Thomas – Beth Reeves
Learning Objective/Exit Outcomes:
- Students will be able state their opinion through the perspective of the character.
- Students will use movement as a tool in order to help support their argument.
- Students will be able to practice empathy through thinking as the character in the story.
- Students will be able to effectively communicate their opinions and provide appropriate details.
ELA & Dance
ELAGSE3RI2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
ELAGSE3RI6 Distinguish their own point of view from that of the author of a text.
MSD.CR.2 Demonstrate an understanding of dance as a form of communication.
- Compare and contrast abstract and literal movement.
- Explore the qualities of expression in performance.
MSD.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.
- Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when
participating in the dance learning and performance environment.
- Demonstrate concentration and focus with respect to self and others in the performance of skills.
- Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer.
All open classroom space
The PAIR Specialist explained Exploding Atom to the students. The closer the students move to the middle of the room, the more they agree with the statement the teacher gives. The further away the students are from the center of the room, the less they agree with that statement.
The teacher instructed students to stand along the wall of the classroom to begin Exploding Atom. The teacher reviewed the narrative story, “Alexander and the Terrible No Good Very Bad Day”. The teacher then made a statement, as though the teacher were Alexander, regarding a specific event or other character in the narrative. The statements the teacher gives are opinion based, so students have the opportunity to think critically, as though they are Alexander, and express their feelings on it.
Students will then move around in the room depending on where they decide they fall on the continuum of agreeing or disagreeing. The teacher will call on students in order for them to state why they are positioned where they are. The most important part of this strategy is that the students must use specific key details about the story in order to support their argument/opinion.
If the space does not permit students to move throughout the room, they may stay at their desk. For example: ‘If you agree, stay seated, if you somewhat disagree, stand up, if you completely disagree, stand behind your chair.’ The teacher may also choose to invite students up in smaller groups.
It is highly encouraged that teachers discuss the importance of being different. It is ok for all of us to have a different opinion and thought about or towards something, but it is also important to be respectful and empathetic when communicating those thoughts and opinions.