lesson 1: juicy words
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Lesson 1: Juicy Words
Grade Level:
3-4 Subject: English Language Arts/Theatre
Prepared By:
Olivia Fiore Ryan Tyler
Overview & Purpose
Students will learn the names of Ms. Olivia and Mr. Ryan. They will review the story of Anansi and explore the idea of “juicy words”. Students will learn the parts of speech and purpose of each word in the story while learning definitions and creating their own sentences.
Education Standards Addressed
W:SL:4:1.1: Writing a variety of complete simple and compound sentences (State)
W:RC:4:1.3: Connecting what has been read (plot/ideas/concepts) to prior knowledge, which might include other texts (State)
W:RC:4:2.3: Using specific details and references to text to support focus (State)
W:EW:4:2.1: Using relevant and descriptive details (State)
Teacher Student
Objectives
Students will learn juicy words and the importance of them in the story. Applying the concept of juicy words to their own projects
Become familiar with the idea of juicy words and understand parts of speech.
Materials Needed
Pictures and PowerPoint
Pencils
Paper
Information
(Need To Know)
Juicy words: spinning, strange, wicked, tender, gather, carefully, stamped, trick, magic, carried POS: verb, adjective, noun, adverb
Same
Verification
* Students understand parts of speech * Students understand each juicy word * Students can use juicy words in a sentence
Other Resources
Anansi Book
Activity Overview
- Alliteration name game - Introduction, juicy words - Physicalizing juicy words
- Statue game - MAD LIBS - Act out sentences
Additional Notes
Multiple Intelligences:
PROCEDURE
- Start out with warm up game “Change the Floor” - This will get students up and moving and excited about the lesson to come
- Introduce actors neutral – the space you come to that refocuses energy back to the center - Introduce ourselves - Play alliteration name game- have students pick a word that starts with the first letter of their
name that describes them; have them put an action to that word and have the group repeat it - Refresh the story- have students recall the story in a popcorn fashion [call on one student, who
calls on another fellow student, who calls on another random peer, etc.] - Introduce the concept of juicy words – a “juicy word” is a word that adds a bit of meat to the story
line through description or action - Bring juicy words up on the white board with description pictures next to them - Have students act out the words in a similar way to how they did in the alliteration name game - Look at the words in the context of the story and what the relationship of the word is to the rest of
the story - Introduce what parts of speech are [noun, verb, adverb, adjective] - Split group into pairs - Play “Statue Game” - one person is the sculptor and the other person is the clay. Have each
sculptor form the clay into a tableau of the word given to them; side coach students reminding them of the scene they are creating; then go around the gallery and have students explain their creation
- Discuss why these words are important in the story - What other words could have been used in place of the juicy words? - Mad Libs - Create your own sentence with juicy words; then act it out
TEACHER COMMENTS:
Day 2: Sequence of Seven
Grade
Level:
3-4 Subject: English Language
Arts/ Theatre
Prepared
By:
Alyssa Guida, Brooke
Snow, Kim D’Agnese
Overview & Purpose
Students will learn the names of Ms. Kim, Ms. Alyssa, and
Ms. Brooke. Students will analyze the story of Anansi and
separate it into what they think are the seven most important
parts. They will also review what they know about juicy
words and then apply what they know to their analysis of the
7 most important parts.
Education Standards Addressed
TH: CS1: 4A: collaborate to select interrelated characters, environments, and situations for classroom dramatizations TH: CS1: 4B: improvise dialogue to tell stories, then formalize their improvisations by writing or recording the dialogue TH: CS2: 4A: imagine and clearly describe characters, their relationships, and their environments TH: CS2: 4B: use variations of locomotor and nonlocomotor movement and vocal pitch, tempo, and tone for different characters TH: CS2: 4C: assume roles in classroom dramatizations based on personal experience and heritage, imagination, literature, and history TH: CS4: 4A: collaboratively plan and prepare improvisations TH: CS4: 4B: demonstrate various ways of staging classroom dramatizations such as using storytelling, video cameras, or movement TH: CS7: 4A: identify and describe the visual, aural, oral, and kinetic elements of classroom dramatizations and dramatic performances TH: CS7: 4B: explain how the wants and needs of characters are similar to, and different than, their own TH: CS7: 4C: articulate emotional responses to and explain personal preferences about the whole as well as the parts of dramatic performances; TH: CS7: 4D: analyze classroom dramatizations and, using appropriate terminology, constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations; also suggest means of improving the collaborative processes of planning, playing, responding, and evaluating
Teacher Student
Objectives
Students will learn how
to divide a story into the
7 most important parts.
