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TPL    THE PERFORMANCE LAB Interactive Residencies    LESSON PLANS DEV'T & FEEDBACK  ›  I OVERCURVE/UNDERCURVE Moderators: RAH, Di, Di Aldis, dale schmid, gloria mclean, Administrators (DANA)
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RAH
April 30, 2007, 2:52pm Report to Moderator
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BW
Lesson Plan
IAC 491


Theme/Concept/Big Idea: Under curve and over curves
1)     children should be able to find under curves and over curves in nature
2)     one possible misunderstanding may be the terminology of under curve and over curve
3)     List of Essential Questions:
a.     What is an arch? (Discuss)
b.     Where can you find archs in nature?
c.     Can you make an arch with your body?

Lesson Title: Under Curves and Over Curves in Nature
Disciplines Addressed: Theatre and Science
Targeted Grade Levels: Kindergarten through First Grade
Necessary Prior Knowledge for Learner: What an arch is.

Lesson Objectives:
     The student will describe different under curves and over curves found in nature.
     The student will perform under curves and over curves with their bodies.
     The student will identify the differences in under curves and over curves.

Future Objectives:
     The student will be able to take the knowledge gained from this lesson and apply it to future lessons on science and shapes in nature.

National Standards for Disciplines Addressed:

Script Writing by Planning and Recording Improvisations Based on Personal Experience and Heritage, Imagination, Literature And History.  - Students collaborate to select interrelated characters, environments, and situations for classroom dramatizations -Students improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue
     
Acting by Assuming Roles and Interacting in Improvisations - Students imagine and clearly describe characters, their relationships, and their environments  - Students use variations of locomotor and nonlocomotor movement and vocal pitch, tempo, and tone for different characters  - Students assume roles that exhibit concentration and contribute to the action of classroom dramatizations based on personal experience and heritage, imagination, literature, and history

     
State Standards for Disciplines Addressed:
     
Create and perform theatre pieces as well as improvisational drama. They will understand and use the basic elements of theatre in their characterizations, improvisations, and play writing. Students will engage in individual and group theatrical and theatre-related tasks, and will describe the various roles and means of creating, performing, and producing theatre.

Intelligences Foci:
1)     Kinesthetic
2)     Verbal
3)     Interpersonal

Assessment Evidence:

Performance Tasks:
     The students will perform a creative drama exercise where they create a story using under curves and over curves that are found in nature.  The students will create under curves and over curves with their bodies.  
Rubric for Grading     
Assessment     1     2     3     4
Children use their bodies to create under curves and over curves.                    
The students work collaboratively to create a creative dramatic work.                    
The students will discuss the performances and what changes different groups could have made.                    
                    

Other Evidence:
     The students will demonstrate the desired results by discussion, observations, and performance.
     
     The students will reflect upon their performances through discussion and journaling.

Advance Lesson Organizer:

Materials and Resources:  The teacher will need to prepare a box of miscelanious probs for the students to use throughout their performance.

Teacher Preparation: Rearrange the room to create a lot of space for performance.

Vocabulary Listing:
     Under Curve
     Over Curve
     Arch
     Pantomime

Safety Considerations:
     Students will follow the designated class rules
     Including respecting personal space and thinking creatively

Details of Instructional Activity:
     
Anticipatory Set:
     Students begin the lesson with a movement warm-up activity.
-     Students do the ant exercise and work as a team to find food for the colony.
-     Students will then discuss the vocabulary words

Body of the Lesson:
A)     Have students gather in a circle and ask them to come up with different arches that they can see in nature. Eg: rainbows, the path a whale moves through the water, the way a snake moves, the branches on trees, bowls, etc.
B)     Next have students separate into two or three groups depending on the size of the class (should be roughly 5 or 6 people per group).
C)     Then have the students create an improvisational skit using the different arches they found in nature (10 minutes)
D)     After 10 minutes have the students reconvene in a big group and discuss what they came up with.  Discuss possible changes and ways to make their performance better (5 minutes)
E)     The students will then get back into their groups and practice their performances for 10 minutes.

