Brewer Elementary
Straughter/Brown- Elizabeth Reeves
Learning Objective/Exit Outcomes:
- Students will identify the main idea and supporting details of a story new or known.
- Students will use their bodies to display critical details of a story.
- Students will work together to create a successful ensemble.
- Students will be able to articulate the main ideas throughout the story.
- Students will recognize main ideas/ supporting details in the work of their peers.
State Standards:
ELAGSE3RI2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
ELAGSE3SL2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.
- Use personal experiences and choreographic tools (e.g. improvisation, guided imagery) to create a movement narrative.
Integration Area/Subject:
ELA/ Dance
Materials/Playing Space:
Open space in the room.
Description:
To start, the PAIR specialist split the class into small groups (about 3-4 people per group). The concept of Ensemble Squash was introduced; 1) the activity is a silent activity, 2) students must work together to create one cohesive picture, 3) there must be one main idea, and lots of supporting detail. Examples were then given to prompt successful small group time.
The teacher then walked around to each group giving them a “Main Idea”. For some groups it was from a story they had already read, and for others it was just a claim like “Cheese Pizza is the best pizza”. Students were then given 5-6 minutes to work and formulate as many pictures as they needed. In most cases, 1 Main Idea + 3 Supporting Details.
After the given time, the teacher could “Freeze” a specific group, and have all other students observing. The teacher could then lead a discussion unpacking the physical choices of the presenting group. Some good questions to keep in mind are:
“What do you think is the main idea of this group? How could you tell?”
“What about their bodies tells you this is the main idea, the most important part?”
“How does the supporting detail story support the main idea?”
Notes:
Be sure that students are supporting their literary choices based on the physical choices they see. You can also put a heavy influence on transitions, and how students move from the main idea to the supporting details.