Pair Lesson Plans | Fox and SCES, Year One
PAIR Activities: ENSEMBLE SQUASH
Learning Objective/Exit Outcomes:
Students will practice non verbal communication skills.
Students will collaborate with others to dramatize literal and abstract concepts using their bodies.
Students will recall details from Life in a Tide Pool to provide context and to define vocabulary words.
Integration Area/Subject: ELA/Life Science
TAES3.7 Integrating various art forms, other content areas, and life experiences to create theatre technology
c. Develops dramatic pieces related to other content areas
TAES3.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments
b. Communicates thoughts, emotions, and actions of characters through movement
c. Creates and portrays characters based on imagination
d. Collaborates to create characters and to dramatize ideas
e. Communicates relationships among characters
ELAGSE3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
ELAGSE3RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
ELAGSE3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
a. 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.
ELAGSE3L6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific vocabulary
Space for small groups to form around the room
Based in the game learned in the January training–”Ensemble Squash”.
Students will be introduced to the basic form of the game, with various examples that include both literal ideas (basic nouns) and some more abstract concepts (happiness, control, bravery, etc.)
PAIR Specialist/Teachers will add in ideas from Life in a Tide Pool (Octopus, sea star, mussel in its shell, etc) and the vocabulary students will be tested on later:
Unit 4 Week 3 Vocabulary, Test on Feb. 2, Thursday
Define: Shelter is something that covers or protects.
Example: Our tent was a dry and safe shelter during the storm.
Ask: What is another kind of shelter people use?
To alert is to give warning.
A competition is a situation in which people or animals are trying to be more successful than others.
An environment is the natural features of a place.
Something that is excellent is very good.
To prefer is to like better.
Protection is when something is kept safe.
To be related is to belong to the same family.
Notes: Suggested order of prompts for game:
- Intro–pepperoni pizza
- Excellent: give group an object, then ask students to take 5 more seconds to make an “excellent” version of that object
- Related–show me a group of people who are related–how can you make sure I know who they are?
- Prefer–keeping with “family theme”, show me an image of a child at dinner who prefers one food to another food
- Shelter–define and ask for examples to use in the game: tent, roof, clam shell, etc.
- Environment–define and ask for examples to use in the game
- Alert–why would you need to alert/give warning? examples/play
- Protection–what are some animals in the story that have a special way to protect themselves?
- Competition–in a tide pool, what might our animals be competing for? In life, what might people compete for?
- **If time allows** have students come up one at a time to create a giant Tide Pool! Take lots of pictures!