Establish what the
students already know
about juicy words.
To become comfortable with
teachers and to be able to
isolate the most important
parts of a story from the less
important details.
Materials Needed
Anansi Book
Giant post-it
notes OR large
paper
Markers
Information
(Need To Know)
The story of Anansi,
what the 7 most
important parts of the
story are, and
knowledge of the juicy
words the previous
teaching group touched
upon with the students.
The story of Anansi, the
definition of juicy words and
some examples
Verification
* Students execute 7
tableaus correctly
Execution of 7 tableaus,
incorporating both the most
important parts of the story
and juicy words.
Other Resources
Activity Overview
-Introduction & Name
game (10 min)
- Review actor’s neutral
(3 min)
-“Fill the space” (6 min)
-“Flash Five” (6 min)
-Introduce & execute
“Sequence of 7”
exercise (15 min)
-“Sequence of 7”
Tableaus (15 min)
SAME
Additional Notes
Multiple Intelligences:
PROCEDURE:
1. Begin with having the class form a large circle. 2. Introduce teachers and play “Picnic Name Game”; students must bring an object to the picnic that
starts with the same letter as their name. When a new student introduces themselves, they must repeat what the previous students are bringing to the picnic.
3. Review actor’s neutral 4. Play a game called “Fill the Space”, in which the students must walk around the whole room
(making sure that no space is left void of student),while walking around portraying a juicy word (i.e. walk around wickedly)
5. Play a game called “Flash Five” to introduce students to the purpose of tableaus. Students will break into at least three groups (each led by a teacher) and come up with an idea (i.e. baseball game, safari, etc.). The students will then name five main events that they think best illustrate the story or idea (For example for baseball: going up to bat, hitting the ball, running the bases, sliding into home, celebration/winning the game)
6. Introduce the Sequence of 7: With large post it notes, have the students separate the story of Anansi into several different parts which they think are the most important. Help guide them and cut the list down to the 7 most important parts.
7. Tableaus: Separate the students into 7 groups; each group will take one part in the Sequence of 7 and create a tableau. Make sure the scenes include examples of juicy words (for example, the representation of a strange moss covered rock)
8. Supplemental worksheet (if time) TEACHER COMMENTS:
Lesson 3: Picture Web
Grade Level:
3-4 Subject: English Language Arts/Theatre
Prepared By:
Lauren Barton, Kelsie Sawyer, Rachel
Vilandre
Overview & Purpose
Students will learn the names of Ms. Rachel, Ms. Lauren, and Ms. Kelsie. Nonverbal communication will be reiterated and students will be introduced to the Adinkra symbols. Students will use creativity, self-awareness, and their knowledge of plot structure to create a mural of a story in their lives. Finally, students will practice deduction and interpretation by hypothesizing the ending to their classmates’ stories.
Education Standards Addressed
TH: CS1: 4A: Collaborate to select interrelated characters, environments, and situations for classroom dramatizations TH: CS2: 4C: Assume roles in classroom dramatizations based on personal experience and heritage, imagination, literature, and history TH: CS4: 4B: Demonstrate various ways of staging classroom dramatizations such as using storytelling, video cameras, or movement TH: CS5: 4: Research, evaluate, and apply cultural and historical information to make artistic choices TH: CS6: 4B: Compare how ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts ART: CS3: 4B: Create art, selecting and using appropriate subject matter, symbols, and ideas to communicate meaning ART: CS3: 8A: Use subjects, themes, and symbols that communicate and express intended meaning in their artwork ART: CS4: 4A: Know that the visual arts have both a history and a specific relationship to various cultures ART: CS4: 4E: create a work of art that reflects an understanding of how history or culture can influence visual art W:RC:3:1.2: Selecting ideas that support the development of a summary W:RC:3:2.2: Making inferences about content, events, characters, or setting W:EW:4:1.1: Creating a clear, understandable story line with a beginning, middle, and end W:EW:4:2.3a: Identifying character
Teacher Student
Objectives
Students will learn the use of symbols as nonverbal comm/storytelling. Students will review plot structure and deduction.
