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

       

      Back to Modules

      Dancing Differences 2-3

      DANCING DIFFERENCES

      DANCING DIFFERENCES

      Learning Description

      This activity will allow students to explore comparing and contrasting through movement and choreographic sequences. Discover how to integrate dance into your language arts curriculum and engage your students in a brand-new way!

       

      Learning Targets

      GRADE BAND: 2-3
      CONTENT FOCUS: DANCE & ELA
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can identify similarities and differences between texts, whether they are dances or written literary works.

      • I can express in complete sentences my analysis of similarities and differences among two subjects. 

      Essential Questions

      • How can movement and dance help us compare and contrast written texts?

       

      Georgia Standards

      Curriculum Standards

      Grade 2:

      ELAGSE2RL9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

       

      ELAGSE2RI9 Compare and contrast the most important points presented by two texts on the same topic.

       

      ELAGSE2W2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

       

      ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

       

      Grade 3:

      ELAGSE3RL9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

       

      ELAGSE3RI9 Compare and contrast the most important points and key details presented in two texts on the same topic

       

      ELAGSE3W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 

       

      ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

      Arts Standards

      Grade 2:

      ESD2.CR.1 Demonstrate an understanding of the choreographic process.

       

      ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.

       

      ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

       

      ESD2.PR.4 Understand and apply music concepts to dance.

       

      ESD2.RE.1 Demonstrate critical and creative thinking in dance.

       

      ESD2.CN.3 Identify connections between dance and other areas of knowledge.

       

      Grade 3:

      ESD3.CR.1 Demonstrate an understanding of the choreographic process.

       

      ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

       

      ESD3.PR.1 Identify and demonstrate movement elements, skills, technique, and terminology in dance

       

      ESD3.PR.4 Understand and apply music concepts in dance.

       

      ESD3.RE.1 Demonstrate critical and creative thinking in dance.

       

      ESD3.CN.3 Identify connections between dance and other areas of knowledge.

       

      South Carolina Standards

      Curriculum Standards

      Grade 2:

      READING - Literary Text (RL) 

      Meaning and Context (MC)Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities. 

      7.2 Read or listen closely to compare and contrast multiple versions of the same story; compare and contrast texts in author and genre studies.

       

      READING - Informational Text (RI)

      Meaning and Context (MC)

      Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities. 

      7.1 Compare and contrast topics, ideas, or concepts across texts in a thematic, author, or genre study heard, read, or viewed

       

      WRITING - Range and Complexity (RC)

      Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

       

      COMMUNICATION - Meaning and Context (MC)

      Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

       

      Grade 3: 

      READING - Literary Text (RL) 

      Meaning and Context (MC)Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities. 

      7.2 Compare and contrast how an author uses characters to develop theme and plot in different texts within a series.

       

      READING - Informational Text (RI)

      Meaning and Context (MC)

      Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities. 

      7.1 Compare and contrast diverse texts on the same topic, idea, or concept.

       

      WRITING - Range and Complexity (RC)

      Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

       

      COMMUNICATION - Meaning and Context (MC)

      Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

      Arts Standards

      Grades 2-3:

      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 5: I can describe, analyze, and evaluate a dance.

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

       

      Key Vocabulary

      Content Vocabulary

      • Compare - Search for similarities between two or more subjects

      • Contrast - Search for differences between two or more subjects

      Arts Vocabulary

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

       

      • Choreographer - A person who creates dances 

       

      • Level - The vertical distance from the floor that a dancer occupies during a movement

       

      • Locomotor - Movement that travels from one location to another in a pathway through space 

       

      • Non-locomotor - Movement that occurs without the body traveling from one point to another point

      • Energy Qualities -
        • Percussive - A quality of movement characterized by sharp starts and stops, staccato jabs of energy

