Code.org Unit 5 Lesson 15

Past the terminate of this lesson students will be able to reflect on how movement and vocal choices conveyed the words and phrases in a poem.

"I can reflect on how my motility and song choices convey the words and phrases in a poem."

LESSON OVERVIEW

Standards Alignment

Targeted Standards

Speaking & Listening

SL 3.1a: Come up to discussions prepared, having read or studied required material; explicitly draw on that training and other information known about the topic to explore ideas under discussion.

SL three.1b: Follow agreed-upon rules for discussions (eastward.g., gaining the floor in respectful means, listening to others with care, speaking i at a time well-nigh the topics and texts nether discussion).

SL 3.1c: Enquire questions to bank check understanding of information presented, stay on topic, and link their comments to the remarks of others.

SL 3.1d: Explain their ain ideas and understanding in light of the discussion.

SL 3.half dozen: Speak in complete sentences when appropriate to chore and situation in guild to provide requested particular or description.

SL 4.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that training and other information known about the topic to explore ideas nether give-and-take.

SL 4.1b: Follow agreed-upon rules for discussions and conduct out assigned roles.

SL 4.1c: Pose and reply to specific questions to analyze or follow up on information, and brand comments that contribute to the give-and-take and link to the remarks of others.

SL 4.1d: Review the central ideas expressed and explicate their own ideas and understanding in light of the discussion.

SL 4.six: Differentiate between contexts that call for formal English language (e.one thousand., presenting ideas) and situations where informal discourse is appropriate (east.1000., pocket-size-group give-and-take); utilize formal English when appropriate to task and situation.

SL 5.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that training and other information known nearly the topic to explore ideas under discussion.

SL 5.1b: Follow agreed-upon rules for discussions and deport out assigned roles.

SL v.1c: Pose and respond to specific questions by making comments that contribute to the give-and-take and elaborate on the remarks of others.

SL 5.1d: Review the central ideas expressed and draw conclusions in light of information and noesis gained from the discussions.

SL five.half dozen: Adapt speech to a multifariousness of contexts and tasks, using formal English when appropriate to chore and state of affairs.

Secondary Standards

Reading Standards (Literature)

RL three.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RL four.5: Explain major differences betwixt poems, drama, and prose, and refer to the structural elements of poems (e.g., poetry, rhythm, meter) and drama (eastward.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL 5.v: Explain how a series of capacity, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or verse form.

Teaching Resources

Student Notebook

Classroom Charts

-Move Chart (Created in Course)

-Vocal Qualities Chart (Created in Class)

Assessment

Arts Materials

-Unit of measurement 5, Tracks: "BrainDance of Words" #1, two, 3, and iv by Debbie Gilbert

-Laptop or Tablet

-Speakers (Optional)

Life & Learning Skills

Unit 5 includes the following Life & Learning Skills:

-Reflective thinking

-Creative problem-solving

-Critical and analytic thinking

-Collaboration Communication

Differentiation Options

Differentiation Options will appear throughout the unit to suggest ways to scaffold or challenge educatee learning. Use the number of helping hands to select the level of differentiation that best supports student learning.

Highest level of scaffolding. Select this selection if students are learning strategies for the beginning fourth dimension, if the text is challenging for them, or if students require more guidance during activities. Part 1 lessons are written for the highest level of scaffolding.

Moderate scaffolding. Select this selection if students require some back up comprehending the text or navigating the activity.

Least amount of scaffolding/Extending the instruction. Select this option if students are ready to work more than independently, move more quickly through the material, or are prepare for boosted challenge.

Leveraging Moments

Central instructional steps where the arts are used to leverage literacy-learning (and vice versa) are marked with. Smaller leveraging moments also occur throughout the lessons.

STEP 1: Introduce LESSON 15

Process: Give an overview of the lesson objectives, which are to rehearse and revise dances for the Words in Movement! functioning.

Suggested Dialogue

Introducing the Lesson

"By the cease of today's lesson, students will be able to say, 'I can reflect on how my motion and vocal choices convey the words and phrases in a poem'."

Stride 2: TRANSITION TO Trip the light fantastic AND MOVE DESKS

Process: Transition to dance and motion desks.

Suggested Dialogue

Getting Ready for BrainDance

"When I say 'Become,' move the desks and discover an empty space in the room for our BrainDance warm-up. Go!"

Footstep iii: WARM Upwardly WITH THE BRAINDANCE

Process: Lead the students in i of the 4 BrainDances of Words. Beneath are the cues for BrainDance #ii, but experience free to select i of the other BrainDances. Students stand up at the sides of their desks. Use the audio runway with verbal cues and musical accompaniment for the BrainDance. If desired, instead of using the audio runway, use the verbal cues below to guide students through the BrainDance. This can exist facilitated as a generic BrainDance without descriptive words, with descriptive words, with or without music.

Suggested Dialogue

Warming Up with BrainDance

"We'll starting time by warming-up our bodies and brains with the BrainDance to fix u.s.a. to choreograph our Words in Motion! dances.

Breath: Breathe quietly.

Tactile:Bouncily tap your head, your arms, your fronts, your backs, your legs, and your feet.

Cadre-distal:Aggrandize your body into an enormous shape and contract into a miniscule shape.

Head-tail:Ripple your body forwards and backwards and from side to side.

Upper half:Freeze the lower half of your trunk. With the top half of your torso, move of a sudden.

Lower half:Freeze the top half of your trunk. With the lower one-half of your body, move gently.