Grasp the concept of nonverbal storytelling. Learn about Adinkra symbols and create own. Practice plot structure, creativity, and hypothesizing.
Materials Needed
Adinkra symbols [web projection]
Large paper
Colored utensils [colored pencils, crayons, markers, etc.]
Scrap paper
Pencils
Information
(Need To Know)
Reasons for nonverbal: - Cavemen (before words) - Political (war time, secret meetings, etc.) - Deafness (sign language) - Tradition (stories passed down) - Public awareness (traffic signs, etc.)
Juicy Words/Tableau
Verification
* Students complete tableaux exercise * Students participate in discussion * Students create logically developed story with mural * Students deduce endings
* Completion of activity * Discussion participation * Mural completed * Deduction participation
Other Resources
IQ Packet for Adinkra symbols
Activity Overview
- Introduction (10 min) - Tableaux (5 min) - Methods/Reasons for Nonverbal Comm. (5m) - Adinkra Symbols(10m) - Symbol Assignments (10 min) - Student Symbols/Stories (25m) - Sharing/Deduction (10 min)
SAME
Additional Notes
Share story with symbols completed
N/A Multiple Intelligences:
Visual/spatial, intrapersonal, & logical-mathematical
PROCEDURE:
Begin by having the class form a large circle in the classroom
Play a name game called “Ms. Lauren” [to the rhythm of popular game “Big Booty”, but modified for the classroom using names instead of numbers]
Have students create tableaus of the juicy words – once every student has participated, begin the lesson
Open a discussion about possible reasons why we need nonverbal communication
Introduce and go through the Adinkra symbols
Read Anansi with symbols completed
As a class, write up on the board which characters might have which symbols and why
Inform students to come up with a symbol for themselves
Then ask them to choose a story from their life – something exciting, funny, etc. Have the students create a mural of the story using symbols (including their new name symbol) and drawings
Once the students have completed their murals, select a few volunteers to share their stories. Have these students stop at the climax and have the rest of the class deduce what the conclusion will be based on the mural
Questions/final comments TEACHER COMMENTS:
Lesson 4: Ghanaian Culture: Music and Dance
Grade Level:
3-4 Subject: English Language Arts/Theatre
Prepared By:
Olivia Fiore Ryan Tyler
Overview & Purpose
Students will gain a larger appreciation for Ghanaian culture through reflection of music and movement, comparing American traditions to that of the Ga community.
Students will learn how the use of movement, dance and music can help tell a story
Education Standards Addressed DANCE: CS1: Identify and demonstrate movement elements and skills in performing dance. DANCE: CS3: Recognize dance as a way to create and communicate meaning. DANCE: CS5: Recognize and demonstrate dance in various cultures and historical periods. MUS: CS1: Sing, alone and with others, a varied repertoire of music. MUS: CS9: Understand music in relation to history and culture.
Teacher Student
Objectives
Students will learn words like ‘rhythm’, ‘tempo’, and ‘customs’ and apply these concepts to the Ghanaian culture. Reiterate juicy words and symbols to enforce the idea of movement as a method of communication.
Learn bodily awareness and how the body can be used as a tool for communication; be able to draw connections between Ghanaian culture and American culture (specifically birthday traditions).