        • Suspended - A quality of movement that occurs in a moment of resistance to gravity, such as the instant in which a dancer hangs in space at the top of a leap
        • Sustained - A quality of movement that is smooth and unaccented. There is no apparent start or stop, only a continuity of energy.
        • Swinging - A quality of movement established by a fall with gravity, a gain in momentum, a loss of momentum, and the repeated cycle of fall and recovery, like that of a pendulum
        • Vibratory - A quality of movement characterized by rapidly repeated bursts of percussive movements

       

      Materials

      • Sound source and speakers
      • Audio recording 
      • Stories or literary excerpts 
      • Venn diagram for projection for class-wide viewing
      • Printed copies of Venn diagram to distribute for small group work

       

       

      Instructional Design

      Opening/Activating Strategy

      • Tell students that they are going to explore movement. Have students stand up. Be sure that they are spaced out from one another to avoid collisions. 
      • Pre-select several dance terms (see vocabulary) to introduce to students.
      • Turn on music. Informally teach students a variety of dance movements by demonstrating them to the music. Have students copy your movements. As you demonstrate movements, describe them using dance vocabulary (see vocabulary).
        • Movements can be very basic, such as a side to side step showing locomotor movement. Another movement could be gradually crouching down, wrapping your arms around yourself to make a tiny ball with your body and standing back up expanding arms to make a big movement. This would show levels in dance (high, medium, and low). 
      • Facilitate a discussion to compare and contrast movements. Encourage students to use dance vocabulary in their descriptions.

       

      Classroom Tips:

      • Clear desks to have an open space and be tolerant of noise and excitement but set limits. 
      • Review rules for appropriate audience behavior. 

       

      Work Session

      COMPARING AND CONTRASTING MOVEMENT

      • Divide the class into small groups. 
      • Tell each group to create a short movement phrase using 3-4 of the movements learned in the warm up.
        • Without other groups knowing, assign each group a quality (see vocabulary) that they must use when performing their dance, i.e., fast, slow, etc. 
      • Allow each group to perform their dance for peers.
      • As each group performs, facilitate a discussion identifying the similarities and differences between the different group dances, recognizing qualities of movements such as fast or slow. Document these on the projected Venn diagram. 
      • Tell students that they will write about the similarities and differences between the dances.
      • Allow each group to present their dances a second time.
      • Each group should select two dances to compare and contrast using a Venn diagram.
      • Students will turn their Venn diagram into a written paragraph.
      • Select two groups to present their work and engage classroom discussion by asking students whether they agree or disagree with the analysis and why. 
      • Tell students that they will be using the same strategies of comparing and contrasting to compare and contrast two written texts.
      • Share two texts that address the same story or topic to the class, and ask them to work in small groups to complete a Venn diagram to document similarities and differences between the texts, working on concepts that have been learned in class, such as theme, setting, characters, etc.
      • Individually, students should turn their Venn diagram into a written paragraph.
      • Allow a few students to present their work and engage class discussion.

       

      Closing Reflection

      • Ask students to recall creating the Venn diagrams in dance. Ask them what got their attention when they looked for similarities and differences in movement phrases.
      • Ask students to think about creating the Venn diagrams for the written texts. Ask them what got their attention when they looked for similarities and differences in those works.
      • Ask students to compare and contrast the processes of the work they just did, analyzing dances versus written texts. Is one similar to the other? Is one different from the other?

       

      Assessments

      Formative

      Teachers will assess understanding by observing students’ use of dance vocabulary while creating dance phrases, students’ recorded data using a Venn diagram, and students’ ability to work collaboratively.

       

      Summative

      CHECKLIST

      • Students can create dance sequences according to the criteria set by the teacher. 
      • Students can identify similarities and differences in the performed choreographic sequences. 
      • Students can successfully compare and contrast the two written texts.
      • Students can express ideas clearly in written form.

       

      DIFFERENTIATION 

      Acceleration:

      • Use three texts instead of two.
      • In addition to movement quality, assign to each group an emotional theme to express in the dance phrases. This theme is then analyzed along with movement quality when completing the Venn diagram. 

      Remediation:

      • Rather than working in small groups, work as an entire class to create the compare and contrast piece about two dances.

