Richards Middle School
Ledwick – Meagan Cascone
Learning Objective/Exit Outcomes:
- Students will be able to relate geometry to their daily experiences.
- Students will be able to recall facts about geometric shapes.
- Students will be able to collaborate to improvise a story or set of circumstances.
- Students will be able to practice engaging as audience members for their peers.
Math & Theatre
MGSE6.G.1 Find area of right triangles, other triangles, quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
TA6.CR.2 Develop scripts through theatrical techniques.
- Identify the elements of a story.
- Identify the theme and structure of a play.
- Articulate creative ideas in oral and written forms.
TA6.RE.1 Engage actively and appropriately as an audience member.
- Identify the role of the audience in different environments.
- Analyze the relationship between an audience and a performer.
- Create guidelines for behaviors appropriate to a theatre experience.
- Model appropriate audience behaviors.
Open space at the front of the classroom
Explain the purpose of Three Headed Expert–
1) Only one head speaks at a time, working in a sequential order.
2) The goal is to make a complete sentence or thought, not necessarily for the sentence to be true.
3) Because this is a lesson using information students know about geometry and shapes, students must be able to listen carefully for where their partners are going when including geometric information into their story.
The teacher explained to the students that they would be called up to the front of the room in groups of four to create a story. Each student only gets one word at a time. The students will speak in the same order until the story is complete. The story could be anything (even fictional), but it has to have true geometry facts in it and the sentences must make sense.
Once 3-4 students were brought to the front of the class and their order was given, the teacher proceeded to make statements such as, “Tell me about the shapes you have seen so far today” or “Tell me about the time that Santa’s sleigh didn’t fly.” Again, the stories the ‘expert’ came up with can be literal or fictional, they just have to include geometry in their answer.
I would suggest having several questions prepped and ready to go. This will just help you to stick with the content and be able to help redirect the stories or give helpful tidbits when what the students are saying has nothing to do with geometry.