Rebekah D. Wilson

 

Lesson 1 of 5 Overview:

 

Lesson Title: What is R-E-S-P-E-C-T?

 

Lesson Objectives	Assessment Strategy(ies)
Students will identify and define the characteristics of this month’s moral value: respect.	Students will participate in an open-ended discussion, which will be recorded in both written and video form.
Students will be able to build their basic theatre mechanics and techniques.	Students will participate in routine physical, vocal and diction exercises, which will be self-assessed by the students’ progress.
Students will use their bodies and voices to create environment.	Students will participate in a drama-based activity, which incorporates mime and imaginitive play.
Students will collaborate on an activity that activates their imaginations, and emphasizes their personal definitions of respect.	Students will document their opinions about the topic through artistic means.

 

Related Common Core & Standards:

 

• CCSS.ELA-Literacy.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

• CCSS.ELA-Literacy.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

• CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

• Blueprint for the Arts – Theatre: Acting – Grade 2: Students activate and use their imaginations as well as the analytical and process skills associated with acting.

• Blueprint for the Arts – Theatre: Acting – Grade 2: Students participate in group activities, including creative play, storytelling, pantomime and improvisation.

• Blueprint for the Arts – Theatre: Acting – Grade 2: Students explore the physical, vocal, characterization, and staging components of acting by developing the actor’s instrument: the body, voice and mind.

Modifications Relevant to the Lesson:

 

- Some students have yet to master the standard of speaking and listening rules, so they will be clearly established by a “mic.” Whoever has the mic can speak. If the student does not have the mic he/she cannot speak in the class discussion.

 

Spatial Organization:

 

The classroom is typically set up as a traditional classroom, with chairs and desks. All desks are organized according to the directions: North, South, East, and West. There is a cluster of four desks at the North West, South West, North East, and South East sections.  In the center, there is a cluster of four desks on the North Side, but Due South, there is a cluster of five desks. For this class, chairs and tables will have to be set to the far West Side of the room to make room for the students, so they can have an open space.
 

Materials Needed: Marker Board, Markers, Camera

 

Procedures

 

Focus Question: What is Respect? What makes respect a good attribute?

 

I Warmup (10 minutes) [All warmups begin with students in a circle formation.]

A. Physical

1. “Crazy Eights” – Students shake their limbs for 8 counts, counting down to one.

2. “Head, Head” – Students will repeat after the teacher, stretching and moving individual body parts (ie: head, shoulders, knees, hips, feet), and will end with shaking their bodies.

B. Vocal

1. “Vocal Rollercoaster”- Students will experiment with vocal pitches in the form of a rollercoaster, going up as high as they can, and going as low as they can. They also experiment with different vowels using this technique. 

2. “Lion and Lemon” – Student will stretch and shrink their facial muscles, pretending their lions, and then like they are lemons.

3. “Gibberish”- Teacher will ask a short question in gibberish, student will shortly answer back, then pose a question where a peer will respond and pass it on to the rest of the circle.

C. Diction (using tongue-twisters)

1. “Pet, Ket, Set, Bet, Let” – then, “Pat, Cat, Sat, Bat, Rat”, then using short “I”, short “U”.

2. “The Big Black Bug” – The Big Black Bug Bled Blue Blood when The Big Black Bear ate the Big Black Bug!

 

II. Lesson (25 minutes)

A. Introduction: Students will be asked, “What does Respect mean to you?” Teacher will write all of the answers that kids say on the board. (3-5 minutes)

B . Activity: Celebrity Chef (15-20 minutes)

1. Teacher will model activity with her recipe of Respect-A-Roni and Cheese:

Ingredients: 1 cup of love, ¾ cups of discipline, a dash of self-control, and a sprinkle of focus. Mix until blended. Bake at 350 degrees. Serve immediately.

1. Students, in teams of two, will be Celebrity Chefs, creating a recipe for respect, using the words on the board from the brainstorming exercise.

2. Teams will write down the recipe on a worksheet, and they can draw their recipe dish.

3. Each of the teams will present their recipe to everyone, in the style of a celebrity chef.

4. Students will use their bodies and voices to mime the actions associated with creating their recipes.

C. Reflection /Wrap it up!  (5 minutes)

1. Students will be asked the following questions: How did this Celebrity Chef exercise help you understand your personal definition of respect? How did we know that our celebrity chefs are in the Also, how were you able to use your body to show that you were making the recipe?

