Enumclaw School District - F
Theatre
Sample Target Learning
Assessment Criteria
G
o
C
Theatre Standards
Science Standards
AEL 1.1 concepts:
N/A
IC L
Theatre and
Science
Enduring Understanding
Conce~Wocabulary
March/April
Theatre Focus Lesson 1a:
Target: Knows and
understands verbs and
adverbs.
Modify My Action
Criteria: Identifies and
verbally explains that verbs
are action words and adverbs
qualify or change the
meaning of a verb.
March/April
Theatre Focus Lesson 1b:
Precise
ocabulary
Target: Demonstrates
understanding of new
vocabulary in a dramatic
presentation.
Criteria: Makes vocal and
physical choices to depict
word meaning for character,
action or setting.
March/April
Theatre Infused Lesson 1c:
Ecosystem
Madness
Target: Identifies the cause
and effect of an outside force
upon a specific ecosystem.
Criteria: Adjusts movement,
gesture and vocalization to
reflect the change caused by
the outside force.
action
Arts:
action
physical choice
AEl 1.2 skills and
techniques: expressive
Arts- Infused:
movement
Using an adverb as a
modifier can make verbs
more powerful or change
the meaning.
adverbs
verbs
AEl 3.2 for a purpose:
expanded meaning
AEl 1.1 concepts:
N/A
Arts:
AEl 1.2 skills and
techniques: uses voice,
gesture
movement
physical choice
vocal choice
range of movement,
works in a group
Arts Infused:
action
adjective
adverbs
descriptive words
dialogue
expression
narrative
noun
verb,
vocabulary
vocal
AEl 2.1 applies
creative process:
conceptualizes, develops
ideas, presents
AEl1.2:
qualities (e,g., volume,
diction, rate, pitch, tone)
selects and uses specific
movements
1.2.1: Analyze how the
parts of a system go
together and how these
parts depend on each
other.
Theater:
gesture
movement (active)
vocalization
Science:
1.3: Understand how
works within a small
group to solve a dramatic
problem
Acting out and writing
precise language and
sentences can build
vocabulary and support
descriptive writing.
interactions within and
among systems cause
changes in matter and
energy.
ecosystem
interdependency
Theater and Science:
action and reaction/ cause
and effect
Actions and reactions can
represent interdependency
and cause and effect as
primary forces in an
ecosystem.
ABIS IMPACT-ARTS-INFUSED INS
ITUTE LESSON PLA
(YR2-AEM.Q.ID
LESSON TITLE: Modify My Action
Theater and Writing Lesson
Artist-Mentor: Dave Quicksall
Grade Level:
Third Grade
Examples:
Enduring Understandings
Using an adverb as a modifier can make verbs more powerful or change the meaning.
Target: Knows and understands verbs and adverbs.
Criteria: Identifies and verbally explains that verbs are action words and adverbs qualify or
change the meaning of a verb.
Target: Performs the action of a chosen verb.
Criteria: Uses entire body or parts of body in motion to reflect the meaning of the word (verb).
Target: Modifies action by applying an adverb.
Criteria: Changes and sustains the action to reflect the new physical attribute given by the
adverb.
Teaching and Learning Strategies
Introduction to Arts-Infused Concept through Classroom Activity:
Concepts for writing instruction: verbs; adverbs; nouns; adjectives
Concepts in everyday life:
PREPARATION:
Use list of verbs and adverbs proVided with this lesson. Or, make lists of verbs and adverbs, or nouns
and adjectives that might interact in texts or in writing.
1. This is a lesson that is a theater lesson and a writing lesson at the same time. Divides the students
into pairs, in which one student is "A" and the other is "B." The "A" students receive a VERB list from
the teacher; the "B" students receive an ADVERB list.
2. Explains that all of the "A's" pick any VERB from the list and act it out. Prompts: HOI/j/ would
you act out ''examine.?'' What does to ''leap'' look like? Pick a verb from the list and act out its meaning.
Student: The "A" students begin to act in a way that reflects the meaning of the verb they have chosen.
Embedded Assessment: Criteria-based teacher checklist
3. Explains that all of the "B" students tell an ADVERB to the "A" student to modify their
action. Prompts: How can the adverb change the verb? ''B''students/ tell an adverb to your panner:
How is the action changing?
