JD Davis, Year One
Gayfield – Addie Newcomer
Learning Objective/Exit Outcomes:
For students to review sight words with the “OT” sound.
ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
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).
ESD2.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 the performance of skills.
- Apply knowledge of appropriate behaviors and skills as an observer and performer.
TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments.
- Use imagination and vocal elements (e.g. inflection, pitch, volume, articulation) to communicate a character’s thoughts, emotions, and actions.
- Collaborate and perform with an ensemble to share theatre with an audience.
TA2.RE.1 Engage actively and appropriately as an audience member.
- Participate as audience.
- Demonstrate appropriate theatre etiquette.
ELA & Theatre
Players stand in a circle with the leader in the center. The leader points to a plays and calls out various commands. When the leader calls, “Bippity, bippity, bop,” the player pointed to must say “Bop” before the caller does. If caller just says “Bop” the player must say nothing. The leader points to a player and calls out a shape. That player, plus the two players on either side of him or her, rushes to make the shape before the leader counts to ten. For example, if the leaders calls “Elephant,” the player pointed to makes a long trunk with one arm, while the players on either side each form an ear in a “C” shape. If they fail, the player pointed to switches place with the leader and calls the next shape. Possible shapes include: Horse: The player pointed to makes a wide, neighing horse mouth with 2 hands; other players make triangle ears on either side of the head. Rabbit: The player pointed to turns around and indicates a cottontail. Players on either side make ears by putting an arm straight up on either side of his/her head.
After teaching this introduction to the game, begin to integrate “OT” sight words by having students respond to, “Bippity, Bippity…” with any “OT” sight word of their choosing.
As a third round, break students up into groups of three and assign them a specific “OT” sight word like “hot,” “spot,” “snot,” etc. Each team of three is responsible for coming up with a full-body representation of the word. As the class comes back together into the circle, they demonstrate their new response to the rest of the class. For example, if the teacher calls, “HOT!” the group of three might respond with the middle student fanning themselves dramatically and the two students on either side wiping pretend sweat off their foreheads.