Body-half right:Freeze the left side of your body. With the right side, move playfully.

Body-half left:Freeze the right side of your body. With the left side, move nervously.

Eye-tracking:Follow your right thumb with your eyes. Move information technology angrily from side to side. Follow your left thumb with your eyes. Movement it unhurriedly from side to side.

Cross-lateral: Purposefully reach your arms across the front of your trunk on different levels.

Vestibular:Aggressively spin and so freeze in a hopeful shape.

Jiff: Breathe quietly."

STEP iv: GROUPS REHEARSE & REVISE DANCES

Process: Groups rehearse and revise their Words in Move! dances to contain feedback.

Guidelines for Choreography & Prosody

Ask yourself the following questions as you create your dance with shape, move, and song choices.

-What movement and shape choices will assist you prove the feelings and images in the poem?

-Volition yous say the lines of the poem earlier or during the trip the light fantastic toe?

-How volition you say the lines to communicate the images and feelings and to support your movement choices?

-Volition you lot repeat any movements?

Suggested Dialogue

Guiding Groups through Rehearsing and Revising

"During today's rehearsal, call back about the last presentation of your trip the light fantastic toe with prosody and our reflections. Call back what the audience noticed that effectively communicated your poem. Is there i thing you would change in your dance to make your pregnant clearer? Is there one thing yous would modify in the style you read poem to make the pregnant clearer?"

"Make a change if it volition communicate your poem more conspicuously. It is also fine to make no changes. Rehearse your dances multiple times then you are ready for our Words in Motion! performance." (Groups rehearse and revise.)

Facilitate groups sharing final dances with another group.

"Pair up with some other group. Each group will present its terminal trip the light fantastic toe with prosody and go positive feedback almost what's working." (Groups dance.)

STEP 5: Movement DESKS

Process: Restore the room to its original country. Tell students how and where to move the desks and where to become once they've moved everything.

STEP 6: STUDENTS Reverberate THROUGH TRAIL Mark #iii

Process: TRAIL Marker #3 is the third formative cess in the unit. Students plow to page 29 in their A4L Educatee Notebooks and reverberate on their learning.

Select one of the post-obit options to facilitate the activity and give-and-take:

-Take students work in pairs or small-scale groups to complete the TRAIL Marker notebook page. Have them talk earlier writing to get ideas flowing. And so, accept a whole class word.

-Have students consummate the TRAIL Marker individually and then share in small groups or whole course.

TRAIL Marker: Formative Assessments

Thoughts and

Reflections on

Arts

Integration and

50iteracy

Purpose: TRAIL Markers are points in the unit for teachers and students to reverberate on learning. During the TRAIL Markers, students stop and exercise a reflective activity continued to what they are learning with regards to reading, writing, the arts, and what they demand to practice next.

Utilize TRAIL Markers in the following ways:

i. Take stock of where the group and individuals are with respect to the learning objectives.

2. Engage students in conversation about what they have learned—get them to stop, call back, and reverberate. This tin be whole class, small student groups, and/or individually with students.

3. Employ the TRAIL Marker Progress Chart to enter notes for individual students and utilise to inform futurity instruction.

Suggested Dialogue

Introducing the Trail Mark

"Information technology's time again to stop and do a quick action to aid usa think about what we're learning with regards to discussion option and dance. Open your A4L Student Notebooks to page 29. We're going to take a step back and reverberate on the poetry reading and writing you have washed and the dances yous take created."

1. "What phrase or phrases did you dance? Select ane and write this in your A4L Student Notebook under 'I'm thinking near when I danced'..."

2. "Think about your beginning shape, motion, and catastrophe shape. What were ane or more things you did with your body? If you need help, refer to the Motility Chart for words to describe movement. Talk with a partner and and then write your ideas downward." (Students share and write.)

three. "How did you speak your part or your lines from the poem? Think almost what you did with your voice. If you demand aid, refer to our Song Qualities Nautical chart for ways to describe what you lot did with your phonation. Talk with a partner and then write your ideas down." (Students share and write.)

4. "What were you trying to show with your trunk and voice? Call back about the image or feeling you lot wanted to communicate about the poem. Talk with a partner and so write your ideas down." (Students share and write.)

v. "Next, reread your own poem. Choice a section from your poem that is a "wow"—some place where you evoked a feeling, epitome, or idea. Now tell what you like about your writing in this part of the poem. Respond to the statement: 'I like how I' …"

6. "Finally, retrieve about your favorite part of the unit. This can be a poem we read, trip the light fantastic toe concepts we learned, writing your verse form, working in your poetry writing groups, or choreographing unlike dances. Talk with a partner and then write about your favorite function." (Students share and write.)

Stride 7: CLOSE LESSON 15

Process: Close the lesson with a look frontward describing the next lesson.

Suggested Dialogue

Looking Frontwards

"You have written your ain gratuitous-verse poems. Y'all have choreographed an entire poem into a Words in Motion! dance. You have incorporated vocal prosody to express the poem's words and phrases with the trip the light fantastic toe. In our next lesson, we volition perform for an invited audience!"

Performing The Closing Ritual (Optional)

"To close our theater lessons, we'll capeesh our piece of work and each other with a unified clap.

On three we'll all clap once and say, 'Huh!' 1-ii-iii (handclapping) Huh!"

CONGRATULATIONS ON COMPLETING LESSON 15! Y'all ARE At present READY TO Movement ONTO LESSON 16 OF Unit 5.