First Name Last Name Email Date

Julee Nishimura juleen@hawaii.edu

Semester Year Grade Level/Subject Lesson Duration

2 2017 Grade 3 Performing Arts 1 hour

Title

Freeze Frame Fun!

Essential Question: How can we use our bodies and facial expressions to create frozen images that communicate parts of a story?

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)

The enduring understanding I want my students to develop is that we can use our bodies and facial expressions to create frozen images that
communicate parts of a story.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central focus and
address essential understandings, concepts, and skills

I will use the Content Standard and Benchmark HCPS III. DRAMA. FA.3.3.1: Create a dramatization based on a story. I will also use the
Language Arts Content Standard and Benchmark Interpretive Stance. LA. 3.3.3: Explain main ideas or events that develop the authors message
or underlying theme as the Arts Integration component.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment

Students will be able to show their understanding of how to use their bodies and facial expressions to create frozen images that communicate
parts of a story.

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied throughout
the lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any assessment tools)

I will primarily use observations, thumbs up, thumbs down, and in-between to check for understanding throughout the lesson as formative
assessment.
For the summative assessment:
a) I will try to assess using the following:
Commitment: Pairs stay focused on the task, serious in endeavor, and hold the freeze
Collaboration: Pairs listen to and build off of each others ideas
Body: Pairs shape their whole bodies in a variety of ways to show their idea
Space: Snapshots incorporate a variety of levels, breadth, and depth

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Expression: Snapshots convey ideas related to the prompt using unique and engaging ways.
b)I will gather students together to reflect and share using the following:
i) Pause and Think
The hardest part about creating a snapshot is _______________.
I need to practice learning how to ___________________.
The part of the text that I connected with was _________________.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning

Students content knowledge and academic experiences include last semesters unit of study focused on The Statue of Liberty, The Liberty Bell,
and the American Flag, specifically what they symbolize and their significance to Americans from a historical and contemporary perspective.
Students skills in listening, reading comprehension, and working in groups are very solid. They often read text together and help each other to
understand what they are reading in Science and Social Studies.
Personal/cultural/community assets that support learning include knowledge about their community of Aiea, which was once a thriving plantation
village. Many families have lived in this community for generations and their great-grandparents may have immigrated to Hawaii to work on the
plantations. Some students families are in the military and are in Hawaii to serve in the military. Both of these types of family experiences will
help students grasp the concept of immigration.
I will draw upon all these assets to support student learning.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content:
Freeze
Levels (high, middle, low)
Size (open/closed, tiny/tall, wide/thin)
Body Traits - (shape, space, attitude and action). Look at the mini-poster in the packet from Jamie.
Attitude
The planned instructional supports to help students understand, develop, and use academic language:
PowerPoint will highlight content-specific words and definitions will be at bottom of slide
I will define words as they are read during the read-aloud
Pre-reading will include discussion of big idea words
Turn and talk to help students understand academic language and key points in the story

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation
There are two parts to this lesson. One is building background knowledge about immigration to America via Ellis Island. The other is teaching
students how to use the drama strategies of Snapshot and Pair Snapshot. To get students ready to do snapshot, they will learn how to do
snapshot through repetition and practice following the cue I provide and responding to the prompts I provide. Later in the lesson, we will warm up
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in a similar way, but now using the Pair Snapshot warm up.

Introduction / Roam the Known:

I will share my connection to immigration- My grandparents moved from Puerto Rico with their parents, who sought to live a better life in Hawaii
by working on the sugar plantations.
Students will share either whole group or through Turn and Talk, their family stories about how they came to live in Hawaii.
Childrens Literature:
I will read-aloud excerpts from Ellis Island: A True Story, asking students to listen closely to parts of the text that are important and interesting,
modeling reading with expression, fluency, and think-alouds. At the end of the text, we will summarize the text- beginning, middle, and end.

The room will already be arranged so students will have ample space to participate in Snapshot and Pair Snapshot. Via PowerPoint, I will
highlight the element of Drama of Body, which includes Shape, Space, Action, and Attitude, which will be the focus of this part of the lesson.
Students will learn and practice neutral position, and using high, middle, and low spaces. I will, verbally and in PowerPoint, share the ground
rules for the activity.
Warm-Up for Snapshot
Prepare: Guide students to stand in a neutral position in their own personal space.
Prompt:
a) Prompt students with How can you shape/freeze your body to look (happy, sad, confused, proud)?
b) Allow students 3-5 seconds to shape their bodies into a frozen image/statue based on the prompt.
c) Call 1, 2, 3,: Freeze and students freeze their bodies to reflect the Frozen Snapshot.
Coach:
Say, hold it, hold it, stay frozen. Describe what I see to validate unique and effective choices. Note effective choices anonymously and provide
benchmarks for those that did not.
Focusing event:
a) Students will pair up and practice Pair Snapshot with general scenarios (Plan out these scenarios in advance) as a whole group. Practice this
as a group until they get really good at working with their partner to respond to the prompts provided. These will be planned out in detail in
advance of the lesson and written down so I can see these while I am teaching.
b) Then, pairs of students will select story cards I created that contain parts of the text Ellis Island: A True Book to use Pair Snapshot
Practicing drama elements:
a) Students will have 3 opportunities to do the Pair Snapshot.
b) Each time, I will coach and encourage further exploration of the prompt.
c) I will cue students to freeze their bodies, holding their revised image.

Think about how to bring some closure to this. Can the students watch half of the class work in pair and then the other half as an audience?
Closure:
Engage is a brief discussion and plan a couple of key questions such as: What generalizations can you make about the experiences of
immigrants? or What wisdom can you gain from what you learned in the text and what you experienced in the pair snapshots?

Differentiation

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Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

ELL/MLL- There are no ELL/MLL learners in this classroom

Struggling-
During read aloud, paraphrase unfamiliar text and vocabulary for increased comprehension
Highlight and discuss visual text and cues to enhance meaning
After reading, volunteers will summarize key points, beginning, middle, and end. Students that require further support will be able to learn from
peers.
Pair students who require further support with buddies that can assist students in their learning and participation.
Accelerated-
One higher level thinking question related to the learning goal. How does making snapshots with your body help you to imagine and understand
the story better?
504/IEP-
Review steps for collaborating before the lesson and provide positive reinforcement each time student uses steps

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

Teacher created PowerPoint presentation to be used throughout the lesson

Story cards for Snapshot Task
Rubric Checklist for teacher observations
Class Roster with list of paired students, based on MT recommendations
Projector for PowerPoint presentation, focusing on images in PowerPoint to use when revising key parts of the story that will be used in story
cards.

This is the link to the PowerPoint presentation that will be used with my lesson:
Julee Nishimura ITE 329 Drama Lesson PowerPoint

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