Student: The "A" students modify their actions to reflect the new attribute given to them by the "B"
student.
Embedded Assessment: Criteria-based teacher checklist
Third Grade-Theater and Writing-Modify My Action'
5-1
4. Directs the students to switch roles, after several turns so that everyone gets to work on the
verbs and adverbs. Allows time for pairs to perform for the rest of the class. The class can try and guess
the verbs and adverbs they see the pairs perform.
Student: Switches places and repeats exercise for as many words as time allows.
Embedded Assessment: Criteria-based teacher checklist; peer reflection
Before next THEATER lesson:
1. Use the same teaching strategies with nouns and adjectives.
Wlitillg
2. Apply the activity to a text the class is reading. Pairs select characters and scenes in
the text or scenes they infer could happen based on details in the text Pairs act out
scenes and modify them. The class can guess who they are and what moment they are
depicting. Use verbs and adverbs or nouns and adjectives for this activity.
3. Students generate the.ir own vocabulary for this activity and put those words on a word
wall to reference fOI- writing.
Independent Practice: Say a verb-write a verb! Picture yourself modifying it! Add an
adverb to give more information!
Vocabula
Arts:
action
physical choice
Arts- Infused:
adverbs
verbs
f\1aterials and Communi
Resource
Perfonnanc:es:
Broadway Center for ti1e Performing Arts, Tacoma, WA:
Mad Science: CSI Investigation, Show Wayan Tau" Spirit
Horse, Blues Journev, The Phantom Tollboot/7, Red Riding
Hood and Other Stories
WA Essential Learnings & Frameworks
Essential Learnings
AEL 1.1 concepts: action
AEL 1.2 skills and techniques: eKpresslve movement
AEL 3.2 for a purpose: e>:panded meaning
WEL 3.2.2 Variety of Words: uses language
appropriate for a specific purpose
Petfonnanc:e Materials:
list of cards of verbs and adverbs
Writing State Frameworks'
Grade 3: selects specific words
Grade 5: uses precise words (e.g. vivid verbs)
Student Verb Lists
Third Grade-Theater and Writing-Modify My Action!
5-1
VERBS LIST "I"
VERBS LIST "2"
,eaping
bubbling
popping
flailing
blinking
whisking
pounding
flowing
creeping
flittering
dancing
pouncing
spinning
coughing
flapping
groaning
hopping
jumping
jerking
kicking
laughing
soaring
rattling
winking
Third Grade-Theater and Writing-Modify My Action!
5-1
Student Adverb Lists
ADVERBS LIST "1"
ADVERB LIST "2"
gently
lightly
fast
intensely
softly
vigorously
backwards
eagerly
quietly
skillfully
slowly
sluggishly
strongly
powerfully
sneakily
timidly
wildly
gracefully
sharply
dramatically
smoothly
jerkily
confidently
clumsily
thoughtfully
fluidly
Third Grade-Theater and Writing-Modify My Action!
5-1
ASSESSMENT WORKSHEET
DisciDlines
Concept
WRITING
SPECIFIC WRODS: Verbsl Adverbs
Identifies and verbally explains that verbs
are action words and adverbs qualify or
chanqe the meaninq of a verb
Student
THEATER
PHYSICAL
CHOICES:
Action
Demonstrates
action of verb
THEATER
PHYSICAL CHOICES: Action
3
Changes and sustains an action to
reflect new attribute of a verb given by
an adverb
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ll.
12.
13.
14.
15.
16.
17.
18.
19.
20.
2l.
22.
23.
24.
25.
26.
27.
28.
Total
Percentage
Criteria-based Reflection Questions: (Note examples of student reflections.)
Self-Reflection: How can the adverb change the verb? How is your action changing?
Peer to Peer: How did different classmates modify the same verb/adverb combination
differently?
Thoughts about Learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:
Which classroom management techniques supported learning?
Teacher:
Total
Points
Date:
Third Grade-Theater and Writing-Modify My Action!
_
AR.TS IMPACT
ARTS-I~EARNING
FAM.lU..brrf.=.lR
_
THEATER AND WRITING LESSON - Modify My Action!