       

       

      *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 and updated by: Melissa Dittmar-Joy and Julie Galle Baggenstoss

      Revised and copyright:  May 2024 @ ArtsNOW

       

      Back to Modules

      Discover the Art of Playwriting 2

      DISCOVER THE ART OF PLAYWRITING

      DISCOVER THE ART OF PLAYWRITING

      Learning Description

      Students will be introduced to the art and technique of playwriting by brainstorming possible emotions, relationships, and storyline extensions based on a familiar fairy tale.

       

      Learning Targets

      GRADE BAND: 2
      CONTENT FOCUS: THEATRE & ELA
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can contribute ideas to write a short play based on a familiar nursery rhyme.
      • I can play a role in acting out an original script.

      Essential Questions

      • How can we write a short play together based on a familiar nursery rhyme?  

       

      Georgia Standards

      Curriculum Standards

      Kindergarten:

      ELACCKW3 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. 

      ELACCKW5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. 

      Grade 1:

      ELACC1W3 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. 

      ELACC1W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 

      ELACC1SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

      Arts Standards

      Kindergarten:

      TAESK.2 Develop scripts through improvisation and other theatrical methods. 

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

      Grade 1:

      TA1.CR.2 Develop scripts through theatrical techniques. 

      TA1.PR.1 Act by communicating and sustaining roles in formal and informal environments.

       

      South Carolina Standards

      Curriculum Standards

      Kindergarten:

      W.MCC.K.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:

      W.MCC.1.3.1 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. 

      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.

       

      Key Vocabulary

      Content Vocabulary

      Character - A person, an animal, or an object in a story that has human qualities.

      Setting - The time and place of a story (when and where).  

       Plot - A series of related events that form a story.

      Arts Vocabulary

      Theatre - Dramatic literature or its performance; drama.

      Playwriting - The process of writing or composing a script to be performed by actors.

      Script - A story written in a format to be acted out, indicating what the characters say and do.

      Dialogue - The part of the text that the characters speak aloud to one another.

      Line - Words or sentences spoken by an actor.

      Stage Directions - Actions or emotions for the actor, usually included in parentheses before or after a line of text.

       

      Materials

      • Copies (on paper, or on one or more screens) of a familiar nursery rhyme, such as “Jack and Jill”
      • Flip chart, white board, or digital blank page for developing class script

       

      Instructional Design

      Opening/Activating Strategy

      Clap-Around  

      This warm-up exercise helps students connect to one another through collaboration and eye  contact.

      • Arrange students in a circular formation. 
      • Have students place their hands on their hips and bend their knees to make sure they are in a neutral position. 
      • Encourage students to punch with their arms from side to side (not moving feet). 
      • Begin the process by making eye contact with the first student and then clapping at the same time.  Instruct that student to turn to their other neighbor, make eye contact, and clap simultaneously.  That student continues the process.  Each student, in turn, passes the clap to the next student until the circle is completed.
      • Continue striving to keep the clap moving smoothly around the circle multiple times, with participants establishing eye contact and synchronizing the clap as it passes.

       

      Work Session

      Nursery Rhyme

      • Show students the selected nursery rhyme.  Read/recite it together. 
      • Ask students about the story elements:  “Who are the characters?  What is the setting?  What happens in the plot of the story?” (e.g., Jack and Jill; a hill, during the day; going to get water, then falling down).

      Playwriting

      • Tell the students that together the class will use a playwriting process to adapt this simple story into a script that the class can act out.
      • Ask students what happened first in the story.  Ask them to imagine what the characters might have said – this can be imagined, as it likely is not included in the nursery rhyme.  Select and write their ideas in script format.  (e.g., perhaps their mother said, “Children, we need water!”; Jill said, “Come on, Jack.  Let’s go.  I have the pail”; and Jack said, “But I’m playing with my toys!” etc.).  Elicit enough ideas to fill out a simple scene.  Explain that the class is generating dialogue, composed of lines for the individual characters.  Option: define, solicit, and include stage directions, of feelings or actions to help the actors know how to play the roles.
      • Repeat the process with other segments of the story (e.g., climbing the hill, then tumbling down).  Write out the students’ ideas in a way that all can see and follow.
      • As appropriate to the story, ask students to imagine what might have happened afterward, and then develop further dialogue for their idea (e.g., Jack and Jill are taken to the hospital).
      • Invite volunteers to come to the front to read and act out the script that the class generated.  Coach them in using voice and inflection to convey the meaning and emotions of the lines.  Prompt with lines as needed for emerging readers.  Allow several groups to do readings/performances (after several rounds, the students will be familiar with the script).

