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

Back to Modules

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

 

Back to Modules

The Gene Connection Show 4-5

THE GENE CONNECTION SHOW

THE GENE CONNECTION SHOW

Learning Description

Students will discover the difference between inherited traits and learned behaviors by bringing the traits to life in a game of charades. Next, students will demonstrate knowledge of recessive and dominant traits as they help the Egg, Cantaloupe and Ball families create their offspring in “The Gene Connection Show”. Learning will deepen through role playing as students place themselves inside the standards and learn from the inside out.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can accurately identify dominant and recessive genes.
  • I can recognize the difference between inherited traits and learned behaviors,
  • I can accurately act out assigned inherited traits and learned behaviors.

Essential Questions

  • How can theatrical techniques help us understand genetics on a deeper level?
  • What is the difference between inherited traits and learned behaviors?

 

Georgia Standards

Curriculum Standards

Grade 5: 

S5L2. Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.

  1. Ask questions to compare and contrast instincts and learned behaviors. b. Ask questions to compare and contrast inherited and acquired physical traits. (Clarification statement: Punnett squares and genetics are taught in future grades.)

Arts Standards

Grade 5

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

TA5.CR.2 Develop scripts through theatrical techniques.

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

 

South Carolina Standards

Curriculum Standards

Grade 3: 

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have inherited traits that vary within a group of similar organisms.

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

  • Heredity - Passing of traits from parents to offspring during reproduction Inherited trait
  • Traits - Passed on from parents to offspring that are controlled by genes
  • Instinct - A way of acting that was passed onto you by your parents; inherited behaviors are called instincts
  • Learned behavior - Behavior that develops from observation or instruction rather than being passed down by heredity
  • Offspring - New organisms that have come from parents that have reproduced
  • Organism - A living thing
  • Trait - Characteristic of an organism, physical characteristics
  • Dominant trait - A genetic factor that blocks another genetic factor
  • Recessive trait - A genetic factor that is blocked by the presence of a dominant factor
  • Genes - The basic building blocks of heredity; they contain information about what kind of traits you will have

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • Character - A person, an animal or other figure assuming human qualities, in a story
  • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
  • Ensemble - All the parts of a thing taken together, so that each part is considered

 

Materials

  • Recessive and dominant gene cards (four of each)
  • Optional game show music
  • Index cards illustrating inherited traits and learned behavior for charades

 

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.
  • Tell students that they will be using movements to help them remember vocabulary from the lesson. Every time students hear the vocabulary word, the class will use the movements.
    • Teach the following vocabulary movements: 
      • Inherited Traits
        • “in” - hands on both hips (parent)
        • “herited” - both hands out as if giving then make arms as if holding a baby (giving to offspring)
        • “trait” - point to eye (eye color)
      • Learned Behavior
        • “learned” - point to temple with right pointer finger
        • “behavior” - pretend to be texting on the phone
      • Recessive
        • “re” - hands curl back towards body
        • “cessive” - make the number two with right hand
      • Dominant
        • “do” - two muscle arms
        • “mi” - one finger up on right hand
        • “nant” - two fingers up on right hand

 

Work Session

Remind students that every time they hear the terms inherited trait, learned behavior, recessive and dominant, they should use their bodies to make the movements that they learned in the activator. 

 

INHERITED TRAITS VERSUS LEARNED BEHAVIORS 

  • Ask students to describe themselves in five characteristics.
  • Have them circle their favorite and ask them to show it with a sound and movement simultaneously on a count of three.
    • Now ask students to look at their list and see how many of their descriptions could also describe someone in their family.
      • For example, probably only a few, if any, family members like to skateboard…but one parent might have blue eyes. Tell students that their eye color comes from your parents; however they learned to skateboard.
      • Traits are physical attributes. Behaviors are actions.
      • Humans and other animals are a mix of characteristics from their parents and behaviors they learned on their own.
      • A physical characteristic that is passed from a parent to their offspring is an inherited trait. For example: Eye color, skin color, hair color, dimples, freckles, height, etc.  Ask students, “Are your earlobes attached to or detached from the side of your head? The shape of your ear lobe is an inherited trait.”
      • A behavior is a way of acting. Behaviors can be inherited, too. Inherited behaviors are called instincts. Many animals are born with instincts that help them survive. Ask students if they can think of any animal instincts.
      • When the weather turns chilly in the fall, animals prepare for the winter by instinct. Some animals head for warmer climates during the winter. Other animals find a safe spot and curl up for a long sleep. No one taught these animals how to survive winters. They know what to do by instinct.
      • Ask students if they are better at using technology than some of the adults in their family. If so, they learned how to do this. They did not inherit this behavior from their parents.
      • Tell students that we do many many learned behaviors that help us every day. These behaviors include things like how to make a sandwich, use a computer, and be polite to others.