Materials Needed
PowerPoint
Music
Drums
Information
(Need To Know)
Rhythm- the driving beats of a piece of music. Tempo- How tempo relates to movement of specific characters Ga Community names and days of the week Connect back to customs in Ghana (what they wear, symbols, etc.) Ta Ta Tae- Dance and song
Verification
Students will learn the Ta Ta Tae song and be able to show choreographed movement
Sing and perform the Ta Ta Tae song and dance
Other Resources
Activity Overview
Ta Ta Tae song (15 min) Ta Ta Tae dance (15) Trickster Chant (7) Animal Action Machine game
Additional Notes
Multiple Intelligences:
Spatial, bodily-kinesthetic
PROCEDURE:
- Teach the Ta Ta Tae song first
- Talk about traditions and customs in American culture. Bring back the Adinkra symbols and
discuss how they are reflected in traditional Ghanaian clothing. Talk about the different dresses
used in Ghanaian culture, birthdays in our culture vs. birthdays in the Ga Community [The
Birthday Theme - when a child is born in the Ga community they are given names for the day of
the week in which they were born. Ta Ta Tae is sung when a baby is born (music =
communication)]
o Monday – Adzo/Adzo
Tuesday- Ablah/Koblah
Wednesday-Akua/Aku
Thursday-Awo/Awo
Friday- Afi/AFi
Saturday- Amen/Amen
Sunday-Awishi/Awishi
- Do Ta Ta Tae [repeat after me!] - Talk about rhythm; clap a rhythm and have them follow along. Change the tempo - what do they
notice? [Ghanaian culture of communal circles - Gender roles- boys drum girls dance] - Play the Machine Game: One person begins the machine by pantomiming pressing an “on”
button using some sort of vocalization and movement establishing a steady beat ( Beep, beep, beep, beep……) Then another person jumps in and begins to make another sound that fits into the steady beat and adds their own movement (schooom, schoooom, schooom, schoooom!) The game progresses with more people jumping in and adding to the “machine” where at the end you have a large group making funny noises and moving to their sounds.
- Teach students the Trickster Chant: Trixy, trixy Trickster! Hey! Miss or Mister, I’m your triple Trickster! I’m gonna getcha! I’m gonna getcha!
I’m always up to mischief, Cuz’ I’m spiderman big stuff! Gonna mix it up! Gonna mix it up! Quicky, quicky Trickster
Trixy, trixy Mister!
- Animal Action – introduce the idea of tempo and how tempo can help us tell a story. - Play animal action: Music is played in the background and group leader asks the group to move
like a particular animal (Elephant, monkey, lion, etc.) Side coaching- Take note of the tempo students are using. Give suggestions on how an animal would move for example and how an elephant would have slower heavier movements compared to a cat.
- Review juicy words and how that relates to telling a story. - Discussion: Anansi is a trickster but also a story teller. In many cases stories are told through
music and through movement. How does movement convey a message? Talk about importance of communication through song and dance
Lesson 5: Language of the Body
Grade
Level:
3-4 Subject: English Language
Arts/ Theatre
Prepared
By:
Brooke Snow, Alyssa
Guida, Kim D’Agnese
Overview & Purpose
Students will learn basic signs in American Sign Language
that coincide with “Anansi and the Moss Covered Rock”.
They will also learn how physicality and vocal production is
an important aspect of storytelling.
Education Standards Addressed
TH: CS2: Students will act by developing, improvising, communicating and sustaining characters.
TH: CS4: Students will direct by planning or interpreting works of theatre by organizing and conducting rehearsals.
TH: CS5: Students will research, evaluate and apply cultural and historical information to make artistic choices.
Teacher Student
Objectives
Students will learn how
to sign many American
Sign Language signs
dealing with “Anansi
and the Moss Covered
Rock”. These signs
include “rock”, “spider”,
“deer”, “tree”, “coconut”
etc.
They will re-tell the story
of “Anansi” using these
signs.
To grasp an introductory
understanding of American
Sign Language (ASL). To be
fully aware that not everyone
speaks the same language.
To incorporate the signs that
they learned into the
“Anansi” story.
Materials Needed
Copies of “Anansi and
the Moss-Covered
Rock”.
Information
(Need To Know)
The signs for spider,
rock, tree, lion, deer,
hippo, elephant,
banana, yam, giraffe,
zebra, coconut, jungle,
Anansi and some of the
Adinkra symbols that
the students learned in
the prior lessons.
Verification
-Completion of the
ASL/Anansi exercise
-Knowledge of each
sign and what to do with
their hands
-Basic knowledge of
different
languages/different
ways to communicate.
-Discussions/questions
Successful insertion of ASL
into the Anansi story
Other Resources
Activity Overview
-Warm up (dance)
-What Are You Doing?
-Quaku Anansi activity
-Teaching the sign
language used in the
story
-Inserting the sign
language into the story
SAME
Additional Notes
Multiple Intelligences:
Linguistic, Bodily-
Kinesthetic, Spatial
PROCEDURE:
- First, we will do a warm up with the song and dance that the students were taught in their previous class.
