Acting Hot and Cold 3

Description
Students will explore heating and cooling through pantomime. By enacting the effect of sunlight on a snow man and growing seed, students will learn scientific information kinesthetically.
Students will explore heating and cooling through pantomime. By enacting the effect of sunlight on a snow man and growing seed, students will learn scientific information kinesthetically.
In this lesson, students will compare and contrast adjectives and adverbs. We will explore how acting out an adverb is easier than an adjective. While we can reach for the adjective, they are often difficult to physically demonstrate. As a trick for identifying the difference, we teach students to try to imagine acting them out.
"I Can" Statements
“I Can…”
Essential Questions
Curriculum Standards
Grade 2:
ELACC2L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Arts Standards
Grade 2:
TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments.
Curriculum Standards
Grade 2:
2WL.4:
Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
4.5 Use adjectives and adverbs, and choose between them depending on what is to be modified.
Arts Standards
Anchor Standard 3: I can act in improvised scenes and written scripts.
Content Vocabulary
Adjective - A word that modifies a noun. Adjectives often describe color, shape, size, smell, feel, emotion, or other intrinsic or temporary quality.
Adverb - A word that modifies a verb, an adjective, or another adverb. Adverbs often tell when, where, why, or under what conditions something happens or happened.
Arts Vocabulary
Pantomime - pretending to hold, touch or use something you are not really holding, touching or using; in the theatrical tradition, acting without words
Possibly, a whiteboard for brainstorming ideas
Opening/Activating Strategy
Ask students to recall which prompts were easier to do and which were more challenging. If necessary, review the list. Ask them to explain what made the actions easier or harder to do. Elicit, and/or guide them to the notion that words that told how to do something might have made it easier to act out the idea.
Work Session
Extension: Have students fold a piece of paper in half, and on one side draw a picture of their phrase with an adjective, and on the other a picture of their pantomime phrase with an adverb. Reflect on how, when drawing, the adjective is likelier easier to convey than the adverb.
Classroom Tip: This lesson will have to be carefully delivered so as not to further confuse students. Using adjectives and adverbs can help us to better act out a phrase. But adverbs, because they focus on the action word. are easier to act out than the adjectives. Therefore, ‘actability’ might be one test we use to determine if a word is an adjective or an adverb.
Closing Reflection
Ask students to restate the definitions of adjectives and adverbs.
Ask students which were easier to act out – adjectives or adverbs – and why.
Ask students to reflect on how they used their bodies (hands, arms, legs, full bodies, faces, eyes) through pantomime to act out their chosen phrases.
Formative
Summative
Assign various addition problems to the students at the level reflected in the lesson, and gauge their ability to visualize and complete the problems.
DIFFERENTIATION
Acceleration:
Remediation:
ADDITIONAL RESOURCES
Hairy, Scary, Ordinary: What is an Adjective?, by Brian P. Cleary
Quirky, Jerky, Extra Perky: More About Adjectives, by Brian P. Cleary Many Luscious Lollipops, A Book About Adjectives, by Ruth Heller If You Were an Adjective, by Michael Dahl Dearly, Nearly, Insincerely: What Is an Adverb?, by Brian P. Cleary Lazily, Crazily, Just a Bit Nasally: A Book About Adverbs, by Brian P. Cleary Up, Up and Away: A Book About Adverbs, by Ruth Heller Suddenly Alligator: An Adverbial Tale, by Rick Walton |
*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 updated by Barry Stewart Mann
Revised and copyright: August 2022 @ ArtsNOW
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