Dear Family:
Your child participated in a theater and writing lesson. We studied verbs and adverbs,
.,
We defined verbs and adverbs.
•
We connected an action with a verb.
•
We adjusted our actions by modifying our verb to show distinctions when a verb is modified by
an adverb, it can change the meaning. As actors we showed that by changing our physica'(
choices.
•
We participated in a theater exercise with a partner.
At home you could discuss the difference beDl'ieen a verb and a verb that is modified by an adverb.
How would a verb look different than the same verb modified by an adverb?
Enduring Understanding
Using an adverb as a modifier can make verbs more powerful or change the meaning.
Third Grade-Theater and Writing-Modify My Action!
ARTS IMPACT-ARTS-INFUSEP
LESSON TITLE: Precise Vocabulary
Theater and Writing Lesson
STITUT,E LESSON PLAN !YR2-A MJm)
Artist-Mentor - Gail Frasier
Grade Levels: Fifth Grade
Examples:
Enduring Understanding
Acting out and writing precise language and sentences can build vocabulary and support descriptive
writing.
Target: Demonstrates understanding of new vocabulary in a sentence.
Criteria: Creates a sentence using two new descriptive words: nouns/adjectives and
verbs/adverbs.
Target: Demonstrates understanding of new vocabulary in a dramatic presentation.
Criteria: f\1akes vocal and physical choices to depict word meaning for character, action or
setting.
Target: Mimics and words and actions of others.
Criteria: Makes vocal and physical choices that mirror a model.
Teaching and Learning Strategies
Introduction to Arts-Infused Concepts through Classroom Activities:
Arts-Infused Concepts: Descriptive Words
o Create 10-30 pieces of paper, each with vocabulary words. Use descriptive words to support writing
including verbs, adverbs, adjectives, nouns, etc. OR, use the sample list of verbs and adverbs
provided with this lesson.
1. Models how to create and act a sentence with two new words. Recruits one volunteer to
model. Uses two envelopes with words in them. Prompts: This is a lesson that is a theater lesson and a
writing lesson at the same time. We are going to have fun with acting out precise language that wi/I
build your vocabulal]/ and help your writing. 1 need a volunteer to help me model this exercise. We will
each take a word out ofan envelope. We wi/I share our words and make sure I,ve understand the
meanings. Next we will create a sentence that uses both words. You can help us ifyou have an Idea.
The sentence can be dialogue or narrative. Now we will act out that sentence, saying the line WIth
expression and movement or gestures. Let's practice saying It at that same time. ReadJ~ 1-2-3 (Say
sentence.) Let's practice our movements/gestures. Ready 1-2-3. (Practice movements.) Now let's put it
all together. Ready, 1-2-3.
Student: Contributes ideas.
2. Guides pairs of students to create and act sentences. Divides the students into pairs. Each
student picks a word out of an envelope. Students rehearse. Prompts: Make sure you know the
Fifth Grade-Theater and Writing-Precise Vocabulary
meaning ofthe word Check in with your partner to be sure you share the same word meaning.
Practice in steps. Rrst create a sentence, then say it together, then add the movement, practice the
movement. Rnally put It all together. How can you show the meaning of the word with your voice and
body?
Student: Work in pairs to create and act two new vocabulary words in a sentence.
Embedded Assessment: Criteria-based teacher checklist
3. Guides students to present sentences. Students stand in a circle. One pair presents, everyone else
repeats what they say and do. Move on to the next pair until everyone has had a chance. Prompts:
Stand in a circle next to your partner. Each pair will present their sentences and then we'll all repeat
exactlv what they say and do including vocal expression and phvsical choices.
Student: Presents sentence scenes with vocal expression and physical choices. Mimics sentences of
other pairs.
Embedded Assessment: Criteria-based teacher checklist
Before next THEATER lesson:
IVritillg
L Use the same teaching strategies with new vocabulary words as they are introduced
in the classroom throughout the year.
Independent Practice: Say a word-check for meaning! Picture yourself acting the word.
