|
|
Arts
Lesson Plan
|
Date
submitted:
8/15/2009
|
|
Author:
|
School:
|
Kathleen Vindasius
|
Sorensen Elementary
|
|
Title:
|
Grade
Level:
|
Arts
Discipline:
|
|
Kathleen Vindasius's
|
2nd
|
language arts, science, vocabulary, art
|
|
Lesson
Overview/Description:
|
|
Students will read a story "Henry and Mudge...Under the Starry Night" and learn the vocabulary that goes along with the story and sience unit. The students will create a story about them spending the night in the woods on a cmaping trip. What would they see, hear, do, etc? After they write their story the students will create a theatrical performance with a group and perfrom the written story. Students can create costumes or backdrops if time allows for their production.
|
|
|
Idaho
Content Standards:
|
|
Humanities:
Specific Content Standard goals/objectives achieved in lesson
|
|
Standard
1:
Historical and Cultural Contexts
|
Standard
2:
Critical Thinking
|
Standard
3:
Performance
|
|
k-3.T.1.1.1 Identify a dramatic presentation as belonging to the past or present.
k-3.T.1.1.2 Identify elements of theater in everyday life, such as relationships (characters), clothes (costumes), locations (setting), and plot (story).
k-3.T.1.2.2 Compare a written story with a dramatic performance of that same story.
|
|
k-3.T.2.1.1 Use drama as a form of communication
k-3.T.2.1.4 Discuss the meaning of a performance
k-3.T.2.2.2. Identify the beginning, middle, and ending of dramatic performances
k-3.T.2.2.4 Express perference for the various apsects of a dramatic performance
|
|
k-3.T.3.1.1 create characters, environments, and situatios for dramatization
k-3.T.3.1.2 vary movement vocal pitch, tempo, and tone for different characters
k-3.T.3.2.1 use dialogue to tell stories
k-3.T.3.2.2 interact in imaginary situations
|
|
Integration
Focus:
What is the reason for integrating these disciplines?
|
|
2.LA.2.1.2 Participate in connecting the information and events in texts to self, to the world, and to other texts.
2.LA.2.2.3 Identify facts and sequence important information from expository text into a logical order to retell facts.
2.S.5.1.1 Compare and contrast man-made and natural environments. (566.01.a)
|
|
|
|
Learning
Targets:
What
you want students to know and be able to do as a result of learning process
|
Assessment
Criteria:
The
observable traits and dimensions of meeting the learning target—what it looks,
sounds, or feels like when the student demonstrates this newly acquired
knowledge or skill.
|
|
The students will be able to retell the story using specific facts from the beginning, middle, and end of the story
|
In writing I will check to make sure the students can correctly find the big ideas from the beginning, middle, and end of each story
|
|
Students will be able to create their own piece of writing following the guidlines provided to them.
|
Working with a rubric students will create their own theatrical performance of being out in the woods on a camping trip.
|
Students will be able to create characters and settings for their performances based from characters in their stories.
|
Students can develope these characters by basing them off of friends, family memebers, or other characters in other books
|
|
|
|
|
|
|
Responding/Reflecting:
Guiding Questions before, during and after the lesson activity that help
students build critical thinking skills, link big ideas with
historical/cultural resources, and reflect on and assess their own and other’s
art.
|
|
1.
Describe
|
2.
Analyze
|
|
What is one way the author devloped Henry and Mudge and their camping trip?
|
Where does the beginning of the story take you? The middle? The end?
|
|
How does the author develope the characters in the story?
|
Reflect on a camping trip or overnight of your own.....what made it special/memorable?
|
|
|
How will you create a story with a central theme and stay within that theme?
|
|
3.
Interpret
|
4.
Evaluate
|
|
What did the author do to make the characters so wonderful?
|
How did your characters develope?
|
|
What did the author do to make the situtation and problems so real?
|
How did your story start, and end?
|
|
|
|
|
Learning
Sequence:
Indicate steps needed to achieve learning targets
Note
Idaho Humanities Content
Standard/student
artistic process
element
addressed in each step
|
|
1.
After reading Henry and Mudge, start on your own theatrical performance of a cmaping trip
Check for
understanding by:
In-process assessment of student learning through questions, self reflection,
teacher scan, peer sharing, checklist, or other assessment tools
checklist/rubric, peer and self reflection
|
|
|
|
|
|
2.
After reading your piece look back on it and make sure your beginning, middle and end flow together. Make sure your characters and settings are developed
Check
for understanding by:
checklist/rubric, peer and self reflection
|
|
|
|
|
3.
Practice your piece with your group....get ready to perform
Check
for understanding by:
peer evaluation, rubric, teacher evaluation
|
|
|
|
|
4.
perfrom your piece
Check
for understanding by:
self evaluation...rubric
|
|
|
|
5.
Teacher scan, checklist/rubric, peer and self reflection
Check
for understanding by:
reflect on your performance...what went well, what could have been better....what would you do differently
|
|
|
|
6.
Check
for understanding by:
|
|
|
|
Responding:
Closing Reflection with Students
Did
you achieve the learning targets? How effectively did you meet each assessment
criteria for the lesson?
Have students write a reflection on their pieces...did they work...what went well what didn't. Teacher looks at those and rubrics to see if learnign targets were met.
|
|
|
Key
Vocabulary:
Arts and Integration-focused
|
Arts
Historical/Cultural Resources:
Artists,
artwork,
performances, music, websites, DVDs, books...
|
Materials,
Equipment, Space:
Art or classroom supplies, tools, instruments, props, special classroom set-up
arrangements
|
|
beginning, middle, end, climax, problem/conflict, dialogue, characters, setting,
|
|
arts materials for props
paper
pencil
|
|
|
|
"Henry and Mudge...." story
|
|
|
|
|
|
|
|
|
|