 

INHERITED TRAITS VERSUS LEARNED BEHAVIOR CHARADES 

  • Give each student a 3x5 card. On the card, students will write a trait or behavior. Collect all cards and put them in a bucket/bag/box.
  • Ask a student to come to the front of the classroom and pick a card.
  • Have students act out the trait/behavior on the card and ask other students to guess what it is.
  • Then ask students to decide if it is an inherited trait or a learned behavior.

 

HEREDITY REVIEW 

  • Tell students that we can see that many of our traits are inherited and predetermined. For example, we can’t decide what color eyes we want to have then make them that color, can we?
    • We know that inherited traits are passed down from parents to offspring.
    • Heredity is the passing on of traits and physical features from parents to their children. Our parents pass these traits and features on to us through their genes.
    • Genes are the tiny sets of instructions in each human cell that determines inherited physical features and other traits. We get them from our parents. They help make us who we are. They affect how our body grows or looks and how you do things (artistic genes, mind for math). They carry information that helps make you who you are: curly or straight hair, long or short legs, even how you might smile or laugh, are all passed through generations of your family in genes.
    • Genetics is the branch of science that studies how traits are passed down from one generation to another. Humans have 23 sets of chromosomes in each cell in their body. Traits like a person's height, eye and hair color, and intelligence are all examples of those things that are determined by a person's genes. The code is found on a double strand that is known as DNA.
      • For example, if both of your parents have green eyes, you might inherit the trait of green eyes from them. Or, if your mom has freckles, you might inherit that trait and have freckles. And genes aren't just in humans — all animals and plants have genes, too.

 

RECESSIVE VERSUS DOMINANT GENE REVIEW 

  • Tell students that now you will look at how genetics actually work.
  • For example, let’s say you have green eyes but your sister has brown eyes. It’s a little complicated…let’s draw it out.
    • When it comes to eyes, each person gets two eye color genes—one from your mother and one from your father. That means you can end with two genes that are the same color or two genes that are different colors—Like two green genes or two brown genes or one green and one brown.
    • What do you think happens if you have two dark brown genes (you have brown eyes)?
    • What do you think happens if you have one brown gene and one green gene (one green eye and one brown eye)? No! You will have two brown eyes. The dark brown eye genes are dominant genes, which means that they are stronger than green genes. The green eyes are the recessive genes. That means that they are weaker and only show up when there are two of them.
    • These equations are a great way to remember who wins in the gene game:
      • R + R = R
      • D + D = D
      • R + D = D

 

GENE CONNECTION SHOW 

  • Tell students that now they will help the Egg family, the Melon Family and the Ball Family.
  • Each family is going to have a baby and the class will help them determine what their baby will look like based on what they look like and what their genes look like.
  • Students will determine the following characteristics of their baby egg: hair color, hair type, dimples or no dimples, free or attached earlobe, freckles or no freckles or eyebrow shape.
  • Tell students that the gene cards that the parents carry will inform the class of the outcome, but they need to know if the genes are dominant or recessive to know which gene wins out and gets to the baby of the family.
  • Let’s play “The Gene Connection Show”!
    • Tell students that a deck of cards has been dealt to each family.
    • Starting with the Egg family, ask for two volunteers to be Mr. and Mrs. Egg.
      • Hand out Mr. Egg cards (hair type, hair color, dimples) and Mrs. Egg cards (hair type, hair color, dimples).
      • Draw an oval egg on the board between them as they decide which traits will be passed down to the baby egg. Every time a decision is made on a trait, ask a student to put the correct equation on the trait.
    • Repeat this process with the other two families of volunteers for the Melon Family and the Ball Family.

