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TOPIC Name Subject Grade Level Date/Duration Big Ideas Essential Questions DETAILS Moving Adventure Movement Kindergarten 30 minutes Explore using the body and not the voice to portray a story. What is a pantomime? How can we use our bodies rather than our voices to say what we mean? 9.2.3.F: Know and apply appropriate vocabulary used between social studies and the arts and humanities. 9.1.3.E: Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts. Students should be able to explore the use of pantomime to tell a story. Students should be able to demonstrate self control in the use of the physical space and in working with the group. Students should be able to create an imaginary environment using gestures and the body with expressive movements. Questioning and discussion takes place to check for understanding of concepts learned during the lesson. Students should draw a depiction of what they did on the pantomime adventure including three specific details. 4.a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. 1.a. Promote, support, and model creative and innovative thinking and inventiveness. Students with physical disabilities that affect the upper extremities will be given larger sized materials to make materialhandling easier. All instructions will be written down and in powerpoint form so students with hearing impairments can read if they struggle hearing. Students with attention deficit needs will be made helpers to pass out class materials. Movement activities will be tailored for students with physical CK

PA/Common Core/Standards

Objective Bloom's Taxonomy Webb's Depth of Knowledge (DOK) Formative & Summative Assessment Evidence ISTE Standards for Students Framework for 21st Century Learning Accommodations, Modifications

disabilities so that they can actively participate in the activities. SUPERVISING TEACHERS SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for the Learning Plan Introduction To teach self-control over voice and movement through the pantomime. Activating Prior Knowledge Have you ever seen a mime? Show mime video Hook/Lead-In/Anticipatory Set Ask students to pretend their fingers are happy spiders moving up and down the web. Demonstrate and then let them follow along. Demonstrate the pantomime task of eating an apple for them. Remove it from your pocket or an imaginary tree. Feel it. Admire it. Wipe it on your clothes. Bite it. Chew it. Enjoy it. And hold the core. Use the word "PANTOMIME' to describe your actions. Big Idea Statement Today we are going to go on a pantomime adventure. Essential Questions Statement Describe a pantomime in your own words. Objective Statement Lets explore how we can use pantomime to tell a story! Transition Ask two students at a time to move to the circle at a time and stand quietly on their tape. Key Vocabulary Pantomime - Using the body to portray meaning. PreAssessment of Students Begin the music as accompaniment to the action. Remind them to use their bodies and be aware of the their neighbor. Point out areas in the room that are "out of bounds". Remind them not to touch their neighbor. Modeling of the Concept Have students imitate you as you groom hair, dress, and brush you teeth. Have them put on their rubber imaginary boots. Ask them, who can raise their hands and tell me what color your boots are? Everyone will want to tell you the color of their boots and this is a good assessment question to determine if all the children are understanding the activity. Guiding the Practice Now have the students put on their backpacks. Tell them the packs are heavy. Now have them raise their hands and respond to your question, "What is in the backpack that makes it so heavy?" Then CK

Explicit Instructions

Lesson Procedure

open one of the imaginary backpacks, and for fun, take out some funny imaginary objects. Example: the cat, a television, a phone and say "we can't take everything in the house!" If there is time, you can have everyone take out something extraneous from the "backpack". Now have them put the backpacks on, and line up behind you. Providing the Independent Practice Model and have them tiptoe down the trail with flashlight in hand. Demonstrate and have them trudge up the muddy hill slowly and carefully. Have them walk side ways along the narrow mountain trail. Have them duck down when flying bats approach. Have them demonstrate sitting around a campfire in a circle and eat the lunch surprise that is in their pack. Ask the students what they are eating. Have them march down the forest trail, picking berries and putting them in an imaginary container. Tell them they will bring this back to someone at home who will make a pie later. Transition Have them walk quietly to their seats, (home). Reading Materials Technology Equipment Supplies CD Player/tape player Music of Mozart "A Little Night Music" Any classical selection that builds to a lively pace A tambourine or hand drum and a mallet - mime video Formal Evaluation Have students create a drawing of what they remember of the adventure they went on. Use prompts such as: Where are you? Is it light, or dark? What are you wearing? Is it cold or hot? What color is your backpack? Students should include at least three details from their adventure. Informal Evaluation Question and discuss the meaning of pantomime and the adventure activity. How can learning to pantomime help in everyday life? Summary & Review of the Learning Summarize the pantomime activities that the students accomplished in the "Movement Adventure". What does the word pantomime mean?

Evaluation of the Learning/Mastery of the Concept