PAIR

Professional Arts Integration Resource

 

Theatre

6th Grade: Types of Rocks, Three-Headed Expert

Richards Middle School

Hodge – Jen Weisphal

Learning Objective/Exit Outcomes: 

  • Students will be able to correctly explain the differences in the three types of rocks.
  • Students will be able to use communication skills to listen carefully to their peers.
  • Students will be able to work together to create a cohesive sentence about subject matter.
  • Students will be able to demonstrate effective verbal communication by projecting their voice and using diction when speaking.
  • Students will be able to practice appropriate behavior as an audience member.

Integration Area/Subject:

Science & Theatre

State Standards:

S6E5. Obtain, evaluate, and communicate information to show how Earth’s surface is formed.

  1. Plan and carry out an investigation of the characteristics of minerals and how minerals contribute to rock composition.
  2. Construct an explanation of how to classify rocks by their formation and how rocks change through geologic processes in the rock cycle.

ELAGSE6SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  2. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
  3. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

TA6.PR.1 Act by communicating and sustaining roles in formal and informal environments.

  1. Demonstrate effective verbal and non-verbal communication skills (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).

TA6.RE.1 Engage actively and appropriately as an audience member.

  1. Identify the role of the audience in different environments.
  2. Analyze the relationship between an audience and a performer.
  3. Create guidelines for behaviors appropriate to a theatre experience.
  4. Model appropriate audience behaviors.

Materials/Playing Space: 

Open space at the front of the classroom

Description: 

The PAIR Specialist asked the teacher to pick a couple of volunteers to come up to the front of the class with him. The teacher played along for the first round to aid in guiding the students with how to perform Three-Headed Expert. The PAIR Specialist asked the group of three people (the teacher and two students) to tell the class what happens at lunch on any given day, however, they must answer the question as though they are one person, one ‘three-headed’ expert that will only say one word at a time from each ‘head’.

The class had a practice round to understand the flow of the game, both for the people playing and the people participating as audience members: 

Student 1: “We”

Student 2: “walk”

Teacher: “to”

Student 1: “the”

Student 2: “cafeteria”

Teacher: “for”

Student 1: “lunch”, etc…

The PAIR Specialist then asked the class to raise their hand and share a type of rock. A student suggested Sedimentary, so the PAIR Specialist asked the Three-Headed Expert to now explain the identifiers of a Sedimentary rock. The PAIR Specialist then had the teacher choose another set of students for the following rock types.

The teacher then took over and asked a new Three-Headed Expert how a sedimentary rock becomes a metamorphic rock. As the ‘expert’ answered this question, one student in the group of three made a stop to ask what happens if the expert was explaining the wrong thing. This was a great learning moment for working together and fixing the problem. The PAIR Specialist suggested that the student who knew the answer was becoming incorrect should give a sudden exclamation such as “Wait!” or “No!” to clue in the rest of the expert to the problem and try to redirect the answer as best he could. The teacher then asked the audience to raise their hands for the correct information, thus giving the Three-Headed Expert a little extra support. 

Notes:

It’s helpful to talk to the class about what an audience needs to do with respect to the performers. Students generally know from previous experience, but having a reminder before the game starts helps the audience start on the right foot with them.

Making sure students know that projection and diction are part of theatre performance will aid in their success when speaking in a large group. Not only do they need the other two players to hear their word, but the audience needs to be able to hear as well to raise their hands to help should things begin to go off course.

6th Grade: Geometry, Three-Headed Expert

Richards Middle School

Ledwick – Meagan Cascone

Learning Objective/Exit Outcomes: 

  • Students will be able to relate geometry to their daily experiences. 
  • Students will be able to recall facts about geometric shapes.
  • Students will be able to collaborate to improvise a story or set of circumstances.
  • Students will be able to practice engaging as audience members for their peers.

Integration Area/Subject:

Math & Theatre

State Standards:

MGSE6.G.1 Find area of right triangles, other triangles, quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

TA6.CR.2 Develop scripts through theatrical techniques.

  1. Identify the elements of a story.
  2. Identify the theme and structure of a play.
  3. Articulate creative ideas in oral and written forms.

TA6.RE.1 Engage actively and appropriately as an audience member.

  1. Identify the role of the audience in different environments.
  2. Analyze the relationship between an audience and a performer.
  3. Create guidelines for behaviors appropriate to a theatre experience.
  4. Model appropriate audience behaviors.

Materials/Playing Space: 

Open space at the front of the classroom

Description: 

Explain the purpose of Three Headed Expert– 

1) Only one head speaks at a time, working in a sequential order. 

2) The goal is to make a complete sentence or thought, not necessarily for the sentence to be true. 

3) Because this is a lesson using information students know about geometry and shapes, students must be able to listen carefully for where their partners are going when including geometric information into their story.

The teacher explained to the students that they would be called up to the front of the room in groups of four to create a story. Each student only gets one word at a time. The students will speak in the same order until the story is complete. The story could be anything (even fictional), but it has to have true geometry facts in it and the sentences must make sense. 