 

Closing Reflection

  • Close the lesson with a ticket out the door. Ask students to go back to their list of five characteristics from the beginning of the lesson. They should now write down which are inherited traits and which are learned behaviors (and which might be a combination!).
  • Have students share with a neighbor. Remind students to explain why they classified each characteristic as they did.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator and students’ ability to act out and identify traits versus behaviors.

 

Summative

CHECKLIST

  • Students can accurately identify dominant and recessive traits.
  • Students can recognize the difference between inherited traits and learned behaviors.
  • Students can accurately act out assigned inherited traits and learned behaviors.

 

DIFFERENTIATION 

Acceleration: 

  • Have students create their own questions and answers for the Gene Connection Game.
  • Have students improvise or write a scene in which inherited traits, learned behaviors, dominant traits, and recessive traits are all characters.

Remediation: 

  • Provide visuals/charts for students to help students understand the concepts of inherited traits, learned behaviors, and dominant and recessive traits.
  • Chunk lesson and debrief with students after each activity.

*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

Theatrical Teamwork K-1

THEATRICAL TEAMWORK

THEATRICAL TEAMWORK

Learning Description

Challenge your students in a brand new way as they work collaboratively to explore critical thinking, creative problem solving, and team work with basic theatrical techniques!

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can collaborate with others to accomplish a goal.
  • I can interact with others to explore ideas and concepts, communicate meaning, and develop ideas through collaborative conversations.
  • I can build upon the ideas of others to clearly express my own views while respecting the ideas of others.

Essential Questions

  • How can theatre techniques help us collaborate with each other?
  • How can working together help us accomplish our goals?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKSL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.

ELAGSEKSL6 Speak audibly and express thoughts, feelings, and ideas clearly.

 

Grade 1:

ELAGSE1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

ELAGSE1SL3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Arts Standards

Kindergarten:

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

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

 

Grade 1:

TA1.CR.1 Organize, design, and refine theatrical work.

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

 

South Carolina Standards

Curriculum Standards

Kindergarten:

ELA.K.C.8.1 Participate with peers and adults in structured discussions and routines about grade-appropriate topics and texts: a. enter a conversation by greeting, taking turns, and responding to others with statements, phrases, and/or questions; and b. consider the ideas of others while engaging in conversations.

ELA.K.C.9.1 Ask and answer questions in conversation on a topic.

 

Grade 1: 

ELA.1.C.8.1 Participate with peers and adults in structured discussions and routines about grade-appropriate topics and texts: a. enter a conversation by greeting, taking turns, and responding to others with statements, phrases, and/or questions; and b. consider the ideas of others by restating what they say during conversations.

ELA.1.C.9.1 Listen to others to ask and answer questions on a topic.

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

  • Collaboration - The process of two or more people working together to achieve a common goal by sharing knowledge, learning, and building consensus
  • Diverse perspectives - The variety of viewpoints, experiences, and ideas that individuals from different backgrounds, cultures, and life experiences bring to a discussion or decision-making process

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • 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
  • Improvisation - A creation that is spoken or written without prior preparation
  • Ensemble - All the parts of a thing taken together, so that each part is considered
  • Conductor - The director of an orchestra or symphony
  • Signal - Non-verbal cue

 

Materials

  • Whiteboard
  • Markers
  • Blank index cards
  • Clipboards, paper and pencils
  • Balloon or beach ball

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: This activity works best in an open space with chairs around the perimeter of the room. 

 

    • 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.
    • UP IN THE AIR: This ensemble building warm-up is a good exercise to keep coming back to throughout the year. You will see how your students start to work as a team as the school year passes. You can use a balloon, beach ball, etc. for this activity.
      • Arrange students in a circle.
      • Explain that the goal of the activity is to keep the balloon or ball in the air. The balloon/ball cannot hit the floor. A player cannot hit the balloon/ball twice in a row.
      • Ask students to help you come up with some guidelines for the game. All players must agree on the guidelines. Post these where the class can see them (such as written or typed on a smart board).
      • Tap a balloon or beach ball into the air!
      • Allow students to continue tapping the balloon or ball without it hitting the floor. (No one can hit the balloon two times in a row, but he or she can hit the balloon more than once in the sequence.)
      • All students must audibly count to ten; the goal is to keep the balloon from hitting the floor before the number ten is reached. If the balloon hits the floor, the process must be repeated.
      • At the end of the activity, ask students to reflect on how they had to work together to achieve their goal.
  • Modifications: Students can also sit in a circle on the floor and roll a ball from student to student instead of tapping a balloon or ball in the air. Reduce the number from ten to five.