2. Alternate: Students will give either a thumbs up, thumbs in the middle, or thumbs down to see whether the chef exercise helped you.

 

Lesson 2 of 5 Overview:

 

Lesson Title: Self-R-E-S-P-E-C-T

 

Lesson Objectives	Assessment Strategy(ies)
Students will identify the characteristics of self-respect.	Teacher will participate in an open-ended discussion, which will be recorded in both written and video form.
Language skills: Forming of a character, using body and voice.	Students will participate in a literary and dramatic activity, which will be observed and tracked by the teacher through detailed notes.
Content Objective: Review of Basic Theatrical Skills (ie: use of body, voice, and diction, projection), Collaboratively working to tell a story.	Students will participate in routine physical, vocal and diction exercises, which will assess students’ progress in skills. Students will also perform a process drama as a group.
Affective Objective:  Students will develop a deeper understanding of the topic through the thoughts and actions of different peer groups.	Students will document their opinions about the topic through a self-reflective activity.

 

Related Common Core & Standards:

• CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

• CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

• CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

 

Modifications Relevant to the Lesson:

 

- Some students have yet to master the standard of speaking and listening rules, so they will be clearly established by a “mic.” Whoever has the mic can speak. If the student does not have the mic he/she cannot speak in the class discussion.

 

Spatial Organization:

 

The classroom is typically set up as a traditional classroom, with chairs and desks. All desks are organized according to the directions: North, South, East, and West. There is a cluster of four desks at the North West, South West, North East, and South East sections.  In the center, there is a cluster of four desks on the North Side, but Due South, there is a cluster of five desks. Also, there is a giant rug on the Far South of the room, which allows some space for dramatic play.For this class, chairs and tables will have to be set to the far West Side of the room to make room for the students, so they can have an open space.
 

Materials Needed: A Copy of “The Ugly Duckling,” Marker Board, Markers, Pens, Pencils, Paper

 

Procedures

 

Focus Question: What does it mean to respect yourself? How can we express our self-respect in everyday situations? How can we use our bodies and voices to embody a character? 

 

I. Warmup (10 minutes) [All warmups begin with students in a circle formation.]

A. Physical

1. “Crazy Eights” – Students shake their limbs for 8 counts, counting down to one.

2. “Head, Head” – Students will repeat after the teacher, stretching and moving individual body parts (ie: head, shoulders, knees, hips, feet), and will end with shaking their bodies.

B. Vocal

1. “Vocal Rollercoaster”- Students will experiment with vocal pitches in the form of a rollercoaster, going up as high as they can, and going as low as they can. They also experiment with different vowels using this technique. 

2. “Lion and Lemon” – Student will stretch and shrink their facial muscles, pretending their lions, and then like they are lemons.

3. “Gibberish”- Teacher will ask a short question in gibberish, student will shortly answer back, then pose a question where a peer will respond and pass it on to the rest of the circle.

C. Diction (using tongue-twisters)

1. “Pet, Ket, Set, Bet, Let” – then, “Pat, Cat, Sat, Bat, Rat”, then using short “I”, short “U”.

2. “Peter Piper”- Peter Piper picked a peck of pickled peppers. A Peck of Pickled Peppers Peter Piper Picked. If Peter Piper picked a peck of pickled peppers, where are the pickled peppers that Peter Piper picked?

 

II. Lesson (25 minutes)

A. Activity: Ugly Duckling Guided Read-Aloud (10-15 minutes)

1. Teacher will chose the characters in the story: Mother Duck, The Two Baby Ducks, The Hens, The Rooster, The Farmer. Everyone left will play The Ugly Duckling.

2. Teacher will read aloud The Ugly Duckling by Hans Christian Andersen.

3. While the story is being read aloud, students will use their bodies to re-enact the story in wordless scenes.

B. Activity: Yup, Kinda, Nope. (10 minutes)

1. Teacher will announce some statements, and students will form an opinion about those statements regarding The Ugly Duckling and Self-Respect.

