Introducing the School Arts Plan to Staff

Theatre-Literature Arts Integration Lesson

Arts Teams participating in an arts integration lesson at the Southeast Arst Teams Launch meeting in 2017

TitleDynamic Understandings

Discipline : Theatre-Literacy Integration (can be modified for other content areas)
Grade(s) : K-12 (modify for K-2)
Length : 30-60 minutes

Description
: Students show their understanding of a piece of text or concept through vocaland physical expression while exploring the 21st century skills of communication andcollaboration.

Enduring Understanding
:
The central understandings that have lasting value beyond the classroom.
• The arts are a means for communication.
Essential Question :
A provocative question that fosters inquiry, understanding, and transfer of learning.
• How and why do artists work together to make choices to create a dramatic work?

Learning Objectives
:
What I want my students to know and be able to do.
• Create a dynamic presentation that represents key ideas in a section of text.
• Present essential words and phrases with a beginning/ending freeze; at least one choral
word/phrase; and at least one sound effect.

Washington State K-12 Arts Learning Standards:

• Anchor Standard 1: Generate and conceptualize artistic ideas and work.
• Anchor Standard 6: Convey meaning through the presentation of artistic work.
Washington State K-12 ELA Learning Standards:
• CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and
to make logical inferences from it; cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
• CCSS.ELA-Literacy.CCRA.LS.1: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others' ideas and
expressing their own clearly and persuasively

Vocabulary:
• Theatre: audience, body shapes, dialogue, emotion, facial expression, gesture, physicalchoice, tableau, vocal choice
• Literacy: character, evidence, inference
• 21st Century Skills: collaboration, communication

Materials / Resources / Space:

• Text
• Slips of papers with text or highlight specific sections
• Open space for students to rehearse
• Presentation space

Differentiation Strategies for Diverse Learners:

Additional supports that will enable all students to perform at their maximum ability.
• This assessment should be adapted as necessary to meet the needs outlined in an
individual student’s IEP or 504 

• Glossary of terms with possible translations for ELL students
• Additional time
• Additional adult support for students with special needs, e.g. English language learners,
reading below grade level, physical or developmental challenges
• Partner/group non-speaking students or English language learners with more verbal
students, and/or struggling or reluctant students with more experienced students

INSTRUCTION:
Step One: Introduction
• Introduce the lesson: Reflecting on a piece of text and synthesizing understandings by
creating a dynamic presentation that represents key ideas.
• Pass out text.
• Give students time to read the text individually, make notes/annotate.
• Pair-share something that stood out to them.

Step Two: Model

• Explain the activity: Create a dynamic presentation that represents key ideas in a section
of text.
• Explain the criteria for the activity—what students create to show understanding. Post
criteria on wall or Power Point so students can refer to it as they work.
− Read the text before and after scene to help the audience understand and interpret
the text
− Begin and end in a freeze
− Incorporate at least one movement or gesture
− Present essential words or phrases—at least one
− Say at least one choral word
• Model the activity: Show students what the final product might look like using a
different piece of text.

Step Three: Independent Practice

• Put students into groups (count-off, table groups, etc.)
• Pass out slips of text to each group.
• Give students 10 minutes to communicate their interpretations and work collaboratively
to rehearse their piece.
3

Step Four: Present

• Each group presents their piece.
• Give a “unified clap” so all groups get the same appreciation and the scenes move
quickly.

Step Five: Reflect

• After all the groups present reflect:
− What’s your take away from participating and watching the text brought to life?
What stands-out?