Name Jana Emrich Two-Prong # 3

Two-Prong Lesson Plan

Two-Prong Focus: 1) Arts Content = Drama 2.1.1,2,&4 - Standard 2: Directing Theatrical Activities BASIC Benchmark 1. The student recognizes how to collaborate with peers to produce a classroom dramatization Indicators The student; 1. Demonstrates team work in dramatizing written texts and life experiences. 2. Collaboratively selects interrelated dramatic elements for classroom dramatization: character, setting, situation. 4. Collaborates with peers in creating and presenting an improvisational performance.

3.1.1&6 - Standard 3: Developing Acting Skills BASIC Benchmark 1: The student imagines and clearly describes characters and their relationships Indicators The student; 1. Explores, assumes, and imitates various character roles. 6. Improvises and role-plays a character from a real or fictional story.

2) Core Academic Content (use State Standards) = Social Studies History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 4: The student engages in historical thinking skills. Fifth Grade Knowledge and/or Application Indicators 6. Uses research skills to interpret an historical person or event in history and notes the source(s) of information (e.g., discusses ideas; formulates broad and specific questions; determines a variety of sources; locates, evaluates, organizes, records and shares relevant information in both oral and written form).

Student Objectives: Students will reflect upon book from previous lesson, The Great Depression; An Interactive History Adventure, and apply knowledge to make predictions about the upcoming read aloud story. Students will gain an understanding of the Great Depression and how it affected families. Students will create a scene from the story using a tableau. They will role play the characters in a freeze position to portray the emotions and events of the scene. Students will work together as a group to create their tableau. Students will use appropriate rules when having discussions within a group, speaking clearly and listening when others are speaking. Teaching Procedure: Introduction: 1. Attention/focus: Teacher will start a countdown from 5, to which the students know they are to stop what they are doing and sit at their desk to prepare for upcoming lesson. 2. Set mood: Teacher will ask students to discuss within their group the lesson and discussions over the book The Great Depression; An Interactive History Adventure from the previous day. 3. Set purpose: Teacher will ask students to think about their homes and families. Think about where they are being raised. Is it one place, or have they lived in many? Is it hard to move to a place where you know no one? 4. Review and relate: Teacher will show students the book they will begin today, Esperenza Rising, by Pam Munoz Ryan, and ask them to begin their prediction log by giving their opinion on what the book will be about. They can discuss within their group. Teacher will show images of Mexico on the Smartboard to give students an idea of the terrain and climate where the story begins. 5. Make ground rules and expectations clear: Rules for read aloud include listening quietly until teacher asks questions or gives them a minute to discuss an idea with their neighbors. 6. Energizers and warm-ups: The class will use the warm up strategy of Two Facts and One Lie. The tableau today will involve the students performing in front of the class so this would be a great ice breaker for those that are shy. 7. Vocabulary: Vocabulary words will be identified as the teacher reads the story. They are vaqueros, scythe, arbors, tendril, resounding, harvest, reaping, fiesta, premonition, serenaded, massive, and quarters. Development: 1. Teacher will begin by showing students the book she is beginning for their read aloud, Esperanza Rising. 2. She will ask them to predict what the story is about on their prediction sheet in their journal. She gives them the hint that although the story begins in Mexico, it also ties in with yesterdays reading of the Great Depression. They can discuss predictions within their group.

3. Teacher will read the first two chapters which describe Esperanzas relationship with her father and then his unexpected death on the eve of her 13th birthday. 4. Teacher will stop periodically to point out new vocabulary words for the students to add to their literacy journal. 5. At the close of the reading, teacher will ask them to break into their normal groups of four. There are 28 students; she will divide 3 of the groups up for a total of 4 groups of 7. 6. Students will have 5 minutes to discuss amongst their group and come up with a scene of which they will create a tableau, or a frozen picture. They can use any scene and they can be animate or inanimate objects. They need to use their body shape and expressions to depict the characters or objects, but they cannot move and they cannot speak. 7. One group at a time will create their picture at the front of the class. The audience will have 3 tries to guess the scene and what each person represents. They will raise their hand and be called on to guess. 8. If, after 3 tries, they are unsuccessful, the teacher will call upon one of the actors to describe the scene.

Conclusion: 1. Upon returning to their desks, students will finish their prediction sheet by explaining if their predictions were true or not. They will then predict what will happen in tomorrows reading. 2. Snack time follows reading, and as a kick off to a new read aloud, the teacher provides baskets of grapes for each table. Esperanzas family owned a large ranch in Mexico with thousands of acres of grapes. At the beginning of the second chapter, she is given the honor of cutting the first cluster of grapes signaling harvest time.

Assessment (may include a rubric): Formative assessment will be based upon observations of todays tableau. Summative assessment will be based upon literacy journal rubric provided and will take place at the end of each week. Supplemental materials based on the Great Depression will also be used throughout this book, with an assessment given at the end. Unit assessment will be based on new vocabulary learned and their understanding of the Great Depression and how it affected families.

Multiple Intelligences/Differentiated Instruction (place an x by each one covered in the lesson): Spatial (ability to visualize) Linguistic (words/spoken/written) _X_ _X_

Logical-mathematical Kinesthetic (movement) Musical Interpersonal (interaction w/others) Intrapersonal (self-reflective ability) Naturalist (having to do w/nature)

_X_ _X_ ___ _X_ _X_ _X_

Blooms Taxonomy/Differentiated Instruction (place an x by each of the items that apply): _X_ _X_ _X_ _X_ _X_ _X_ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) Application (demonstrate, construct, record, illustrate, research, order, display, practice) Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)

Special Needs (indicate how you will extend the lesson for gifted learners and decrease the lesson for struggling learners): Gifted Learners: This assignment involves a lot of interaction, even if students are gifted, they will not have any down time due to finishing early. They can help others in their group when it comes to predictions and creating a tableau. Our text states that gifted students may excel in dialog, improvisation, and writing, but benefit from learning how the arts can expand their capabilities to communicate (Cornett, 2011, p. 374) Learners Below Level: Students will be working in strategic cooperative groups, of four, and will have a class partner. They can discuss predictions within their group. Vocabulary words will be written on the board for students to copy definitions. One-on-one assistance will be provided as necessary, but since they are working within their group this should be minimal. The tableau will provide ways for all to participate and express themselves.

References: Cornett, C. (2011). Creating Meaning Through Literature and the Arts. Boston: Pearson Education, Inc. Ryan, P. (2000). Esperanza Rising. Scholastic, Inc.: New York.