Interactions Affect Perspectives

How can our interactions with people, animals, and the environments around

us affect our perspective?

Stephanie Galik

Fremont Elementary - 2nd grade

December 14, 2013

Standards Arts Content

4.0 Aesthetic Valuing

Critical Assessment of Theatre

4.1 Critique an actor’s performance as to the use of voice, gesture, facial expression, and movement to create character

4.2 respond to a live performance with appropriate audience behavior.

5.0 Connections, Relationships, Applications Connections and Applications 5.1 use problem-solving and cooperative skills in

dramatizing a story, a current event, or a concept from another subject area.

Standards CC Content

Reading 2.1 Ask and answer such questions as who, what where, when, why, and how to demonstrate understanding of key details in a text.

Writing 2.1. Write opinion pieces in which they introduce

the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Listening and Speaking 2.2 Recount or describe key ideas

or details from a text read aloud or information presented orally or through other media.

Integrated Learning Outcome Students will be able to write a

letter to our principal giving their opinion on three ways we could improve our school based on the texts we have read. Students will then plan and practice a tableau of their letter.

Creative Process: Imagine/Examine/Perceive

Students will practice pantomiming action words (verbs) from the texts read. (CRA 5.1)

Creative Process: Explore/Experiment/Develop Craft

Students will plan, practice, and perform their tableaus based on assigned scenes/pages from previously read texts. (CRA 5.1)

Students in the audience will practice appropriate behavior and critique the performances. (AV 4.1 and 4.2)

Creative Process: Explore/Experiment/Develop Craft

Students will plan, practice, and perform their tableaus based on assigned scenes/pages from previously read texts. (CRA 5.1)

Students in the audience will practice appropriate behavior and critique the performances. (AV 4.1 and 4.2)

Science: Natural Resources

Creative Process: Explore/Experiment/Develop Craft

Students will plan, practice, and perform their tableaus based on assigned scenes/pages from previously read texts. (CRA 5.1)

Students in the audience will practice appropriate behavior and critique the performances. (AV 4.1 and 4.2)

The Giving Tree

Creative Process: Explore/Experiment/Develop Craft

Students will plan, practice, and perform their tableaus based on assigned scenes/pages from previously read texts. (CRA 5.1)

Students in the audience will practice appropriate behavior and critique the performances. (AV 4.1 and 4.2)

The Giving Tree

Creative Process: Create

Students will write an opinion letter to the principal suggesting 3 ways to improve the school based on our readings.(W 2.1)

Students will plan and practice their tableau depicting their 3 suggestions to improve the school.(CRA 5.1)

Creative Process: Reflect/Assess/Revise

Students will reflect on their tableau by completing the self-reflection form.

Students will critique performances based on their created rubric. (AV 4.1)

Theater Performance  

Worked together during practice.

Yes No

Narrator used a loud voice. Yes No Everyone participated. Yes No Actions matched the words. Yes No Audience  

Looked at the actors. Yes No Sat up, looked attentive, quiet.

Yes No

Applauded at the appropriate time.

Yes No

Summative Reflection: Teacher Comments

What I loved! I was surprised by how

I wonder if I….

creative the students were in coming up with their actions.

had been more flexible and allowed the students to form their own groups (number of people to match the number of parts they needed).

3. Arc tbc stlldcms coostrueting and demonstrating their understanding, lhrougb anan form7

CREATIVE PROCESS

4. Arc the stlldcms engaged in a proccss of crcatisomething original as opposed to copying or parroting?

5. Will thc students =isc their pmJCtS?

8. Arc tbcrc objectives in bo1h tbc an form and another pan of the curriculwn ar a oonccm!nccd?

9. Have tbc objectives c,,oh•cd since the la5t time the studcnts cng;igcd with

this subjcct maner?

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This lesson was the result of the work done at the Arts Every Day workshop offered through the Fresno County Office of Education.