 

Work Session

ORCHESTRAL THEATER: This exercise invites students to discover the actor or actress within!

  • Ask students to define the word conductor. Ask students for some examples of conductors (e.g., Bach, Debussy, Liszt, Beethoven).
  • Discuss this role and identify what signals he/she uses to tell the musicians to slow down, speed up, get louder and softer, and eventually stop. Show students a segment of an orchestral performance and discuss the body language, postures, signals, etc. that students notice.
  • Arrange students in groups of three. One student will be the conductor and the other two will be the orchestra.
  • Tell the students who are the conductors to think of a name for themselves.
  • One at a time, each conductor will come forward and choose two cards.
  • Each card will have a topic with suggestions for unusual instruments (drumbeat on a cup, etc.).
  • The conductor will give each member of his or her orchestra one of the peculiar instruments to play or be. The conductor may use the suggestions on the card or make up his/her own instrument. 
  • The orchestra members will use a sound and a movement to create/play this instrument. Give students a designated amount of time to create a musical composition.
  • Tell students that the conductor will need to use signals to indicate whether the orchestra members should play faster or slower, louder or quieter, simultaneously or individually (eye contact and focus are important for both the conductor and the instruments). They cannot use words.
  • Finally, the conductor and orchestra will generate a name for the piece of music.
  • Each group will perform their musical composition for the class. Teacher note: Discuss appropriate audience participation and etiquette prior to performances.
  • The conductor should introduce him or herself with their chosen name and the name of the composition.
  • After the performance, all students should take a bow and the audience should applaud.
  • Debrief the process with students asking questions such as what was easy about the exercise and what was challenging. Was it easy or hard to lead (the conductor)? To follow (the orchestra)? Why?

GROUP POEM: This exercise allows students to vocalize their thoughts as a group. It enhances and strengthens the ensemble. The poem can be based on any theme that you wish to explore with your students. You can tie your theme to a particular issue that your class is dealing with, such as teamwork, a unit of study, or an attribute that you are exploring.

 

Theme based:

  • Have students sit in a circle.
  • Discuss what it means to collaborate and respect diverse opinions. Ask students for examples of what this might look like. Establish agreed-upon guidelines for the activity and post them somewhere that everyone can see so that the class can refer back to them if needed.
  • Tell students to call out the first thing that comes to their minds when you say a particular word such as ”heart”.  Listen for answers and then call out another word such as “love”.
  • Once the students feel free to talk and explore, head toward the theme. (Option: Start with low-stakes words such as “candy” to help the group get comfortable sharing. Then, transition to deeper words like “heart” or “love”.)
  • Tell students that now you are going to start a phrase and they should finish it for you (based on your chosen theme).
    • Examples: “It's hard to be kind when……” or “Saying sorry means…..”
  • Write down answers as they are called out. Make sure to scribe word for word.
  • Read the title (“It’s hard to be kind when”) and then read all of the student’s comments aloud in poem form.
  • Type the poem up and display it for students on the following day.

 

Person to Person:

