[vc_row][vc_column width=”1\/1″][vc_column_text]<\/p>\n
Elementary Lessons are typical elementary school topics\u00a0taught with\u00a0the use of creative dramatics. \u00a0Lessons integrate\u00a0dramatic technique into the \u00a0instruction of the subject. \u00a0<\/p>\n
<\/p>\n
Lessons were submitted by pre-service Theatre Education university students upon completion of practicum work in the elementary school alongside an elementary teacher. \u00a0Grade levels and topics vary.<\/p>\n
[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″]
Students will demonstrate their ability to collaborate and understand the water cycle by devising an original water cycle play by asking questions about character and plot.<\/p>\r\n
Objective: Students will be able to explore character thoughts and physical choices, as well as their understanding of the language of poetry by acting out\/as the character in a poem.\r\n<\/p>\r\n
Students will be able to determine the reasons & challenges for the exploration & colonization of North America and the impact of character\u2019s thoughts in a story by making decisions on the exploration of North America as explorers.<\/p>\r\n
Students will demonstrate an ability to think critically about challenges they or characters might face through a creative drama experience based on the book\u00a0 Click, Clack, Moo by Doreen Cronin.<\/p>\r\n
Lesson: \u00a0Successful Pancakes Authors: Michael Avila & Becca Cardon Standards: TH: Cr3.1.1.bIdentify similarities and differences in sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama) TH: Pr4.1.1.bUse body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story ...<\/p>\r\n
Students will be able to portray character through the use of voice, gestures, body movements, and collaborative problem-solving through portraying a character in the story Big Pumpkinby Erica Silverman and coming up with a solution to get the pumpkin off the vine.<\/p>\r\n
Students will be able to describe character differences by analyzing the text of Goldilocks and the Three Bears then designing and drawing the three different bears.<\/p>\r\n
Students will be able to revise and improve a scene by reenacting the three times the wolf tries to blow down a house in the story of the Three Little Pigs.<\/p>\r\n
Students will demonstrate their ability to collaborate and act as responsible citizens as they portray a self-created superhero and decide as a group how to critically solve a problem.<\/p>\r\n
Students will demonstrate their understanding of design choices that support a story by creating a design idea in groups for this tangled clip and responding to others ideas.<\/p>\r\n
Students will be able to explore characters thoughts, physical choices, and understanding the language of poetry by a acting out\/as the character in a poem.<\/p>\r\n
Students will draw on specific details from the text to explore the thoughts and emotions of a character from the book Matilda by Roald Dahl through the use of imagination, movement, and a guided worksheet.<\/p>\r\n
Students will learn how to use their imaginations by creating and exploring the world of the book Matilda by Roald Dahl.<\/p>\r\n
Students will be able to empathize with American slaves and Civil War soldiers through collaborative analysis and creative exploration of historical characters\u2019 living situations in role, thus preparing them to combat discrimination in their own lives.<\/p>\r\n
Objective: Students will be able to better understand the culture of a country and develop character through participating in a tour guide\u2019s presentation of France and writing a postcard of what they learned on the tour.<\/p>\r\n
Unit Objective: Students will be able to demonstrate their understanding of storytelling, especially in Native American cultures, by exploring and telling stories in role.<\/p>\r\n
Objective: Students will demonstrate an understanding of the Preamble by creating still images that reflect the goals of the preamble.<\/p>\r\n
Objective\/I Can Statement: I can identify place values for numbers greater than 100. Students will demonstrate an ability to act out and write out a place value.\r\n<\/p>\r\n
Students will be able to interact with others in dramatic play and identify the way that organisms change and meet their needs to survive in their environment by embodying characteristics of various animals and recording how they would react in different environments.<\/p>\r\n
Students will be able to demonstrate their understanding and mastery of the basics of electricity while relying on intuition, curiosity, and critical inquiry, making strong choices to effectively convey meaning and, developing personal processes and skills for a performance or design to create and convey meaning through the presentation of moving images that embody concept of electrical current that we discussed in the unit.<\/p>\r\n