Conclusion:
A)     The students will perform their skits for each other.
B)     After the performances have the students gather in a circle and discuss under curves and over curves and how they appeared in each performance.
C)     What ways did you move your bodies to create the under curves and over curves?
D)     Discuss what the students can do next time to make their skits even better and more creative!!

Ideas for Further Development:
     After this lesson talk more about nature and what shapes and objects appear in our environment?  How can you find the shapes and colors?

Interdisciplinary Connections:
     The learner will learn about shapes and nature, connecting to science and math.  Also, the movement connects to dance.
     

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dale schmid
May 1, 2007, 10:29pm Report to Moderator
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Dear BW   

I applaud the age appropriateness of activities you've chosen for your lesson and embrace your desire for cross-content integration with science content.  That being said, I have a few questions for you to ponder as you continue to develop your ideas and eventually incorporate them into classroom practice; specifically with regard to enduring understandings, essential questions, and evidence of learning.

Teaching for enduring understandings (Understanding by Design) differs from an activities-based approach to instruction by focusing on big ideas.  Your lesson would be greatly enhanced by such an approach.  

When considering "enduring understandings," one must ask what are the transferable ideas you wish to communicate to students through a lesson or unit?  What "big ideas", concepts or understandings do you desire for your students as a result of engaging with the content of the lesson that are significant and transferfable? This approach to curriculum is fundamentally different than starting from a set of activities and forging them into understandings or simply mapping an activity to a standard  (Exposure does not necessarily equate to learning).  In other words, you need to determine what the "moral of the story" is in order to know if the activities embedded in your lesson will lead students to specific insights/connections about the content. Keep in mind, understandings are not necessarily facts, but inferences that can be drawn from facts.  

Essential questions also focus on big ideas.  They are the like the "metaphysical question of the day".  They are at the heart of the subject and are important to argue about.  Essential questions do not necessarily lead to one right answer. They do not provoke list-making, nor call for the "teacherly" answer. Instead they set up in-depth, multiple perspectives of inquiry that "provide organizing purpose for meaningful and connected learning".  

The goal is to aspire to higher levels of cognition in a Bloomian sense.  (In your lesson, terms like describe and identify are very low in terms of cognitive demand and at times difficult to differentiate degrees of mastery of content through assessment.  Yet your performance activity calls for  analysis and  synthesis through the act of creation).  Your lesson would be strengthed by objectives that more closey align to the performance task.  

As for the "A" word - assessment - what evidence of learning will lead you to understanding individual student capabilities embedded in your performance task?  Are their predictable mis-understandings that you will have to un-teach?  What does success look like?  To know this, you will need to establish what observable criteria shows evidence of content mastery...and destinguishes among levels of mastery.  

In other words; if on a four-point scale a "1" is the highest possible score and a "4" reflects the lowest level of content mastery or skill, how does a "1" differ from a "4?"  What types of formative evaluations will give you insight into student's grasp of the essential concepts inherent in your enduring understandings as you progress through the lesson?  Are there points at which you could pause for reflection and feedback?  How would you flesh out evidence of learning. . . ? What are the key indicators of demonstrated mastery unearthed through discussion, observation and performance?  

Finally, since we have added the complexity of learning through interactive exchange technology during the DANA project, are there any changes or modifications to instruction that you foresee necessary to teach this lesson interactively using the technology of "interactive exchange?"  

I'm cognizant of the fact that at the opening of my commentary that I said I had a few questions for you to ponder, and it seems the list has grown to be considerable . . . so I leave you with this:  I hope I have provoked you into thinking more deeply about how to cause "genuine and relevant inquiry into big ideas and core content" and invite you to direct any questions you may now have to me as you continue your exploration into means of getting students to get at "Why?" and "What of it?"  

Revision History (2 edits)
RAH  -  May 2, 2007, 5:43pm
RAH  -  December 5, 2021, 5:37pm
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gloria mclean
May 9, 2007, 2:47am Report to Moderator
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I am responding to the post by Dale Schmid - hi , Dale!

WHy and What of it?
Are there some specific examples within the Brockport lesson plan that you can point to that
made you raise these questions?

I mean, what specifically can we address to take in your very well stated and important commentary?
Gloria
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