Davis/Edenfield – Austin Sargent
Learning Objective/Exit Outcomes:
- Students will be able to identify the Who, When, What of stories.
- Students will be able to use their bodies to communicate their own derived stories.
- Students will be able to work in varied teams and partnerships.
- Students will be able to imagine different endings to stories.
ELA & Dance
ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details.
ELAGSE1RL7: Use illustrations and details in a story to describe its characters, setting, or events
ELAGSE1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
- Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
- Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
- Ask questions to clear up any confusion about the topics and texts under discussion
ESD1.CR.1 Demonstrate an understanding of the choreographic process.
- Collaborate with others to create and perform movement phrases.
- Explore basic partnering skills through guided instruction (e.g. copy, lead, mirror, follow).
- Create shapes and levels through movement.
- Identify and create a dance sequence with a beginning, middle, and end.
ESD1.CR.2 Demonstrate an understanding of dance as a form of communication.
- Create movement based on ideas, feelings, and personal experiences.
- Recognize how movement quality impacts meaning.
ESD1.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.
- Demonstrate attentiveness, full participation, and cooperation with others in the dance learning environment.
- Demonstrate focus and concentration in performance skills.
- Apply knowledge of appropriate behaviors and skills as an observer and performer.
Open space at front of classroom
We started the activity by all sitting on the teacher’s carpet. PAIR Specialist led students into brainstorming different kinds of machines they already knew. Some of the things listed were; washing machine, robot, candy machine– and we finally settled on a vending machine to use as our example.
PAIR Specialist led students to think about the first thing you need to do if you’re going to use a vending machine–put in your money! The student that answered that correctly was brought up to volunteer. The student then thought of a sound and a motion to represent that action. The same was repeated with the next few steps; punching in the buttons, candy falling, and eating the candy.
PAIR Specialist then introduced the concept of sequencing writing starting with the “Who, Where, What” of the story and then the Resolution. PAIR Specialist then proposed an example story and had students embody those elements.
Classroom Teacher then chose volunteers as students created their own devised stories. The first student would always get to decide “Who” the story was about, and embody that character and come up with a sound. The second volunteer would add “Where” the story would take place. Third, the “What Happens”, and the fourth volunteer would provide the “Resolution”.
This activity very easily transitioned into a writing activity where students could practice writing their own stories–still concentrating on “Who, Where and What”.
Because of their age, students will sometimes just repeat what they think is the right answer. Encourage students to think deeper.
Next time, I would want to more specifically design a worksheet that highlights “Who, Where, and What” and then allows students to synthesize those ideas together.