Once 3-4 students were brought to the front of the class and their order was given, the teacher proceeded to make statements such as, “Tell me about the shapes you have seen so far today” or “Tell me about the time that Santa’s sleigh didn’t fly.” Again, the stories the ‘expert’ came up with can be literal or fictional, they just have to include geometry in their answer.

Notes:

I would suggest having several questions prepped and ready to go. This will just help you to stick with the content and be able to help redirect the stories or give helpful tidbits when what the students are saying has nothing to do with geometry.

6th Grade: Argumentative Writing, Three-Headed Expert

Richards Elementary

Yelkovich – Austin Sargent

Learning Objective/Exit Outcomes: 

  • Students will be able to orate effective arguments while following agreed on rules of turn taking. 
  • Students will be able to identify claims and counterclaims both in writing and in speaking. 
  • Students will improvise in small groups while fulfilling oratorical goals for constructing arguments. 
  • Students will work in collaborative groups and follow instructions for turn taking. 

Integration Area/Subject:

ELA & Theatre

State Standards:

ELAGSE6W1: Write arguments to support claims with clear reasons and relevant evidence.

  1. Introduce claim(s) and organize the reasons and evidence clearly.
  2. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
  3. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
  4. Establish and maintain a formal style.
  5. Provide a concluding statement or section that follows from the argument presented.

TA6.PR.1 Act by communicating and sustaining roles in formal and informal environments.

  1. Demonstrate effective verbal and non-verbal communication skills (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).
  2. Execute character creation in a performance. 

Materials/Playing Space: 

Open space at front of classroom

Description: 

Start by grouping students into small groups of 3, 4, or no more than 5. 

Explain the purpose of Three Headed Expert– 

1) only one head speaks at a time, working in a sequential order. 

2) the goal is to make a complete sentence or thought, not necessarily for the sentence to be true. 

3) because this is a lesson on constructing arguments, students must be able to identify when proper argument structure is being used. 

To start things off, ask groups a low risk question like: “What is the best restaurant in Columbus?” or “Why should people have cats instead of dogs?”. Give space for students to fumble and struggle through the turn-taking style of the activity. 

Then scaffold to higher risk questions like “Why should or shouldn’t students be required to wear school uniforms?” Although the groups of students might have different individual opinions, they must work together and listen to each other to form one cohesive argument. 

After groups have had time to work in tandem, pull one group up to present and ask them a new question. Have observing students listen carefully for the elements of good arguments. Feel free to scaffold questions to higher difficulty.

Notes:

Students may need you to restate the words that had already been spoken in the sequential order. Especially if there are long or awkward pauses between each word. 

You could also ask that observing students write the arguments down as they are spoken, to help easily identify argument structure.

5th Grade: Summarizing Text, Three-Headed Expert

Brewer Elementary

Walls – Jen Weisphal

Learning Objective/Exit Outcomes: 

  • Students will be able to summarize a story read by the teacher.
  • Students will be able to identify the theme of a story.
  • Students will be able to compare and contrast characters, settings, or events.
  • Students will be able to use communication skills to listen carefully to their peers.
  • Students will be able to work together to create a cohesive sentence about subject matter.
  • Students will be able to demonstrate effective verbal communication by projecting their voice and using diction when speaking.
  • Students will be able to practice appropriate behavior as an audience member.

Integration Area/Subject:

ELA & Theatre

State Standards:

ELAGSE5RL1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

ELAGSE5RL2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

ELAGSE5RL3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

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

  1. Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate thoughts, ideas, and emotions of a character.
  1. Use body and movement to communicate thoughts, ideas, and emotions of a character.
  2. Collaborate and perform with an ensemble to present theatre to an audience.

TA5.RE.1 Engage actively and appropriately as an audience member.

  1. Participate as an audience.
  2. Demonstrate appropriate theatre etiquette.

Materials/Playing Space: 

Open space at the front of the classroom

Description: 

The teacher picked a couple of volunteers to come up to the front of the class. The teacher had students use Three-Headed Expert to summarize the story “Ida B,” a story they listened to the teacher tell. 

For Three-Headed Expert, three students make up an “expert” and each student gives one word to a sentence that is being created by the group. For example, : 

Student 1: “The”

Student 2: “story”

Student 3: “started”

Student 1: “with”

Student 2: “Ida”

Student 3: “going”

Student 1: “to”

Student 2: “the”, etc…

The teacher asked the Three-Headed Expert to summarize the story of “Ida B.” The teacher chose a new group of three students to explain the main theme of the story, then a group to compare and contrast Ida B’s relationship with her mother at home and Mrs. W at school. 

If the “expert” gets off track and is flailing for the correct information, the audience can raise their hands for the teacher to call on, giving the Three-Headed Expert a little extra support. 

Notes:

It’s helpful to talk to the class about what an audience needs to do with respect to the performers. Students generally know from previous experience, but having a reminder before the game starts helps the audience start on the right foot with them.