       

      Closing Reflection

      Ask:  “What is playwriting?  What is a script?  What is dialogue?  How did we add ideas to expand and fill out the story?  How did we act out our script for the story?  How is our script different from the original nursery rhyme?”

       

      Assessments

      Formative

      • Students are able to identify key elements of the story.
      • Students suggest additional ideas that are suitable to the story.

       

      Summative

      The class-generated script contains dramatic elements of character, setting, and plot. Students read and enact the script with enthusiasm and expression.

      Differentiation

      Acceleration:

      Have students work in groups to replicate the process with other familiar nursery rhymes.

      Remediation:

      In developing the script with students’ ideas, keep the lines short with simple vocabulary and clear emotions.

       ADDITIONAL RESOURCES

      http://www.teachingheart.net/readerstheater.htm - a site with numerous readers theater scripts available.

      *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 and updated by: Susie Spear Purcell and Barry Stewart Mann

      Revised and copyright:  June 2023 @ ArtsNOW

      Back to Modules

      Discover the Art of Playwriting K-2

      DISCOVER THE ART OF PLAYWRITING

      DISCOVER THE ART OF PLAYWRITING

      Learning Description

      Students will be introduced to the art and technique of playwriting by brainstorming possible emotions, relationships, and storyline extensions based on a familiar fairy tale.

       

      Learning Targets

      GRADE BAND: 2
      CONTENT FOCUS: THEATRE & ELA
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can contribute ideas to write a short play based on a familiar nursery rhyme.
      • I can take a role in acting out an original script.

      Essential Questions

      • How can we write a short play together based on a familiar nursery rhyme? 

       

      Georgia Standards

      Curriculum Standards

      Grade 2:

      ELACC2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 

      ELACC2W5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

      ELACC2SL4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

      Arts Standards

      Grade 2:

      TA2.CR.2 Develop scripts through theatrical techniques. a. Explore the dramatic writing process. b. Collaborate to generate story ideas.

      1. Develop dialogue based on stories (e.g. personal, imaginary, real). d. Develop character and setting through action and dialogue. e. Sequence plot events for dramatizations.

      TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments. a. Use imagination and vocal elements (e.g. inflection, pitch, volume, articulation) to communicate a character’s thoughts, emotions, and actions. b. Use imagination and physical choices to communicate a character’s thoughts and emotions.  c. Collaborate and perform with an ensemble to share theatre with an audience.  d. Explore character choices and relationships in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

       

      South Carolina Standards

      Curriculum Standards

      Grade 2: 

      2.W.MCC.3.1 Explore multiple texts to write narratives that recount a well-elaborated event or short sequence of events; include details to describe actions, thoughts, and feelings; use temporal words to signal event order; and provide a sense of closure.

      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.

       

      Key Vocabulary

      Content Vocabulary

      Character – a person, or an animal or object that has human qualities, in a story.

      Setting - The time and place of a story (when and where). 

      Plot - the series of related events that together form a story.

      Arts Vocabulary

      Theater - Dramatic literature or its performance; drama.

      Playwriting – the process of writing or composing a script to be performed by actors.

      Script – a story written in a format to be acted out, indicating what the characters say and do.

      Dialogue – the part of the text that the characters speak aloud to one another.

      Line – words or sentences spoken by an actor.

      Stage Directions – actions or emotions for the actor, usually included in parentheses before or after a line of text.

