Brewer Elementary
Hill – Addie Newcomer
Learning Objective/Exit Outcomes:
- Students will be able to identify the main idea of a picture and, as a group, portray that picture in real life.
- Students will be able to communicate ideas verbally and physically.
- Students will be able to expand their ideas, adding key details to a main idea.
- Students will be able to use their imagination to communicate their ideas.
- Students will be able to collaborate efficiently with their peers to arrive at a cohesive set of ideas.
- Students will be able to present appropriate theatre etiquette as audience members.
Integration Area/Subject:
ELA & Theatre
State Standards:
ELAGSE1W2: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
ELAGSE1W3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
ELAGSE1RI2: Identify the main topic and retell key details of a text.
TA1.CR.1 Organize, design, and refine theatrical work.
- Use imagination to create, revise, and/or add to ideas.
- Demonstrate skills of the mind (e.g. imagination, focus, concentration).
- Follow directions and contribute to planning in theatre experiences.
- Listen to others with respect and courtesy in an ensemble.
- Identify basic theatre vocabulary (setting, character, problem, resolution, plot, beginning,
middle, end).
TA1.CR.2 Develop scripts through theatrical techniques.
- Retell stories.
- Sequence plot events for dramatizations.
- Generate original ideas for dramatizations.
TA1.PR.1 Act by communicating and sustaining roles in formal and informal environments.
- Use voice to communicate ideas and emotions.
- Use body to communicate ideas and emotions.
- Cooperate in theatre experiences.
- Assume roles in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry,
dramatic play).
TA1.RE.1 Engage actively and appropriately as an audience member.
- Participate as an audience.
- Identify the basic elements of theatre etiquette.
Materials/Playing Space:
Any open classroom space
Description:
PAIR Specialist led the class in executing the PAIR strategy, Double-Life. The teacher had the class look at a photograph of a girl blowing out birthday candles. The teacher divided the class into groups of five to work on doubling the life of the photograph. Each group acted out a quick replication of that photo, adding in other possible characters that may be around the girl in the photo.
Then, the groups were challenged to imagine what happened before the photo. The groups were given the opportunity to come up with ideas and practice them for a couple of minutes. Before the groups presented their ideas, the PAIR Specialist talked to the class about proper theatre etiquette how to react and respond when other students perform their story. Each group then presented their ideas on what could have happened before the photo, allowing for group discussion on similarities and differences based on what each group acted out.
Then in double the time again, the students were tasked with imagining what happened after the photograph was taken, expanding their scene even further. Each group again performed their ideas for the class with the teacher leading discussion on similarities and differences in ideas.
The teacher then had the students use their longest scene to write a story, also encouraging students to add any other ideas to create more key details to their individual stories.
Notes:
This strategy definitely needs coaching and guidance from the teacher, especially the first couple times. Once students get comfortable with all of the elements, they will naturally become more creative and less nervous about participating.