  • Discuss what it means to collaborate and respect diverse opinions. Ask students for examples of what this might look like. Establish agreed-upon guidelines for the activity and post them somewhere that everyone can see so that the class can refer back to them if needed.
  • Say to students, “We all have things we want to tell people in our lives but don’t always feel comfortable saying to them in person. if you could say anything to a particular person (ie, your mom, dad, teacher, friend, etc.) Who would you speak to?”
  • Allow time for students to reflect.
  • Say to students, “Let's all talk to the same person today–to tell that person something that you don’t feel comfortable telling them face to face or you just haven’t ever told them before.”
  • Ask students, “Who are some people you might want to talk to?”. Allow time for answers and write them down.
  • Tell students that now you will take a vote to see who we will all talk to today.
  • Call out a list and have everyone vote one time.
  • Teacher: “Today we are going to talk to…..(the principal). Let’s title our poem, “Students to Principal”.” (Insert the appropriate people based on your students and the person they voted to talk to.)
  • Ask students to now close their eyes and think about standing in front of this person, face to face. Ask students to volunteer to share with the group what they would say to them.
  • Write down answers as they are called out. Make sure to scribe word for word.
  • Read the title (“Students to Principal”) and then read all of the student’s comments aloud in poem form.
  • Type the poem up and display it for students on the following day.

 

Closing Reflection

  • Allow students to reflect on the process by asking them to share something that was interesting to them about the lesson, something they noticed about themselves or that was challenging for them in the lesson, and one question or comment they have about the lesson.
  • Provide time for students to either share with the whole class or with a partner.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, contributions to group activities, and collaboration with classmates.

 

Summative

CHECKLIST

  • Students can collaborate with others to accomplish a goal (up in the air, orchestral theatre and collaborative poems).
  • Students can interact with others to explore ideas and concepts, communicate meaning, and develop ideas through collaborative conversations.
  • Students can build upon the ideas of others to clearly express their own views while respecting the perspectives of others.

 

DIFFERENTIATION 

Acceleration: 

  • Arrange students in collaborative groups for poems so that students can work at their own pace.
  • Have students complete a written/illustrated reflection that builds upon the ticket out the door.
  • Let this lesson launch into a narrative writing piece about a time that students had to use teamwork and collaboration to accomplish a goal.

Remediation: 

  • Spend time unpacking the activities with examples. Provide examples of responses for the group poem and the person to person poem.
  • Arrange students in collaborative groups so that students can work at their own pace.

*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: July 2024 @ ArtsNOW

 

Back to Modules

This Land is My Land, This Land is Your Land 2-3

THIS LAND IS MY LAND, THIS LAND IS YOUR LAND

THIS LAND IS MY LAND, THIS LAND IS YOUR LAND

Learning Description

In this lesson, students will assume characters in a class drama centered around preserving the environment. Students will step into roles as different living things that inhabit a forest habitat. Students will then participate in a role drama where they improvise dialogue and analyze environmental concepts. In the class drama, the teacher steps into the role as a developer and announces that he/she intends to take down the forest and build a factory. Students in turn defend their habitat and attempt to persuade the developer to leave their home as it is. Through persuasive writing and role-playing students explore their own understanding of the environment.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: THEATRE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can explain how deforestation will negatively impact the forest habitat.

  • I can use tableau to demonstrate a forest habitat and the effects that deforestation would have on it.

Essential Questions

  • How can drama be used to promote awareness and understanding of the environment?

  • How do humans cause change to their environment?

 

Georgia Standards

Curriculum Standards

Grade 2: 

S2E3. Obtain, evaluate, and communicate information about how weather, plants, animals, and humans cause changes to the environment.

 

Grade 3: 

S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.

Arts Standards

Grade 2:

TA2.CR.1 Organize, design, and refine theatrical work.

TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

Grade 3:

TA3.CR.1 Organize, design, and refine theatrical work.

TA3.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

Grade 3: 

3-LS4-4. Make a claim about the effectiveness of a solution to a problem caused when the environment changes and affects organisms living there.

Arts Standards

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

  • Conserve - To protect

  • Endangered species - A species of organisms facing a very high risk of extinction
  • Environment - The things, both living and nonliving, that surround a living thing
  • Natural resources - Materials that occur in nature and can be used for economic gain such as minerals, forests, water, and fertile land
  • Pollution - Anything in the environment that can harm living things or damage natural resources
  • Preservation - To keep alive or in existence
  • Recycle - To reuse a resource to make something new

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama

  • 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

  • Actor’s neutral - A neutral position which includes a good center of balance, aligned posture, and no unconscious areas of tension in your neck, shoulders, or spine.