Vocabula
Alts:
gesture
movement
physical clloice
vocal clloice
Alts Infused:
adjective
adverbs
descriptive words
dialogue
expression
narrative
noun
verb,
vocabulary
vocal
Materials and Communi
Resource
Performances:
Broadway Center for the Performing Arts, Tacoma,
WA:
Mad Science: CSllnvestigation, Show Way on Tour,
Spirit Horse, Blues Journey, The Phantom Tollbooth,
Red Riding Hood and Other Stories
Performance Materials:
Lists of new classroom vocabulary
WA Essential Learnin s & Frameworks
AEL 1.1 concepts: action
AEL 1.2 skills and tec/miques: uses voice, range of
movement, worr~ in a group
AEL 2.1 applies creative process: conceptualizes,
develops ideas, presents
WEL3.1.1 develops ideas; elaborates using specific
details and/or examples
WEL 3.2.2 Style: variety of words: uses language
appropriate
Writing State Frameworks
Grade 5: Uses specific words and phrases,
descriptions
Grade 5: Uses precise language (e.g. powelful
verbs, specific descriptions
Fifth Grade-Theater and Wnting-Precise lIocabulary
VERBS
WALK
ACCEPT
PUSH
WAVE
STOP
LAUGH
JUMP
CRY
LOOK
RUN
GRAB
FALL
ASK
SLEEP
ENGAGE
ESCAPE
ENTER
OPEN
SURRENDER
IGNORE
SHAKE
SMELL
TAKE
SHAKE
THINK
READ
SWIM
Fifth Grade-Theater and Writing-Precise Vocabulary
ADVERBS
SADLY
ANGRILY
AGGRESIVELY
QUIETLY
LOUDLY
METICULOUSLY
SWEETLY
FORGETFULLY
DOUBTFULLY
CONFIDENTLY
WILLINGLY
INDIGNANTLY
SWIFTLY
SLOWLY
SILENTLY
FURTIVELY
AMIABLY
CANDIDLY
Fifth Grade-Theater and Writing-Precise Vocabulary
ARTS IMPACT-ARTS-I~FUSED INSTITUTE LESSQN
LESSON mLE: Precise Vocabulary
PLA~
(YR2-AEMDD)
ASSESSMENT WORKSHEET
Disciplines
Concept
Student
WRrnNG
PRECISE LANGUAGE
THEATER
VOCAL AND PHYSICAL CHOICES
THEATER
VOCAL AND PHYSICAL
CHOICES
Creates a sentence using two
new descriptive words:
nouns/adjectives and
verbs/adverbs
Makes vocal and physical choices
to depict word meaning for
character, action or setting
Makes vocal and
physical choices that
mirror a model
Total
3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Total
Percentage
Criteria·based Reflection Questions: (Note examples of student reflections.)
Self-Reflection: How did your voice affect your body when you put the sentence together?
Peer to Peer: What vocal or physical choices did others make to show the meaning of the
words?
Thoughts about Learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:
Which classroom management techniques supported /earning?
Teacher:
Date:
Fifth Grade-Theater and Writing-Predse Vocabulary
_
ARTS IMPACT-ARTS-INFUSE.Q LEARNING FAMILY LETTE
THEATER AND WRITING LESSON - Precise Vocabulary
Dear Farnily:
Today your child participated in a theater and writing lesson .
.,
We created sentences from two new words using precise language and then acted them with
a partner. Everyone in the class repeated exactly what we did, so we all got to experience the
words.
•
We dramatized 15-30 new words today!
At home, you could point to words in the dictionary or from a book and create actions, gestures, or
even scenes using them, just like your student did today.
Enduring Understanding
Acting out and writing precise language and sentences
can build vocabulary and support descriptive Writing.
Fifth Grade-Theater and Wnting-Precise Vocabulary
Arts Infused
Theater and Science
Disci line:
Grade
5
Title:
"Eco stem Madness"
r---=-::..=.::..=::..::....---j---:::..:::..::....=...a...=....=..::..=.:..::....;:....::.===-==--------::-----=------=------,--------------1
Level:
Author:
lod Emerson and Dave uicksall at Southwood Elementa
Enduring Understanding:
Actions and reactions can represent interdependency and cause and
effect as rima
forces in an ecos stem.
Examples:
video evidence on file
Ta
et:
Criteria:
et:
Criteria:
Target:
Criteria:
video evidence on file
Uses entire bod and voice to create a "machine".
