Tableau with HM 2nd grade
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San Francisco Unified School District
==LESSON PLAN FORM== Teacher's Name: Vivian Leung & Pat Koblenz School: Gordon Lau & Junipero Serra Elementary Schools
Grade Level of Lesson: 2nd Grade Subject: Language Arts - Houghton Mifflin Date: 7/22/10
Unit Theme/Topic: HM Theme 2: Nature Walk
Lesson Title/ Using Tableau with Houghton Mifflin Selection 2.1 - Henry & Mudge & the Starry Night
Topic: Using Performing Art Strategy (Tableau) to Summarize Story Plot & Characters
Contents |
Expected Student Learning Outcomes:
What will students know and be able to do as a result of this lesson? (Be Specific) Students will be able to...
-show comprehension of plot and character of a Houghton Mifflin selection following whole class study.
-work collaboratively in a group of 4 to envision, organize and present a brief theatrical performance.
-use a prop or simple costume item to visually represent his/her character for self and audience.
CA Academic Standards Addressed:
Which California Academic Content and Performance Standards will your lesson address?
Visual and Performing Arts: Theatre 2.0 Creative Expression
2.1 Perform in group improvisational theatrical games that develops cooperative skills and concentration.
2.2 Retell familiar stories, sequencing story points and identifying characters, setting, and conflict.
2.4 Create costume pieces, props, or sets for a theatrical experience.
Language Arts - Listening and Speaking
1.5 Organize presentations to maintain a clear focus.
1.6 Speak clearly and at an appropriate pace for the type of communication (e.g. informal presentation)
Materials Used: What instructional materials and equipment/supplies will you use in this lesson?
- HM Anthology 1; Henry and Mudge and the Starry Night
- Props related to story presentation
- writing & materials (pencil, markers, crayons, paper, sentence strips, yarn, etc)
- chart paper
Lesson Outline:
Opening/Introduce Lesson
Do Now' -Students write down their favorite parts of Henry & Mudge & the Starry Night.
Anticipatory Set: *Focus Students -Think-Pair-Share for Do Now. Teacher records on chart paper. (scenes for Tableau)
*State Objective -We will learn a new way to summarize this story using our bodies (theatre).
- Establish Purpose
*Hook /involve students!' -Teacher does individual Tableau of characters from selections 1.1 (Dragon) & 1.2 (Julio the pig).
*Activate prior knowledge -Whole class brainstorm of characters in selection. (T records on chart paper) -Whole class brainstorm of favorites scenes of selection. (T records on chart paper)
*Assess students Time -Give 5 minute warning.
Main Activity: Instruction
- Explain Concept
Review reading comprehension strategy of summary. Elicit what a summary is from students and ask how we summarize. "Up to now, we have done oral, written, and visual summaries in class. Can anyone think of another way to present a summary?" (i.e. performance, dance)
- Refer to previous lessons
Review lessons in which we have used oral, written, and visual summaries of stories using Think-Pair-Share.
*Provide Examples Students share examples from Think-Pair-Share above. (oral summary during guided reading, visual and written summaries of Theme 1 selections, etc.) Add to the examples the students offer.
*Model With the help of 3 students, model using selection 1.3: Mrs. Brown Goes to Town. Model summarizing plot, choosing characters, brainstorming ideas, individually writing up dialog, coming up with pose, and presenting to class.
*Use a variety of instructional strategies -Think-Pair-Share for reviewing summary -Playing Cards to form random, heterogeneous groups for 4
Main Activity: Use Tableau to theatrically present a summary of one scene from Henry & Mudge and the Starry Night. First, create a written plan using mapping handout. Check for Understanding: Ensure students are ready for activity *Pose Key Questions -Which scene will your group present? (Students record on mapping handout) -Which characters are in that scene? Each group member chooses one. (Ss record on handout) -How can you show that you are your character when your group performs? What prop can best show your character? ie. use, prop, create a costume, name tag, etc. (Ss record on handout) -What pose/action would your character do in the scene? (Ss record pose on handout.) -What might your character say in that scene? (Ss record on the handout.)
- Ask Students to Explain Concepts
-What is a synonym for character/scene/pose/dialog?
- Use active participation strategies
-Think-Pair-Share -Playing cards to form groups -Individual mapping handout -Shared Decision Making in groups (team collaboration)
Main Activity:
Guided Practice: Students do task with teacher direction or assistance -As students are recording on mapping handout, teacher circulates to assist and monitor. -Once students complete their map, they may use art materials to create their props. -During independent working time (e.g. Universal Access, pull-out), teacher pulls each group to check props and rehearse performance.
- Provide monitoring
- Check for understanding
-Teacher circulates when Ss are planning, writing plans, and making props. -Teacher meets with each group to rehearse.
- Modify/adapt for all!
-Assist Ss in selection of characters and creating dialog, as needed.
Closure: (Debrief)
- Find out what your students learned
-Think-Pair-Share - What did you like about this activity? Could you guess the scene from each group performance?
- Share work and give positive feedback
-Following each performance, each member of the audience tells one thing they liked about the scene.
- Summarize work and behavior
-Review the steps for Tableau.
Monitoring & Assessment:
How will you monitor student learning during the lesson? How will you assess student work?
Collect planning form (map) to assess student individual comprehension.
Check that all students actively participate (pose, speak) in group performance.
Optional: Create a peer feedback form: (Check box Yes or No)
Could you hear when ____ spoke?
Was the character clearly represented?
Did you understand the presentation?
'Modifications to Address Individual Student Learning Needs
How will you modify your instruction as needed to ensure that all students meet learning outcomes?'
To ensure that all students meet learning outcomes, teacher will
1. when doing it the first time, pair up lower ability students with higher ability students while using the think-pair-share strategy. 2. have each student write out/develop their character/role selected, and the dialogue to accompany it. 3. sit with all groups that need help, and provide one-on-one attention to meet the specific needs of students, with concrete examples.
Follow-up
Activities/
Students will continue to apply previous theatrical production techniques and experiences to comprehend literature in HM Reading Series for the rest of the school year. Students will learn how to summarize a unit applying theater skills. Students will pick a title/selection from a theme to perform.
Homework
How will you follow up this lesson with homework or other extension activities?
Homework and/or other extended activities may include
1. writing a summary/review about the performance 2. reading aloud this summary/review to parents 3. reading aloud this summary/review to the class 4. inviting other second grade classes to watch the performance
Teacher Reflection on Lesson:
-Vivian and Pat will communicate following first Tableau activity to discuss successes and frustrations. Then we will revise and modify the lesson accordingly.