2. Students will move to either a Yup sign, a Kinda sign, and a Nope sign.

3. Teacher will ask a few students why they chose that spot, and initiate discussion

C. .Activity: Love Letter (10 minutes)

1. Teacher will begin with reading a model of a love letter to her self.

2. Each individual student will write a love letter to him/her self, describing what he/she loves about his her self.

3. Students who feel comfortable will share their love letter in a dramatic fashion with the class.

1. Reflection/Wrap it up! (5 minutes)

1. Students will engage in discussion about what was learned.

2. If students would like to continue in discussion, it can be continued to the next lesson.

 

 

Lesson 3 of 5 Overview:

 

Lesson Title: R-E-S-P-E-C-T to Others

 

Lesson Objectives	Assessment Strategy(ies)
Students will identify the characteristics of showing respect towards others.	Students will participate in an open-ended discussion, which will be recorded in both written and video form.
Language Skills: Giving complete, articulate oral observations and opinions about a topic. Listening for cues to carry out instruction.	Students will participate in a literary and dramatic activity, which will be observed and tracked by the teacher through detailed notes.
Content Objective: Review of Basic Theatrical Skills (ie: use of body, voice, and diction, projection), Use of body and voices to create character in a story.	Students will participate in routine physical, vocal and diction exercises, which will assess students’ progress in skills. Students will also perform a process drama as a group.
Affective Objective: Students will develop a deeper understanding of the topic through the thoughts and actions of different peer groups	Students will document their opinions about the topic through artistic means.

 

Related Common Core & Standards:

• CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

• CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

• CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

 

Modifications Relevant to the Lesson:

 

- Some students have yet to master the standard of speaking and listening rules, so they will be clearly established by a “mic.” Whoever has the mic can speak. If the student does not have the mic he/she cannot speak in the class discussion.

 

Spatial Organization:

 

The classroom is typically set up as a traditional classroom, with chairs and desks. All desks are organized according to the directions: North, South, East, and West. There is a cluster of four desks at the North West, South West, North East, and South East sections.  In the center, there is a cluster of four desks on the North Side, but Due South, there is a cluster of five desks. Also, there is a giant rug on the Far South of the room, which allows some space for dramatic play. For this class, chairs and tables may have to be set to the far West Side of the room to make room for the students, so they can have an open space.
 

Materials Needed: A Copy of “The Magic of Anansi,” Marker Board, Markers

 

Procedures

 

Focus Questions: What does it mean to respect others? Who deserves respect? How can we express our respect for others in different situations? How can we use open-ended questions to explore a character? 

 

I. Warmup (5 minutes) [All warmups begin with students in a circle formation.]

A. Physical

1. “Crazy Eights” – Students shake their limbs for 8 counts, counting down to one.

2. “Head, Head” – Students will repeat after the teacher, stretching and moving individual body parts (ie: head, shoulders, knees, hips, feet), and will end with shaking their bodies.

B. Vocal

1. “Vocal Rollercoaster”- Students will experiment with vocal pitches in the form of a rollercoaster, going up as high as they can, and going as low as they can. They also experiment with different vowels using this technique. 

2. “Lion and Lemon” – Student will stretch and shrink their facial muscles, pretending their lions, and then like they are lemons.

3. “Gibberish”- Teacher will ask a short question in gibberish, student will shortly answer back, then pose a question where a peer will respond and pass it on to the rest of the circle.

C. Diction (using tongue-twisters)

1. “Pet, Ket, Set, Bet, Let” – then, “Pat, Cat, Sat, Bat, Rat”, then using short “I”, short “U”.

2. “Peter Piper”- Peter Piper picked a peck of pickled peppers. A Peck of Pickled Peppers Peter Piper Picked. If Peter Piper picked a peck of pickled peppers, where are the pickled peppers that Peter Piper picked?

 

II. Lesson (35 minutes)

A. Activity: Anansi the Spider Guided Read-Aloud (25 minutes)

1. Teacher will read-aloud “The Magic of Anansi the Spider.”

2. Students will listen carefully to the story, enacting as the other animals of the jungle.

3. During the story, the students will do as the story says when the narrator mentions all of the other animals of the jungle.

 

B. Activity: Press Conference (15 minutes)

                  1. The teacher, in role, will model the activity, playing Anansi the Spider.

                  2. Students will have five minutes to write down a question to ask Anansi, Mr. Tiger, or Mr. Snake acting as reporters,

3. Students will ask one question, in role as a reporter in a conference, each about the inner thoughts of the character in the scene, based on the events listed in order on the board.

                  a. Teacher will be in role also as Mr. Tiger and Mr. Snake.

III. Reflection/Wrap it up! (5 minutes)

A. Students will engage in discussion about what was learned about respect. (“What was the moral of the story?” “How did Anansi show respect to Mr. Snake?” “How did Mr. Tiger gain his respect?”)