Making sure students know that projection and diction are part of theatre performance will aid in their success when speaking in a large group. Not only do they need the other two players to hear their word, but the audience needs to be able to hear as well to raise their hands to help should things begin to go off course.

5th Grade: Opinion Writing, This is Not a Roll of Tape

Brewer Elementary

Walls/Boddie-Baker – Jen Weisphal

Learning Objective/Exit Outcomes: 

  • Students will be able to generate new and unique ideas based off of the details they see in an object.
  • Students will be able to write an opinion piece supporting their point of view with reasons.
  • Students will support their ideas with facts and details when writing.
  • Students will engage as audience members for their peers during the arts strategy, giving attention and focus to the student presenting their idea.

Integration Area/Subject:

ELA & Theatre

State Standards:

ELAGSE5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

  1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
  2. Provide logically ordered reasons that are supported by facts and details.
  3. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
  4. Provide a concluding statement or section related to the opinion presented.

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

  1. Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate thoughts, ideas, and emotions of a character.
  2. Use body and movement to communicate thoughts, ideas, and emotions of a character.
  3. Collaborate and perform with an ensemble to present theatre to an audience.

TA5.RE.1 Engage actively and appropriately as an audience member.

  1. Participate as an audience.
  2. Demonstrate appropriate theatre etiquette.

Materials/Playing Space: 

  • A roll of tape and/or other objects found in the classroom
  • Students remained in their seats for the game and passed around the roll of tape, standing by their seat when it was their turn

Description: 

PAIR Specialist explained how the arts strategy worked, first practicing the call and response. The person with the object would say “This is Not a Roll of Tape,” and the rest of the class would repeat the phrase back. Then, the person with the roll of tape would say “This is a…” and give a new idea of what the object could be. PAIR Specialist gave an example for the class, “This is a magnifying glass!” PAIR Specialist then used her body to show how the roll of tape would be used as a magnifying glass. Students then took turns generating their own ideas of what the roll of tape could be. After the first round, 5 more students were chosen to come up to play.

Students will then write opinion pieces on why they believe the roll of tape is the object they generated when they played This is Not a Roll of Tape. Students would have to describe what the generated idea object looks like in detail, how it is used, and support their claims on why the roll of tape is this new object and NOT a roll of tape.

Notes:

Be sure to remind students that there is NO WRONG ANSWER! The students were very attentive and engaged for this arts strategy! In Mrs. Boddie-Baker’s class, we did a second round with This is Not a Paper Clip, and the students generated even more creative ideas!

You can also use any other objects available: This is Not a Highlighter, This is Not a Mason Jar, etc.

5th Grade: Creative Writing, This is Not a Roll of Tape

Brewer Elementary

Long – Addie Newcomer

Learning Objective/Exit Outcomes: 

  • Students will be able to think creatively and imaginatively as they choose a use, structure and existence for a roll of tape.
  • Students will be able to show that new existence with their actions.
  • Students will be able to engage in creative writing from a theatre activity.
  • Students will be able to verbally present their writing to the class, while communicating their ideas and speaking clearly.
  • Students will be able to engage appropriately as an audience member for their peers.

Integration Area/Subject:

ELA & Theatre

State Standards:

ELAGSE5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

ELAGSE5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

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

  1. Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate thoughts, ideas, and emotions of a character.
  2. Use body and movement to communicate thoughts, ideas, and emotions of a character.
  3. Collaborate and perform with an ensemble to present theatre to an audience.

TA5.RE.1 Engage actively and appropriately as an audience member.

  1. Participate as an audience.
  2. Demonstrate appropriate theatre etiquette.

Materials/Playing Space: 

  • A roll of tape and/or any other objects in the classroom
  • Students can stay at desks or stand in a circle around the room

Description: 

First, the teacher started by reading the book, “This Is Not A Cardboard Box.” In the book, students are able to see how the main character uses a cardboard box in a variety of ways. 

Then, we started This Is Not A Roll Of Tape by passing the roll of tape in a circle and giving each student a turn. The PAIR Specialist explained how the arts strategy worked, first practicing the call and response. The person with the object would say “This is Not a Roll of Tape,” and the rest of the class would repeat the phrase back. Then, the person with the roll of tape would say “This is a…” and give a new idea of what the object could be. The PAIR Specialist gave an example for the class, “This is a magnifying glass!” The PAIR Specialist then used her body to show how the roll of tape would be used as a magnifying glass. Students then took turns generating their own ideas of what the roll of tape could be.

Next, the students were asked to write a paragraph on what their tape had become & read it aloud to their peers.

Notes:

This is a great strategy to use no matter the skill level of the class or what the students are working on. In a class where turn taking, listening respectfully, and other  classroom management strategies are important, this strategy can be fun, engaging and rewarding with the ability to come back later and work on content. If the students are ready to dive into longer pieces of writing, the addition of  illustration or class presentation is a great next step.