and observatories without the use of metal tools.
    • Scholars agree that the Maya were the most advanced of all ancient Mesoamerican cultures.
    • They were highly skilled as potters and weavers.
    • The ancient Maya appreciated beauty, storytelling and drama. Archaeologists can tell this by examining their sculptures, ceramics, mosaics, painting, weaving, clothing and costume design.
  • Tell students that they will be reading a Mayan fable called “The First Monkeys”. Tell students that a fable is a short story that often uses animals and characters to teach a lesson.
  • Read the story “The First Monkeys” from The Bird Who Cleans the World and Oher Mayan Fables, by Victor Montejo (or other folktales).
    • Review the elements of a story such as setting and characters. Invite students to recall story details–what was the setting? Who were the characters?
    • Discuss the beginning, middle, and end of the story.
  • Divide students into groups of three or four.
    • Provide craft paper folded into thirds and chalk.
    • Invite students to work together to create scenes illustrating the beginning, middle, and end of the story.
  • When pictures are complete, tell students that they will use dance and movement to tell the beginning, middle, and end of the story.
    • Remind students of how they interpreted a story through movement in the activator.
    • Students’ choreography should have three parts–a beginning, middle, and end.
    • Scaffold the lesson by brainstorming ways to use dance to show the beginning of the story before having students work in groups to develop choreography.
    • Circulate the room to work with students and check for understanding as they choreograph their dances.

 

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 how each group showed the beginning, middle, and end of the story through their choreography.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of stories and story elements, discussion of “The First Monkeys”, and collaboration with their groups to illustrate and create a dance that tells the story.

 

Summative

CHECKLIST

  • Students can identify the beginning, middle, and end of a story.
  • Students can show the beginning, middle, and end of a story through illustration and choreography.

 

DIFFERENTIATION 

Acceleration: Students will design their own fable with beginning, middle and end that contains a clear moral.

Remediation: Use a graphic organizer to help students identify the beginning, middle, and end of the fable. Divide the class into three small groups. Each group will be responsible for one panel and accompanying movement.

ESOL Modifications and Adaptations: Introduce and explain narrative elements and cause and effect. Using a story previously read in class, students will identify the narrative elements in the story, cause and effect, and review the beginning-middle-end of the story.

*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: Peggy Barnes. Modifications, Extensions, and Adaptations Contributed by: Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas Reviewed by Emily Threlkeld. Updated by: Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

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REVOLUTIONARY PERSPECTIVES 4-5

REVOLUTIONARY PERSPECTIVES

REVOLUTIONARY PERSPECTIVES

Learning Description

In this lesson, students will explore a historical issue by creating characters who support opposing sides. They will write and speak from these perspectives, using theatrical techniques to bring their characters to life. This approach will help students gain a deeper understanding of the issue by engaging empathetically with different viewpoints.

 

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 use my voice and body to embody a fictional or real character from the historical time period.
  • I can evaluate both sides of a historical issue.
  • I can write two speeches that present both sides of a historical issue.

Essential Questions

  • How can students utilize theatrical skills to increase comprehension of historical events?

 

Georgia Standards

Curriculum Standards

Grade 4:

SS4H1 Explain the causes, events, and results of the American Revolution.

  1. Trace the events that shaped the revolutionary movement in America: French and Indian War, 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, the activities of the Daughters of Liberty, Boston Massacre, and the Boston Tea Party.
  2. Describe the influence of key individuals and groups during the American Revolution: King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, John Adams, Paul Revere, and Black regiments.
  3. Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown.

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.

 

South Carolina Standards

Curriculum Standards

Grade 4:

Standard 2: Demonstrate an understanding of the identity of a new nation, including the state of South Carolina between 1730-1800.

  1. Explain the causes of the American Revolution as they impacted Georgia; include the French and Indian War, Proclamation of 1763, and the Stamp Act.

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 American Revolution - The war fought by the American colonies to end British rule; it was between the 13 colonies and Great Britain
  • Patriots - Colonist who was opposed to British rule
  • The Stamp Act of 1765 - Colonists were taxed on playing cards, newspapers, books, pamphlets and legal documents like wills
  • The Sugar Act of 1764 - Colonists were taxed on sugar, wine, coffee, dyes and cloth
  • The Boston Massacre - A protest in 1770 against British rule in which five American Patriots were killed
  • The French & Indian War - The English fought against France for the land in North America; England won but needed to pay off the debts of the war

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • Character - A person, an animal or other figure assuming human qualities, in a story
  • 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
  • Dialogue – Conversation between characters
  • Scene – The dialogue and action between characters in one place for one continuous period of time
  • 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
  • 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

  • Large poster paper
  • Markers
  • Sticky notes
  • Paper
  • Pencils

 

Instructional Design

Opening/Activating Strategy

  • 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.
  • Explain that students will explore different characters using their voices and bodies. Encourage them to think about how their character’s age, status, mood, and personality influence their movement.
    • Begin with simple prompts to get students thinking about different ways to walk. Call out various types of characters and ask students to walk around the space embodying those characters. Examples include:
      • An elderly person with a cane
      • A proud soldier
      • A sneaky thief
      • A graceful dancer
    • Next, ask students to use their voices to introduce their characters. Have students use their voices and bodies to introduce themselves to a neighbor.
    • Have students return to their seats.

 

Work Session

    • Discuss perspective with students. For example, students want recess but the teacher wants to teach the lesson. Both feel strongly about their perspective and both have valid reasons for their desire.
      • Ask students for other examples of perspective.
    • Explain to students that understanding perspective can also help us understand the nuances of historical events.
    • Divide students into small groups. Assign each group an issue related to the cause of the Revolutionary War such as taxes (taxation without representation versus Britain’s need to pay debts accrued from the French and Indian War), the Boston massacre (protestors versus British soldiers), etc.
      • Students will create a character (fictional or real) that would have been supporting one side of the issue. They should create a character profile that includes a name, age and brief background.
      • Each group will choose a spokesperson. That spokesperson will “become” their character from the era using their bodies and voices.
      • Students will collaborate to write a two minute speech arguing for their issue.
      • After a designated amount of preparation time, several groups will present their speeches. They should use their movements and voices to embody their character.
  • Teacher note: Discuss appropriate audience participation and etiquette prior to performances. 
  • Students will return to their groups and follow the same process, except this time, they should represent the opposite side of the issue.
  • Groups who didn’t perform the first round should perform the second round. Groups should choose a new spokesperson to present.
  • Pass out sticky notes to students. On their sticky notes, students should write the reasons supporting each side of their issue.

Students will post the sticky notes on large poster paper hung in the classroom. (Teacher prework: Label each poster with the issue and divide it into two sections for each perspective on the issue.)

 

Closing Reflection

  • Debrief the experience with students by having them write down three things they learned, two things they found interesting, and one question that they still have. This can be about their issue or one of the other issues.
  • Students will submit this as a ticket-out-the-door.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of perspective, collaboration with groups to evaluate both sides of an issue, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can use their voices and bodies to embody a fictional or real character from the historical time period.
  • Students can evaluate both sides of a historical issue.
  • Students can write two speeches that present both sides of a historical issue.

 

DIFFERENTIATION 

Acceleration: Students can write a scene using dialogue between two characters–one from each side of the issue.

Remediation: 

  • Provide an example speech or sentence starters for students to use as a guide.
  • Have all groups evaluate the same issue and analyze together as a class.

*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 and Katy Betts.

Revised and copyright: June 2024 @ ArtsNOW

 

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