B. Students will engage in discussion about what was learned with their development of dramatic skill. (“How is a character formed?” “What did I do to make my characters come to life?”)

C. If students would like to continue in discussion, it can be continued to the next lesson.

 

Lesson 4 of 5 Overview:

 

Lesson Title: R-E-S-P-E-C-T Our Community 

 

Lesson Objectives	Assessment Strategy(ies)
Students will identify the characteristics of respect towards the community.	Students will participate in an open-ended discussion, which will be recorded in both written and video form.
Language skills: Forming complete, articulate oral observations and opinions about a topic. Listening for cues to carry out instruction.	Students will participate in a literary and dramatic activity, which will be observed and tracked by the teacher through detailed notes.
Content Objective: Review of Basic Theatrical Skills (ie: use of body, voice, and diction, projection)	Students will participate in routine physical, vocal and diction exercises, which will assess students’ progress in skills. Students will also perform a process drama as a group.
Students will use their bodies and voices to create and establish character.	Teacher will document observations during the dramatic activity,  when they will use their bodies to communicate with their classmates.

 

Related Common Core & Standards:

• CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

• CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

• CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

 

Modifications Relevant to the Lesson:

 

- Some students have yet to master the standard of speaking and listening rules, so they will be clearly established by a “mic.” Whoever has the mic can speak. If the student does not have the mic he/she cannot speak in the class discussion.

- For students with speech impediments, diction exercises will be done more slowly.

 

Spatial Organization:

 

The classroom is typically set up as a traditional classroom, with chairs and desks. All desks are organized according to the directions: North, South, East, and West. There is a cluster of four desks at the North West, South West, North East, and South East sections.  In the center, there is a cluster of four desks on the North Side, but Due South, there is a cluster of five desks. Also, there is a giant rug on the Far South of the room, which allows some space for dramatic play. For this class, chairs and tables may have to be set to the far West Side of the room to make room for the students, so they can have an open space.
 

Materials Needed: A Copy of “Madlenka,” Marker Board, Markers

 

Procedures

 

Focus Questions: What does it mean to respect your community? Who are the members of your community? How can we show our respect to the members of our community?

 

I. Warmup (10 minutes) [All warmups begin with students in a circle formation.]

A. Physical

1. “Crazy Eights” – Students shake their limbs for 8 counts, counting down to one.

2. “Head, Head” – Students will repeat after the teacher, stretching and moving individual body parts (ie: head, shoulders, knees, hips, feet), and will end with shaking their bodies.

B. Vocal

1. “Vocal Rollercoaster”- Students will experiment with vocal pitches in the form of a rollercoaster, going up as high as they can, and going as low as they can. They also experiment with different vowels using this technique. 

2. “Lion and Lemon” – Student will stretch and shrink their facial muscles, pretending their lions, and then like they are lemons.

3. “Gibberish”- Teacher will ask a short question in gibberish, student will shortly answer back, then pose a question where a peer will respond and pass it on to the rest of the circle.

C. Diction (using tongue-twisters)

1. “Pet, Ket, Set, Bet, Let” – then, “Pat, Cat, Sat, Bat, Rat”, then using short “I”, short “U”.

2. “Peter Piper”- Peter Piper picked a peck of pickled peppers. A Peck of Pickled Peppers Peter Piper Picked. If Peter Piper picked a peck of pickled peppers, where are the pickled peppers that Peter Piper picked?

 

II. Lesson (25 minutes)

A. Q+A: What makes a community? Open Discussion (5 minutes)

   1. Students will be asked the following open-ended question: “What makes a community?”

   2. All answers will be written on the board.

 

B. Madlenka Read-Aloud Activity:

     1. Students will be read aloud “Madlenka” by Peter Sis.

     2. Students will be asked what members of the community she saw when she announced her loose tooth.

     3. Answers will be written on the board.

 

B. Activity: Pantomime/Charades (15-20 minutes)

                  1. Each student will randomly choose a member of the community, written on a piece of paper, from a hat.

                  2. Students will be divided into two teams. Each team member will try to guess what member of the community each student is. (ie: butcher, baker, doctor, teacher, mother, father, gardener, etc.)

 

III. Reflection/Wrap it up!

A. Students will engage in discussion about what was learned. (“How were we able to guess who our characters were?” What parts of their bodies were used in showing the members of the community? How can we show respect to members of our community? Examples please.”)