       

      Materials

      • Copies (on paper, or on one or more screens) of a familiar nursery rhyme, such as “Jack and Jill”
      • Flip chart, white board, or digital blank page for developing class script
      • Pencils 
      • Clip boards and lined paper

       

      Instructional Design

      Opening/Activating Strategy

      CLAP-AROUND

      This warm-up exercise helps students connect to one another through collaboration and eye  contact.

      • Arrange students in a circular formation. 
      • Have students place their hands on their hips and bend their knees to make sure they are in a neutral position. 
      • Begin the process by making eye contact with the first student and then clapping at the same time.  Instruct that student to turn to their other neighbor, make eye contact, and clap simultaneously.  That student continues the process.  Each student, in turn, passes the clap to the next student until the circle is completed.
      • Continue striving to keep the clap moving smoothly around the circle multiple times, with participants establishing eye contact and synchronizing the clap as it passes. 
      • Option:  Once the students have gained mastery of the Clap-Around activity, for an extra challenge try it with two starting points and two claps going around simultaneously.

       

      Work Session

      NURSERY RHYME 

      • Show students the selected nursery rhyme.  Read/recite it together. 
      • Ask students about the story elements:  “Who are the characters?  What is the setting?  What happens in the plot of the story?” (e.g., Jack and Jill; a hill, during the day; going to get water, then falling down).

      PLAYWRITING

      • Tell students that together the class will use a playwriting process to adapt this simple story into a script that the class can act out.
      • Ask students what happened first in the story.  Ask them to imagine what the characters might have said – this can be imagined, as it likely is not included in the nursery rhyme (e.g., perhaps their mother said, “Children, we need water!”; Jill said, “Come on, Jack.  Let’s go! I have the pail,” and Jack said, “But I’m playing with my toys!” etc.).  
      • Select and write their ideas in script format.  Put the character name on the left margin followed by a colon. Then write what the character says.  Skip a line on the page between different characters’ spoken lines  Elicit enough ideas to fill out a simple scene.  Explain that the class is generating dialogue, composed of lines for the individual characters.  Option: Define, solicit, and include stage directions, including feelings or actions to help the actors know how to play the roles. Place those in parentheses within the script.
      • Hand out clipboards with paper and pencils.  Have students copy the developing script, being sure to follow the playwriting format.
      • Repeat the process with other segments of the story (e.g., climbing the hill, then tumbling down).  Write out the students’ ideas in a way that all can see, follow, and copy.  Remind them to use their neat handwriting as they copy the script.
      • As appropriate to the story, ask students to imagine what might have happened afterward, and then develop further dialogue for their idea (e.g., Jack and Jill are taken to the hospital).
      • Invite volunteers to come to the front to read and act out the script that the class generated.  Coach them in using voice and inflection to convey the meaning and emotions of the lines.  Prompt with lines as needed for emerging readers.  Allow several groups to do readings/performances (after several rounds, the students will be familiar with the script).

       

      Closing Reflection

      Ask:  “What is playwriting?  What is a script?  What is dialogue?  How did we add ideas to expand and fill out the story?  How did we act out our script for the story?  How is our script different from the original nursery rhyme?”

       

      Assessments

      Formative

      • Students are able to identify key elements of the story.
      • Students suggest additional ideas that are suitable to the story.

       

      Summative

      • The class-generated script contains dramatic elements of character, setting, and plot.
      • The students’ copies of the script follow the prescribed playwriting format.
      • Students read and enact the script with enthusiasm and expression.

       

      Differentiation

      Acceleration:

      Have students work in groups to replicate the process with other familiar nursery rhymes.

      Remediation:

      In developing the script with students’ ideas, keep the lines short with simple vocabulary and clear emotions.

       ADDITIONAL RESOURCES

      http://www.teachingheart.net/readerstheater.htm - a site with numerous readers theater scripts available.

      *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 and updated by: Susie Spear Purcell and Barry Stewart Mann

      Revised and copyright:  June 2023 @ ArtsNOW

      Back to Modules