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Unit 5: Lesson 16Perform & Inform

Unit 5

Words in Motion!

               

 

Purpose

To develop an appreciation of and interest in the power of words to convey particular ideas, feelings, and images (word consciousness) through an exploration of free-verse poetry, dance, and prosody.

 

Unit Description

In this unit, students compose free-verse poems and choreograph them into Word in Motion! Dances. To prepare, students become "word explorers" as they read a series of free-verse poems. Students explore the poet's word choices and how particular words and phrases evoke images, feelings, ideas, and responses from readers. Then, they consider words and phrases that might be used in place of the poet's choices. By studying words in relationship to one another, students will come to know them more deeply. Throughout the process, students engage in movement and prosody to deepen their understandings. In the next part of the unit, students brainstorm and compose their own free-verse poems and choreograph them into dances. As a culminating event, students showcase their poetry and dances for an audience and reflect on their experience.

 

                

 

Common Core State Standards

Arts for Learning is aligned with the Common Core State Standards for Reading, Writing, Speaking and Listening, and Language. This Overview describes the scope of the standards and this Quick Reference Guide provides each of the standards fully or partially met within this A4L Unit, followed by the charts that specifically identify the standards addressed in each lesson and step in the Unit. The standards are also coded and listed at the beginning of each lesson in the unit. Arts for Learning also provides a comprehensive student assessment program in each unit. This A4L Assessment Toolkit Quick Reference Chart indicates an overview of the locations of the tasks to be scored in the unit.
 
Each A4L unit is developed on a common framework and contains a 3-part sequence of instruction that educational research suggests will help students become more self-directed, independent learners. There is a gradual hand-off of responsibility--from teacher to students-- that is supported by assessment and teacher help as needed. Throughout A4L units the arts serve as motive and means to advance reading for meaning and writing thoughtfully.

 

 

TEACHER TOOLBOX : UNIT 5  
STUDENT MATERIALS:  
Student Unit Notebook Student Unit Texts
ASSESSMENT:  
A4L Assessment Toolkit Trail Marker Progress Charts
SUPPORT:  
English Language Learners Vocabulary and Text Selection
Curriculum Design and Contributors Build A Case Study
Unit 5 PDFs  

 

 

 

Part 3

Sharing

Unit 5: Lesson 16

Perform & Inform

Unit 5: Lesson 16

Perform & Inform 

 
 

LITERACY OBJECTIVE

By the end of this lesson students will be able to reflect on their learning with an audience.
 
 

LITERACY "I CAN" STATEMENT

“I can reflect on my learning with an audience.”
 
 
TEACHER TOOLBOX : UNIT 5  
STUDENT MATERIALS:  
Student Unit Notebook Student Unit Texts
ASSESSMENT:  
A4L Assessment Toolkit Trail Marker Progress Charts
SUPPORT:  
English Language Learners Vocabulary and Text Selection
Curriculum Design and Contributors Build A Case Study
Unit 5 PDFs  

 

LESSON OVERVIEW

 

 

Standards Alignment

 

Targeted Standards

 

Secondary Standards

 

Teaching Resources

 

Student Notebook

 

Arts Materials

 

Life & Learning Skills

 

  Differentiation Options  

 

  Leveraging Moments

 

 

 

 

STEP 1: INTRODUCE LESSON 16

 
 
Process: Give an overview of the lesson objective: Students present a Words in Motion! performance for an audience and reflect on learning.

 

Step Alternatives: Perform & Inform Audiences

 

 

 

STEP 2: FINAL REHEARSAL

 
 
Process: Students rehearse one last time. Tell groups to run through their performance two times in a row to refresh and refine. Decide the order in which the groups will perform.
 
 
 

STEP 3: PERFORM AND INFORM FOR AN AUDIENCE

 
 
Process: Present the Words in Motion! dances to a live audience. See sidebar for Perform & Inform Audiences suggestions.
 
After the whole class performs, engage the audience in a question and answer session. As they respond to audience questions, authors and actors should share reflections from TRAIL Marker #3 about their poems and their experiences dancing a poem with prosody.
 
 
 

STEP 4: CLOSE UNIT 5

 
 
Process: Close Unit 5 with a final class discussion about the process. Sit in a circle to create a sense of community and so students can see each other as they reflect. First, have each student reflect on his or her experience, and then open the discussion to talk about what students learned about writing personal narratives and how theater can help that process.

 

Reflection Process and Questions

 

Performing The Closing Ritual (Optional)

 

 

 

 

CONGRATULATIONS ON COMPLETING UNIT 5! CLICK HERE TO RETURN TO THE UNIT 5 LANDING PAGE.

 

 

 

 

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