B. If students would like to continue in discussion, it can be continued to the next lesson.

 

Lesson 5 of 5 Overview:

 

 

Lesson Title: R-E-S-P-E-C-T Our World!

 

Lesson Objectives	Assessment Strategy(ies)
Students will identify and discover characteristics of respect towards the world.	Students will participate in an open-ended discussion, which will be recorded in both written and video form.
Language skills: Forming complete, articulate oral observations and opinions about a topic. Listening for cues to carry out instruction.	Students will participate in a literary and dramatic activity, which will be observed and tracked by the teacher through detailed notes.
Content Objective: Students will explore character development using pantomime.	Students will perform their pantomimes in a dramatic activity.
Affective Objective (optional):  Students will discover how physicality helps develop a character.	Students will document their experiences via a survey.

 

Related Common Core & Standards:

• CCSS.ELA-Literacy.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

• CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

• CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

 

Modifications Relevant to the Lesson:

 

- Some students have yet to master the standard of speaking and listening rules, so they will be clearly established by a “mic.” Whoever has the mic can speak. If the student does not have the mic he/she cannot speak in the class discussion.

- For students with speech impediments, diction exercises will be done more slowly.

 

Spatial Organization:

 

The classroom is typically set up as a traditional classroom, with chairs and desks. All desks are organized according to the directions: North, South, East, and West. There is a cluster of four desks at the North West, South West, North East, and South East sections.  In the center, there is a cluster of four desks on the North Side, but Due South, there is a cluster of five desks. Also, there is a giant rug on the Far South of the room, which allows some space for dramatic play. For this class, chairs and tables may have to be set to the far West Side of the room to make room for the students, so they can have an open space.

 

Materials Needed:  Slips of paper, hat/cap

 

Procedures

 

Focus Question: How can we respect our world? What can we do now that will positively impact the world? How can we use our bodies and voices to create character in different environments? 

 

I. Warmup (10 minutes) [All warmups begin with students in a circle formation.]

A. Physical

1. “Crazy Eights” – Students shake their limbs for 8 counts, counting down to one.

2. “Head, Head” – Students will repeat after the teacher, stretching and moving individual body parts (ie: head, shoulders, knees, hips, feet), and will end with shaking their bodies.

B. Vocal

1. “Vocal Rollercoaster”- Students will experiment with vocal pitches in the form of a rollercoaster, going up as high as they can, and going as low as they can. They also experiment with different vowels using this technique. 

2. “Lion and Lemon” – Student will stretch and shrink their facial muscles, pretending their lions, and then like they are lemons.

3. “Gibberish”- Teacher will ask a short question in gibberish, student will shortly answer back, then pose a question where a peer will respond and pass it on to the rest of the circle.

C. Diction (using tongue-twisters)

1. “Pet, Ket, Set, Bet, Let” – then, “Pat, Cat, Sat, Bat, Rat”, then using short “I”, short “U”.

2. “Peter Piper”- Peter Piper picked a peck of pickled peppers. A Peck of Pickled Peppers Peter Piper Picked. If Peter Piper picked a peck of pickled peppers, where are the pickled peppers that Peter Piper picked?

 

II. Lesson (25 minutes)

A.  Game: “What are you Doing?”

1. Teacher will explain the rules of the game, and model accordingly.

2. A person will begin an action and the next person will ask, “What are you doing?” The person will answer, and move on.

3. Next Layer: A person will begin an action, and the person next to them will mimic the action. The person next to them will say, “What are we doing?” and the first person will respond with an answer.

B. Activity: The Lorax Movement

1. Each student will be given a character from the book The Lorax by Dr. Seuss. (IE: Swammee-swan, Barbaloot, Humming-fish, Onceler, or Lorax) 

2. Students will walk throughout the space, leading with different parts of their bodies. (ie: Head, Chest, belly, elbows, etc.) 

3. They will be asked to choose a part of the body to lead with, and use that to create the Swammee-Swan, Barbaloot, etc. Students can interact with each other, and use sound only to communicate. 

 

III. Wrap it up  (5 minutes)

                           A.  Review/Discussion

1. Students will respond to open-ended questions regarding their experience, such as, "How did you feel interacting with the different species of animals?" "How did you feel when you knew your home was being invaded and butchered by the Once-ler?" "As the Once-Ler, how did you react to others?" .

2. Students will discuss how this exercise helped them understand how to respect the world. 

          B. Homework: Students will create one sentence accompanied with movement on how they would respect the world.