  • Teacher-in-role - Technique in which the teacher assumes a role in relation to the students to help develop the lesson 

 

  • 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

 

Materials

  • Anchor chart paper 
  • Markers 
  • Paper 
  • Pencils

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Use cueing methods when directing tableaux in your classroom, such as “3-2-1- Freeze” and “3-2-1- Action”. Make your expectations for when students step into their role drama explicit. Go over the guidelines before the drama begins. If necessary, post them somewhere visible so that students can refer back to them. 

 

  • 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.
  • Introduce tableau to students.
    • Arrange students in small groups.
    • Explain to students that tableau is a “living picture” in which actors pose and freeze in the manner of a picture or photograph.
    • Tell students that you will say a word or phrase and the group must form a tableau of that word or phrase.
    • Say various objects, like “triangle”, or scenarios, like “eating dinner at a restaurant”. Groups should then form the various scenarios within their groups silently. 
  • Debrief the activity and tell students that they just engaged in a theatre technique called tableau. It is a“living picture” in which actors pose and freeze in the manner of a picture or photograph.
  • Have students return to their seats.

 

Work Session

  • Review the following concepts with students: Pollution, conservation, reduce, reuse, recycle, litter, preservation of the environment, natural resources, etc. 
  • Tell students that they will be using tableau to learn about these concepts. They will be transforming the classroom into a forest habitat.
  • Students should brainstorm what they may find in a forest–discuss the animals, plants, and other things that they might see in this habitat. Show pictures of forests and forest animals for students who might not have been to a forest before. Create a list on a smart board for students to see.
  • Tell students that they will be using tableau to bring their forest to life.
    • List out the items students named. As you read them, ask students to become the object.
    • Continue the process until everyone in the class has become a part of the tableau  
    • Now ask students to create sounds for the setting they have created (birds chirping, leaves rustling, etc.).
  • Exploring their characters:
    • Tell students that now they will step into the role as the character they dramatized in the class tableau.  
    • Prompt students to silently walk around the room (or move like their object–e.g., a tree swaying in the breeze) in character exploring their character’s movements.
    • Prompt students to imagine their character can speak; students should explore their character’s voice by introducing themselves to one another in-role.  
  • Tell students that the teacher is going to step into role as a character. Your character will be a developer who is looking to take down the forest and build a factory that makes plastic lawn chairs.
  • Enter the scene and tell the forest what you are going to do as the developer.
  • Students remain in role as forest characters and speak to the developer explaining how taking down the forest will impact their environment. 
  • The developer exits and the role drama pauses. 
  • Discuss the effects that deforestation would have on the forest habitat.
  • Resume the tableau–this time imagine that the forest has been taken down. Students should now create a tableau that shows their character after the forest has been removed.
  • Discuss how students are showing the effects of deforestation in their tableau.

 

WRITING IN-ROLE: 

  • Students will then write a persuasive letter to the developer attempting to stop him/her from taking down the forest. 
  • Students will share their letters with a partner. 

 

PRESS CONFERENCE:

  • Select four or five students to step onstage in-role as their forest character to persuade the developer to not take the forest down.
  • The remaining students step into roles as reporters. Reporters ask the onstage characters “Why?” questions (ex: Why are the trees so important? Why should we stop the developer? Why will this hurt the environment?).

 

Closing Reflection

  • Close the lesson with a 3-2-1 ticket out the door. Students should write down three things that they found interesting about the lesson, two things they learned, and one question that they have.
  • Provide time for students to share with a partner.

 

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, review of content vocabulary, participation in forest habitat tableau, writing in-role, and questions/answers in the “press conference”.

 

Summative

CHECKLIST

  • Students can explain how deforestation will negatively impact the forest habitat.
  • Students can use tableau to demonstrate a forest habitat and the effects that deforestation would have on it.

 

DIFFERENTIATION 

Acceleration: Have students conduct the same process exploring other ways that humans can impact their environments (such as water pollution).

Remediation: 

  • Provide character cards with pictures for students. The character cards would have items that could be found in a forest, such as a pine tree. Using the picture, help students think about how they could use their body to become a pine tree.
  • Allow students to orally explain how deforestation would impact their character rather than writing a letter.

 

 

*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: Jessica Rosa Espinoza. Updated by Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

Back to Modules