Public Group active 22 hours, 46 minutes ago
Creative Practices
Creative Practices is a platform for teacher interaction that invites members to contribute and review lesson plans, teaching materials, and activities focusing on the arts (music, visual arts, film/photography, theater, dance, and literature), environmental issues, and social justice. These resources should emphasize student-centered pedagogy, creativity and problem-solving, integration into other subject areas, and an appeal to diverse intelligences and learning styles. Professors of Education are encouraged to invite their students to contribute ideas to the group.
Admins:
Mask Making Lesson Plan
Mask Making Lesson Plan
Lesson Plan Title: Masquerade!
Grade: K&1st
Central Question: Can mask making improve student’s comprehension level?
Purpose of Lesson (aim): How can making masks help us understand the story better?
LESSON OBJECTIVES – Students will:
be able to critically think
be able to make masks
be able to retell the story
Materials Needed: the book titled “the ant and the grasshopper” by Aesop
Pencils
Construction paper
Markers
Glue
Crayons
Wiggle Eyes
Scissors
STANDARDS:
NYS Learning Standards:
TH 1:1, 3:1
Benchmark:
Strand 1 [Theatre Making] 2nd Grade
Acting
Imagination, Analysis, and Process Skills
Students activate and use their imaginations as well as the analytical and process skills associated with acting.
Students participate in group activities, including creative play, storytelling, pantomime, and improvisation.
Performance Skills
Students explore the physical, vocal, characterization and staging components of acting by developing the actors instrument: the body, voice, and mind.
Students participate in group activities, including creative play, storytelling, pantomime, and improvisation.
Strand 2 [Developing Theater Literacy Benchmarks] 2nd Grade
Understanding Dramatic Texts
Students develop an understanding of dramatic structure and theater traditions.
Understanding Theater History
Students develop an understanding of dramatic structure and theater traditions.
Responding to Theater Performance
Students articulate responses to theater performance.
Strand 3 [Making Connections Through Theater Benchmarks] 2nd Grade
Connecting Theater to the Arts and Other Disciplines
Students extend their understanding of theater by connecting it to learning in other disciplines.
Students explore how other art forms are incorporated into theater.
Connecting Theater to Personal Experience, Community, and Society Through an Exploration of Themes, Culture, and History
Through an exploration of theme and context, students connect personal experience to an understanding of theater.
Common Core: Unit 1- RL 1. 2&7
2. Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
7. Use illustrations and details in a story to describe its
characters, setting, or events.
Common Core: Unit 1- RI 1. 2,3&7
2. Identify the main topic and retell key details of a text
3. Describe the connection between two individuals, events,
ideas, or pieces of information in a text.
7. Use the illustrations and details in a text to describe its
key ideas.
Common Core: Unit 1- W 1. 7,8&11
7. Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
8. Recall relevant information from experiences or gather
relevant information from print and digital sources; take
notes and categorize information, and provide a list of
sources.
11. Create and present a poem, narrative, play, art work, or
literary review in response to a particular author or theme
studied in class.
Common Core: Unit 1- SL 1. 1-5
1. Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults
in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g.,
listening to others with care, speaking one at a time
about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to
the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the
topics and texts under discussion.
d. Seek to understand and communicate with individuals
from different cultural backgrounds.
2. Ask and answer questions about key details in a text read
aloud or information presented orally or through other
media.
3. Ask and answer questions about what a speaker says in
order to gather additional information or clarify something
that is not understood.
4. Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.
5. Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
| WARM-UP Warm Up
The students are asked to have a seat and pay close attention to the details in the story that the facilitator is about to read.
Rationale: The purpose of this activity is for the students to practice active listening and realize the importance of it.
Role of the Facilitator: will be instructing the students what they are supposed to do by shouting out the adjectives. And encouraging those students who are not putting in their all for whatever reason.
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| HOOK Making Masks
The students will be asked to choose a character, in this case either the ant or the grasshopper, and make it mask according to that character.
Rationale: The purpose of this activity is for the students to think outside of what they saw in the book and make a mask and show us how they think they characters look.
Role of Facilitator: will be monitoring the activity and encouraging those students who may have a difficult time thinking of something to do.
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MAIN ACTIVITY Action! The facilitator will then reread the story but this time every time he/she reads the ant or grasshopper there will be someone next to them acting out the action. For instance, if the ant is working hard, then the student who chose to make a mask interpreting the ant they would make the gesture as if they are working hard. Rationale: The purpose of this activity is for the students to take a role in the book which will help them comprehend the series of events.
Role of Facilitator: will be walking around and observing the groups work and answer any questions the groups may have without inputting their personal opinion. The facilitator must let the students think and act on their own. |
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REFLECTION The students during the reflection will be able to express what they liked, disliked, and what they learned from the activities.
Rationale: The purpose of the reflection is for the students to come full circle and realize on their own that they can work together
Role of Facilitator: The facilitator will ask the questions and monitor the discussion while being careful about altering the students’ opinions. |
Theatre Literacy Scene, Plot, Beginning, Middle, End, and Off Stage
How could you document the learning? Students will be asked to hand in samples of their work.