Performs a sim Ie re etitive movement with vocalization.
Identifies the interde endent elements within a s ecific ecos stem.
Uses repetitive movement, gesture and vocalization to represent the
attributes of a s ecific com onent of the iven ecos stem.
Identifies the cause and effect of an outside force upon a specific
ecos stem.
Adjusts movement, gesture and vocalization to reflect the change
caused b the outside force.
1. Reviews conce ts of interde enden
cause and effect action and reaction.
2. Leads students through the "machine game". Divides students into ecosystem groups. One
person from group starts off by doing a simple repetitive movement accompanied by vocalization that
matches the gesture. Another person from the group joins the first person and adds their own
movement/vocalization that interacts with those of the first person. Continues adding individuals until
entire group is working as a single unit. Each student group performs for the class. After each
performance, teacher asks for examples of interdependency that was demonstrated by each group.
Prompt: Use one simple gesture (motion) you repeat over and over.
Embedded assessment: criteria based check list refgection.
3. Each group creates a "machine" (moving sculpture) of their specific ecosystem. Each
student chooses an element within their ecosystem for which he/she will create a movement and
vocalization. If there are five people they need five different elements (e.g. Grassland- sun, grass,
tree, animal, dirt). Reminds students that each element needs to be active with movement and
vocalization. Each group rehearses and refine their "machine" being sure to focus on the
interdependency between each element.
4. Each group performs their "machine" for the class. After each performance teacher asks for
examples of interdependency that was demonstrated by each group.
Embedded assessment: criteria based check list eer reflection
5. Secretly assigns each group with an outside force that affects the ecosystem (ie. global
warrnin ,drou ht fire sur Ius of mice etc.. Each rou ad'usts their movements/vocalizations to
reflect the impact of the outside force upon their ecosystem. Students rehearse and refine their new
"machine". Prompt: The outside force is going to create an action and your ecosystem is going to
react. This will show cause and effect within the ecos stem.
6. Each group performs their original "machine" for the class, upon a prompt from the
teacher they will change into their newly affected ecosystem. After each performance,
teacher asks the students in the audience what outside force impacted each ecosystem and how
cause and effect was demonstrated.
Embedded assessment: criteria based check-list peer reflection.
Resources:
Classroom, Visual
WA Essential
Theater and
Sciences
Vocabulary
Historical Art or
Performance
Arts or Performing
Arts Materials
Learnings
Theater
• gesture
• movement (active)
• vocalization
•
•
•
AEL 1.1 concepts:
• movement
• gesture
• vocalization
• action and reaction
Science
• ecosystem
• interdependency
Scheduled Study
Visit:
If You Give A Mouse A
Cookie
Theater and Science
Broadway Center for
• action and reaction/ the Performing Arts
cause and effect
February 26, 2007
list of ecosystems
list of outside
forces that affect
the ecosystems
AEL 1.2 skills and
techniques:
• uses specific vocal
qualities (e.g.,
volume, diction,
rate, pitch, tone)
• selects and uses
specific movements
• works within a
small group to
solve a dramatic
problem
Science GLEs
• 1.2.1 Analyze how
the parts of a
system go together
and how these
parts depend on
each other.
• 1.3 Understand
how interactions
within and among
systems cause
changes in matter
and energy.
Arts Discipline:
Grade 15
Level:
Students
I
Theater
Title:
Author:
THEATER
Physical and
Vocal Choice
Performs a
simple repetitive
movement with
vocalization.
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ll.
12.
13.
14.
15.
16.
17.
18.
19.
20.
2l.
22.
23.
24.
25.
26.
27.
28.
Total
Percentage
"EcoSYstem Madness"
lady Emerson
THEATER & SCIENCE
THEATER & SCIENCE
Total
Points
3
Action
Uses repetitive
movement, gesture and
vocalization to
represent the attributes
of a specific component
of the given ecosystem.
Action and Reaction
Adjusts movement,
gesture and
vocalization to reflect
the change caused by
the outside force.
Were there any students
especially challenged by concepts
in the lesson; what instructional
strate ies hel ed these students?
Were there lesson dynamics that
hel ed or hindered learnin ?
What classroom management
techniques supported student
learnin ?
Other comments:
Famil Communication: