Week 5

Lesson Components

Description of Lesson Components

EXAMPLE ONLY

Description of Lesson Components

Art Discipline Integrated

Drama or Performing Arts

Drama or Performing arts

Grade Level

Grade 2

Preschool group

Subject Area

Literature

Creative Arts

State

Arizona

United States of America

Title of Lesson

Short stories

Organs- Concepts - Emotions

Timeframe for Completion

5 days

2 hours

Anticipatory Set or Motivation

Students have read and written a few short stories and have studied several authors. The teacher, an older student, or an actor from a local college presents an example of a dramatized short story with costumes and movement.

Vocabulary: characters, setting, conflict, plot, scenery, theme, characterization, mood, projection

Students in groups to stand up and come up with a circle then listen to the teacher to say the body part that should deliver wool bobble to a chosen student without the gasp of the rope being left. After the students are done with the guessing, different questions are addressed to them.

The students therefore should be able to recognize different body organs and different emotions.

Standards

Arizona: TH.CR.1.2a, TH.CR.1.2b, TH.CR.1.2c, TH.CR.2.2a, TH.CR.3.2a, TH.CR.3.2b (artistic process – creating)

TH.PR.4.1a, TH.PR.4.2b, TH.PR.6.2 (artistic process - performing)

(also related writing content standards)

United States of America: M.H.CR. 2.4a, M.H.C.R, 2.4b, M.H.C.R 2.5c dance, music, theatre, and the visual arts in relation to the classroom reading materials.

Objectives

The student will apply dramatic principles and performance skills to effectively perform a short story. The student will explain the creative process used and the choices made to effectively bring an author’s words and meaning to an audience.

The student should be able to classify different occasions and objects, be able to show the objects that have been placed in different groups, walk appropriately to linguistic instructions and have the abilities of noticing their own emotions and express them and therefore share with other their emotions.

Materials

Short story collections, costumes, and props (or the materials to make these)

A bag with body organs, the teacher demonstrating different emotions in order for the students to identify the concepts of dealing with different emotions from different people.

Warm-Up Activity

Read several short stories.

Discuss the different parts of a short story, including characters, setting, conflict, plot, and theme.

In groups the students to be in a circle and thus the teacher provide a bag with body organs and are able to detect different emotions of the teachers and their fellow students.

Procedures

· Introduction: anticipatory performance, discussion, and vocabulary

· Discuss the importance of scenery in a play.

· Discuss the importance of sound and movement in a play.

· Teach performance skills such as characterization, mood, and projection.

· Select a short story to perform.

· Select roles.

· Create scripts.

· Create the scenery.

· Rehearse.

· Provide early critiques based on assessment standards.

· Present to class or invited audience.

· Administer critique and assessment.

Introduction; pattern making, print making and lettering.

Composition, performance, listening and observing.

Teaching the skills of performance i.e. emotions and mood and different body organs.

Create charts and the sceneries of the body organs.

Stipulate different emotions through dramatization of the emotions and administer the critiques of different emotions.

Assessment Ideas

Indicate whether the assessment is formative or summative.

Early performance critique (formative): use final critique rubric

Final performance critique (summative): rubric identifying skill set; performance skills taught in class

Reflective writing (summative): based on AZ 2.W.1 standards

Analytical writing: based on observation and critique of other students

Scenes (formative)

Make connections between their own feelings about caring and similar feelings expressed by artists in works of art. Explain how artists depict the idea of caring in works of art.

Create a drawing of them that uses the principles of design to express their feelings of caring for something.

Adaptation Ideas for Diverse Learners

Requirements are flexible. Students select short stories—a variety of reading levels and complexity can be offered. The teacher guides students to develop scripts that meet student abilities and needs.

Students to identify different emotions and organs with the concepts of creative arts and the guidelines of developing how to change emotions with the different body organs necessary for the drama class.

Display or Performance Opportunities for the Art Discipline

Public performances in other classrooms, whole-school assemblies, parent performances, and visits to community groups—such as senior centers or daycare centers; Archival display opportunities include class podcasts, DVDs, and video blogs.

The students should demonstrate in front of the classroom in order to enhance their emotions. Watch videos and plays to boost them.

Online Resources, Technology, and Community Resources

Guest actors to present examples and mentor students.

Find short stories by favorite authors online.

Create class podcast or video blog.

Record for class DVD.

Post online.

Use charts and dummy’s to help the students demonstrate different body organs.

Get movies online to stipulate different emotions, organs and different concepts.