Mills/Hardaway/Brown – Austin Sargent
Learning Objective/Exit Outcomes:
- Students will be able to sequence events in a story (beginning, middle, and end).
- Students will be able to use transition words to accurately describe timing of events (first, next, then, last).
- Students will be able to write narrative stories about their own experiences of Thanksgiving.
- Students will use movement to generate ideas about events that could happen during Thanksgiving.
- Students will work in collaborative teams to make important decisions about what happens next in a story.
ELA & Dance
ELAGSE2RL5: Describe the overall structure of a story including describing how the beginning introduces the story, the middle provides major events and challenges, and the ending concludes the action.
ELAGSE2W3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
ESD2.CR.1 Demonstrate an understanding of the choreographic process.
- Collaborate with others to create and perform movement phrases.
- Develop basic partnering skills through guided instruction (e.g. copy, lead, mirror, follow).
- Sequence phrases of movement with simple transitions
ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.
- Improvise and create movement based on ideas, feelings, and personal experiences.
- Recognize and describe how movement quality impacts meaning.
- Move expressively to music and/or other stimuli (e.g. sound, text)
Any open classroom space
This activity was used as an Idea Generator for students to write about their own Thanksgivings.
PAIR Specialist started the lesson by setting up the “Boundaries” for the Exploding Atom activity. If students wanted Option #1 (agree, narrative event #1), they would walk to one side of the classroom or take a step in towards the circle. If students wanted Option #2 (disagree, narrative event #2), they would walk to the other side of the classroom or take a step back outside the circle. Once the classroom space is structured, any question or opinion can be posed to students.
You could use this strategy as an Opinion based discussion (“Cats are better than dogs”), and have students silently share their opinion by moving to one space or the other. Students will need reminding that its okay to have a different opinion than someone else, and that all opinions can be seen/heard when you play this game correctly. If students excel, try having students offer their own opinion statements. You could have this student turn around and observe the results after everyone else has stopped moving. After playing a few rounds of this, students transitioned into a writing activity that started with “I really like _______ because______” and had to provide support and evidence for their opinion. Encourage students to think deeply about all the different reasons why they think what they think.
If you use this strategy as a Narrative structure, try thinking of a story and presenting the students with two different events that could happen (“When Mr. Sargent goes to visit his family for Thanksgiving does he 1) Drive a long time to get to his family or 2) Does his family come to his house to celebrate? Set up the classroom space for the two options and let small groups of students move together to decide what could happen next. For this class, we focused on transition words and how they lead us into events in a story. After playing a few rounds, students transitioned into a writing activity, where they used the transition words to help structure the writing.
Try focusing on transition: When we transition our bodies to a new story event, we’ve got to have some kind of transition word to let our audience know that something is coming next. You can use lots of creative ideas on how to more specifically represent First, Next, Then, Last with movement.