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Grade Level: 2nd

Teacher Name: Raven Slaughter

School: Powder Springs Elementary

Key Terms/Vocabulary:
Pantomime Levels
Tableaux Thought-tracking
Civil Rights
Boycott
Rosa Parks
Segregation
Protest
Body language
Facial Expression
Speech
“Story Swoosh”

Content Standard(s):
ELAGSE2SL4: Tell a story or recount Fine Arts Standard(s):
an experience
Place with
photoappropriate facts or student
of work session TAESproduct here!
2.3a Communicates character’s actions, motives,
and to “Insert”
Gorelevant, descriptive “Pictures”. Selectemotions,
details,
and select your photo to import.
and traits through voice, speech, and language.
speaking audibly in
Once imported, coherent
you click on the photo, select “wrap text”
sentences
can right
and “in front of text” to allow it to be positioned.
TAES2.3d Collaborates with an ensemble to create and
ELAGSE2RL6: Place Acknowledges
it right on top of this box andcharacters
portray
differences inresize
the points of viewtooffit in this area if needed.
the image
characters, including by speaking in a
different voice for each character when
reading dialogue aloud.

SS2H1d Describe the lives and


contributions of historical figures in
Georgia history: Martin Luther King, Jr.
(civil rights)

ELAGSE2RI3: Describe the


connection between a series of historical
events, scientific ideas or concepts,
or steps in technical procedures in a text.

ELAGSE2RL7: Use information


gained from the illustrations and words
in a print or digital text
to demonstrate understanding of
its characters, setting, or plot.
Lesson Procedure: a. Hook (s):
a. Hook (something to get the students' attention)  Story Swoosh: Martin’s Big Words
b. Instructional steps  PPT: How images convey meaning within
c. Formative checks (progress checks throughout the lesson) the Civil Rights movement
d. Summative assessment (description)  Pantomime Warm up
e. Closing (how you will end the lesson/wrap up for students)  Unpack the standards

b: Instructional Steps:
***This is a 3-4 day lesson***
Day1
 Introduce Social Studies Vocabulary/ Unpack standard
 Read Textbook to activate knowledge (MLK, Civil Rights Movement)
 Using Powerpoint, “How Images Convey Meaning”students will use VTS strategy to
identify messages and emotions being conveyed in photographs from the Civil rights
Movement
 Answer Textbook questions
Day 2
 Review vocab/Unpack
 Read Martin’s Big Words
 Using story whoosh strategy students will pantomime emotions and use character voice to
repeat dialogue in text
 Identify the connection between MLK and the civil rights movement
Day 3
 Using anchor chart, students will do a pantomime warm-up acting out feelings and facial
expressions
 Teacher will review vocabulary and concepts
 Given vocabulary words students will tableaux key vocab. terms and concepts from civil
rights movement. Peers will give feedback
Day 4
 Given vocabulary words student ensembles will create a tableau of key vocab. terms and
concepts from civil rights movement.

c. Formative Assessment:

*teacher observations and conferencing


* peer feedback
d: Summative Assessment:
*Tableau-Rubric
* MLK/ Civil Rights Pen/Paper Assessment

e: Closing: Ideas to present/display student learning:


*AI documentation in Hallway(Kennedy Center
 presentations format)
 teacher reflection
 student self-reflections  Display student picture dictionaries on
 peer reflections/feedback class bulletin board
 class blog

Resources:
 book: Martin’s Big Word’s
 Textbook, Learning About Georgia
 student rubric and checklist
 Anchor Chart: What is a tableau; What does pantomime mean?
 Poem, The Train

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