Brewer Elementary, Year One
Learning Objective/Exit Outcomes:
- Students will be able to tell the difference between a problem and an effect.
- Students will be able to create a solution for a problem given to them.
- Students will be able to come up with a problem that matches the solution given to them.
ELAGSE4RI5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
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.
TAK.CR.1 Organize, design, and refine theatrical works.
- Use imagination to create, revise, and/or add to ideas.
- Demonstrate skills of the mind (e.g. imagination, focus, concentration).
- Follow directions for and contribute in planning theatre experiences.
- Listen to others with respect and courtesy in an ensemble.
TAK.PR.1 Act by communicating and sustaining roles in formal and informal environments.
- Use body to communicate emotions.
- Cooperate in theatre experiences.
- Assume roles in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).
TAK.PR.2 Execute artistic and technical elements of theatre.
- Identify playing space and audience space.
TAK.RE.1 Engage actively and appropriately as an audience member.
- Participate as audience.
- Identify the basic elements of theatre etiquette.
ELA & Theatre
The students remained in their desks for the beginning of this activity and presented what they created at the front of the class.
The teacher had different sheets of paper for each table group. On these sheets of paper were two problems and two solutions that went with the problems. The first direction was for the students to read the problems and solutions and choose a problem to represent with body movement.
Once each table decided on a problem, they created a body movement that would be easily repeated to show this problem. One table at a time, the students came up to the front of the room and showed their movement. The rest of the class had to guess what the problem could be. Once they guessed the correct problem, the students had to come up with different solutions to that problem. The team of students would then reveal what the solution was on their piece of paper.
Once all students presented, they had to use their second solution and come up with a visual representation of the solution instead of the problem. Again, they went up one group at a time and presented the movement they came up with for the solution. The class then had to guess what they could be representing. Once they came up with the solution, the class had to come up with different problems that could result in that solution.
This whole activity got the class thinking about many different problem and solution possibilities instead of just focusing on the two found on their paper.
To really integrate this lesson, engage the class in a short discussion of what live theatre is, how an audience should act, what parts of the classroom will be the stage and the audience, etc. Students should have a clear understanding of the art standards as well as the ELA standards when this lesson is complete.