Celebrate Cells 5
![](https://s3-us-west-2.amazonaws.com/artsnowheaders/celebrate-cells-5.jpg)
Description
In this lesson we will personify the parts of the cell physically and vocally.
In this lesson we will personify the parts of the cell physically and vocally.
Students will become a part of a cell by examining cell diagrams. Each student will use their body, voice and movement to become a particular part of the cell. After they own the character or cell, they are paired up to create dialogue between the different parts of the cell. Short, two part scenes explore the cell parts as well as their purpose and attributes as Cell Talk bring the cell to life before the students very eyes. Through embodying the parts of animal and plant cells, students get a more in depth understanding of their functions. They explore the cell world from the point of view of its parts.
In this lesson, students use photos that relate to the American Civil War 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 heard about the American Civil War 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.
"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.
Essential Questions
What impact does a photograph have on our perception of a society and/or historical event?
How can theatre techniques help me better understand the American Civil War?
Curriculum Standards
Grade 4:
SS4H5 Explain the causes, major events, and consequences of the Civil War.
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.
Curriculum Standards
Grade 4:
Standard 4: Demonstrate an understanding of economic, political, and social divisions during the United States Civil War, including the role of South Carolina between 1850–1870.
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.
Content Vocabulary
Arts Vocabulary
Dialogue - The conversation or interaction between characters in a written work
Opening/Activating Strategy
Classroom Tip: This activity works best in an open space with room for students to move.
Work Session
NOTE: Instead of improvising scenes, students can write a script for their scene and present it to the class.
Closing Reflection
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
Acceleration:
Remediation:
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: Susie Spear Purcell. Updated by Katy Betts.
Revised and copyright: June 2024 @ ArtsNOW
Students explore the attributes of classifying animals by physically becoming and verbally exploring an organism by looking at a photo of it. They are able to step outside of their organism personality and then become "Classification Experts" on the game show "Connect Your Animal" where they help reunite lost animals with their families. Students will use scientific inquiry to classify their own organism as well as help each game contestant classify theirs. When students go through the process of classifying each organism as if they are scientists they become experts on classification.
This lesson invites students to explore the life of Paul Revere through the lens of an illustration of the Midnight Ride. Using the image as a springboard, students write and enact a poem illustrating the event. This exercise is a wonderful tool to increase presentation skills, empathy and ensemble in your classroom.
"I Can" Statements
“I Can…”
Essential Questions
Curriculum Standards
Grade 4:
SS4H1 Explain the causes, events, and results of the American Revolution.
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.
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.
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.
Content Vocabulary
Arts Vocabulary
Opening/Activating Strategy
*Classroom Tips: This activity works best in an open space with room for students to move.
Work Session
Closing Reflection
Formative
Teachers will assess students’ learning by observing students’ responses to class discussion and observing students’ engagement with the photographs through their writing.
Summative
CHECKLIST:
Acceleration:
Remediation:
*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
Revised and copyright: June 2024 @ ArtsNOW