- We will play the improvisation/warm-up game “What Are You Doing?”. In this game, everyone stands in a circle and there is one person in the middle pantomiming doing something. Someone else walks into the center and ask the other person “what are you doing?”. That person responds with an activity that they are NOT pantomiming. The original person leaves the center, and the second person starts doing the activity that the previous person said. The students will do activities that connect to “Anansi and the Moss-Covered Rock”.
- Teach students that there are many different ways to interact with other people. Let them know that you can communicate using your body.
- The students will be taught the “Quaku Anansi” chant. The teachers will lead this activity. They will call out things such as “Act like an old man” while repeating the Quaku Anansi chant
- The student will then be taught the ASL signs listed above. - The students will be instructed to reenact the Anansi story using the signs that they were taught. - Questions/comments
TEACHER COMMENTS:
Lesson 6: Cultural Comparisons
Grade Level:
3-4 Subject: English Language Arts/Theatre
Prepared By:
Lauren Barton, Kelsie Sawyer, Rachel Vilandre
Overview & Purpose
Students will review dance steps they have learned previously. Students will learn different manners in which to compare and contrast items, beginning with the New Hampshire vs. Ghanaian coast [“Year of the Coast”]. Students will learn of another Anansi story and will begin to compare and contrast the cultural elements between the two stories they now know. While accomplishing this, students will attempt to create and identify their own ‘juicy words’.
Education Standards Addressed
W:RC:3:1.3: Connecting what has been read (plot/ideas/concepts) to prior knowledge W:IW:3:1.1: Using a given organizational structure for grouping facts and ideas (e.g., template, frame, graphic organizer) W:IW:3:1.2: Selecting appropriate facts to set context/background R:RS:4:2.1:Using strategies before, during, and after reading literary and informational text such as compare and contrast SS:GE:4:2.1: Describe the physical and human characteristics of places SS:GE:6:2.2: Describe how places and regions preserve culture SS:GE:12:4.2: Distinguish how culture traits shape the character of a region R:V:3:2.2: Selecting appropriate words to use in context, including content specific vocabulary DAN: CS5: 8C: Identify the role of dance in different cultures or time periods
Teacher Student
Objectives
Students will learn how to effectively compare and contrast. Students will learn the meaning of and how to compare culture.
Understand different methods of comparing and contrasting, while selecting which one best fits learning style. Learn meaning of culture and compare elements in two Anansi stories.
Materials Needed
Coasts handout
White board
Markers
Anansi The Spider book
Paper
Pencils
Information
(Need To Know)
Ghanaian celebrations (specifically harvest celebrations), music, dance, fashion/clothing, and geography. **Notes will be attached
Culture – the beliefs, customs, arts, etc., of a particular society, group, place, or time [Merriam-Webster]
Verification
Students participate in coasts comparison. Students participate in culture discussion. Students create an effective culture comparison chart.
Participation and analyzing of coasts comparison. Participation in culture discussion. Completion of accurate culture comparison chart.
Other Resources
Activity Overview
- Dance Warm-Up (10 min) - Discussion on how to compare/contrast (5m) - Coast comparison (10m) - Read Anansi story (5 min) - What is culture? Discussion (10 min) - Independent culture comparisons (30 min) - Share new juicy words/wrap up (5 min)
SAME
Additional Notes
N/A Multiple Intelligences:
Visual/spatial & linguistic
PROCEDURE:
Begin by having the class set up chairs in a circle
Students will play Musical Chairs using Ghanaian music and the dance steps they have previously learned
Students will then participate in a discussion on how to compare and contrast two items
Teachers will set up the two different sets of charts [T-Chart vs. Venn Diagram]
Teachers will hand out a worksheet with information about the New Hampshire as well as Ghanaian coast
Students will, using this information, collectively place information in the appropriate places on the charts
Teachers will read Anansi the Spider to the students
Teachers will lead a brief discussion about what comprises culture
Students will break into small groups and, with guided help where necessary, create a cultural comparison chart [of their choosing – one of the three forms] of one focused element of culture including holidays/celebrations, clothing/fashion, music, dance, geography, etc. while attempting to create and identify new juicy words
Students will volunteer to share their charts and juicy words
Questions/final comments TEACHER COMMENTS:
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