JD Davis, Year One
Nichols – Meagan Cascone
Learning Objective/Exit Outcomes:
- Students will be able to identify prepositions.
- Students will be able to retell directions using prepositions.
- Students will be able to give directions using prepositions.
- Students will contribute to peer learning and collaboration.
- Students will work on soft skills, such as teamwork and empathy.
- Students will engage in collaborative discussion following an activity.
ELAGSE4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
ELAGSE4L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
- Form and use prepositional phrases.
TA4.RE.1 Engage actively and appropriately as an audience member.
- Participate as audience.
- Demonstrate appropriate theatre etiquette.
TA4.CN.1 Explore how theatre connects to life experience, careers, and other content.
- Connect theatre experiences to life experiences and other content areas.
ELA & Theatre
We used the front of the room as our playing space and used different objects throughout the room as our different obstacles.
The PAIR Specialist instructed the students to set up obstacles throughout the front of the classroom. The class decided what the goal would be for the student who had to make it through the obstacles. Once the course was set, the PAIR specialist adjusted a couple of obstacles so that it wasn’t impossible or dangerous. The students were reminded that we wanted the person with their eyes closed to succeed, that it is the students job as a group to protect the person with their eyes closed.
The PAIR specialist went through the obstacles with the student, while the teacher selected students to give directions. The students were reminded that only the person selected could give the direction and each person could only give one direction of how to get the student through the minefield. By one direction, this means something like “take 3 large steps forward” or “turn your body to your right 1⁄4 turn.” Students will be practicing communicating in a clear and concise way.
Once the student made it through the minefield, the PAIR specialist asked questions such as, “What was the hardest part about going through the obstacles? What was the hardest part about giving directions? What happened when more than one person tried to talk at one time?”
The teacher then asked the students to describe what happened using prepositions. For example, “She had to step OVER the chair. She had to crawl UNDER the table. She went BETWEEN the two desks.
At this point, the teacher set up a different obstacle course with the students while the PAIR Specialist went out of the room. The class discussed what they wanted the PAIR Specialist to do using their prepositions. “We want her to go AROUND the jacket and THROUGH the tables and step ON TOP OF the chair.
Students might need a reminder that when they give directions, they should look at where the student going through the course is standing. At times, when they wanted the student to move to the right, they would say left because that’s the direction it was looking at the student. Just remember to encourage students that we don’t want it to be impossible for the student going through the obstacles. Making it to the finish line is the goal for everyone.