Inspiring a creative education

ReadyGen Grade 2 Unit 1

T-P-T Scenes

Problems on the Playground

Swing on a Playground via Adobe Stock

2

Develop Craft

Develop Craft

Create

Assess

3

Overview�Standards�Vocabulary �Skill-building

4

Develop Craft

OVERVIEW

BIG IDEA

Students write an original story and act it out through a guided drama experience.

ESSENTIAL QUESTION

How do writers and actors create a clear sequence of events in a story?

​

INTEGRATED LEARNING OUTCOME

Students work in groups to retell events from “How Monsters Solve Problems” with T-P-T (tableau-pantomime-tableau) scenes. Then they write and perform new scenes based on the theme “Problems on the Playground.”

​

SEL Book by Whimsyworkshopteaching.com

5

Develop Craft

Skill-Building

Handouts

• Printable Stop and Go Signs

​

Websites

• Stories in Motion (additional narrative pantomime stories about everyday life)

​

​

MATERIALS

6

Integrated Learning Outcome

7

Via Big Idea

Develop Craft

​

Overview

INTEGRATED LEARNING �OUTCOME

Problems on the Playground

Your school wants a series of scenes to show new students how to be kind and get along at recess.

Your class will read the story “How Monsters Solve Problems” and brainstorm strategies for solving problems that happen around the school or playground.

Students will then work in partners to create two T-P-T scenes; Scene 1 shows a problem and Scene 2 shows how to solve it. Storyboards for the scenes will demonstrate a clear beginning (tableau), middle (pantomime), and end (tableau) through writing and drawing. Recording on video is optional.

*SEL Book by Whimsyworkshopteaching.com

​

8

Standards

9

Standards

Develop Craft

English/Language Arts Standards�

RL.2.3

Describe how characters in a story respond to major events �and challenges.

​

​

​

RL.2.5

RL.2.6

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

​

​

​

10

Standards

Develop Craft

English/Language Arts Standards�

RL.2.7

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

​

​

​

SL.2.1.B

SL.2.2

Build on others' talk in conversations by linking their comments to the remarks of others.

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

​

​

​

11

Standards

W.2.3

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

English/Language Arts Standards

Develop Craft

W.2.6

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

12

Standards

Theatre Arts Standards�

2.TH:Cr1.a

Propose potential new details to plot and story in a guided drama experience.

2.TH:Cr2.b

Contribute ideas and make decisions as a group to advance a story in a guided drama experience.

2.TH:Cr3.b

Use and adapt sounds and movements in a guided drama experience.

Develop Craft

13

Standards

Theatre Arts Standards�

2.TH:Pr4.a

Interpret story elements in a guided drama experience.

2.TH:Re8.b

Alter voice and body to expand and articulate nuances of a character in a guided drama experience.

Identify causes and consequences of character actions in a guided drama experience.

Develop Craft

2.TH:Pr4.b

14

Vocabulary

15

Theater Vocabulary

SCENE

A situation that is part of a play or story.

SETTING

Where a story or event takes place.

​

Develop Craft

The people or animals in a story.

CHARACTER

NEUTRAL

The actor’s body is relaxed, lengthened and aligned.

​

16

Theater Vocabulary

PANTOMIME

Acting without words through facial expression, gesture, and movement.

TABLEAU

A silent and motionless depiction of a scene created by actors, often from a picture. The plural form is tableaux.

Develop Craft

ACTOR

A person, male or female, who performs a role in a play.

FREEZE

Actors or dancers stop moving and remain in the same still, silent position.

​

17

Movement Vocabulary

NON-LOCOMOTOR

Movement that remains in place; movement that does not travel from one location to another or in a pathway through space (for example, walk, run, tip-toe, slither, roll, crawl, jump, march, gallop, prance, hop, skip, slide, leap).

​

​

LOCOMOTOR

Movement that travels from one location to another or in a pathway through space (for example, bend, twist, turn, open, close, swing, sway, spin, reach, pull).

​

​

Develop Craft

GESTURE

An expressive and planned movement of the body or limbs.

18

Via AYP Summer Camp

Theater Vocabulary

SCENE

A situation that is part of a play or story.

​

​

​

Develop Craft

19

Scenery for Vietnamese Water Puppets Via Flickr

SETTING

Where a story or event takes place.

The scenery or background used to create the location for

a play.

​

​

​

Theater Vocabulary

Develop Craft

20

CHARACTER

The people or animals in a story.

​

​

​

Develop Craft

Via Max Pixely

Theater Vocabulary

21

NEUTRAL

The actor’s body is relaxed, lengthened

and aligned.

• Feet face forward
• Hands at sides
• Head looking forward

​

​

​

​

​

Via Max Pixely

Develop Craft

Theater Vocabulary

22

ACTOR

A person, male or female, who performs a role in a play.

​

​

​

Develop Craft

Via B Studios

Theater Vocabulary

23

FREEZE

Actors or dancers stop moving and remain

in the same still, silent position.

​

​

​

Develop Craft

Via B Studios

Theater Vocabulary

24

PANTOMIME

Acting without words through facial expression, gesture, and movement.

​

​

​

Theater Vocabulary

Develop Craft

Via B Studios

25

TABLEAU

A silent and motionless depiction of a scene created by actors, often from a picture. The plural form is tableaux.

​

​

​

Develop Craft

Via Big Idea

Theater Vocabulary

26

GESTURE

An expressive and planned movement of the body or limbs.

​

​

​

Develop Craft

Via B Studios

Theatre Vocabulary

27

NON-LOCOMOTOR

Movement that remains in place.

Bend, twist, turn, open, close, reach, pull.

Movement Vocabulary

Develop Craft

Ballerina Near at Brown Wall Via Pixabay

28

LOCOMOTOR

Movement that travels from one location to another.

Walk, run, tip-toe, leap, hop,jump.

Movement Vocabulary

Develop Craft

Jumping for Joy Via Pixabay

29

Skill-building

30

Develop Craft

Skill-building

Table of Contents

Table of Contents

Skill-building strategies for theatre.

1. Prepare the space for moving.
2. Establish rules for moving safely in the classroom.
3. Use Space Bubble for personal space.
4. Practice signals for stop, go, and freeze.
5. Copy moves made by a leader.
6. Practice tableau skills.
7. Practice pantomime skills.

​

31

31

Develop Craft

Skill-building

Teaching Tips

1. Guided Drama is when a leader guides participants during a creative drama experience through side-coaching, narration, and prompting; facilitator may guide participants in or out of role. It is most often used with grades TK-2.
2. Side coaching is the process of giving directions or asking open-ended questions while actors are playing a scene.
1. Ask open-ended questions.
2. Develop a positive working environment.
3. Allow time for imagination and reflection.
4. Allow students to find their own solutions.
5. Challenge students to improve over time.
3. Drama enhances student learning and builds social/emotional skills.
4. Once learned, these routines can be used throughout the year.

​

​

​

32

32

Tips For Teachers: Using Tablets in the Classroom

• Set a routine for how students get out devices and put them away.
• Have students place devices face down on the table to listen for instructions.
• Keep track of which student uses which device.
• Tell students what volume is appropriate for listening “out loud” or with headphones.
• Inspect the devices after each usage.
• Make a plan for storing student projects.
• Clean screens with a soft cloth or alcohol wipe.
• Consider using hand sanitizer or wipes.

Teacher Tips

Develop Craft

Skill-building

Expectations for Using Tablets in the Classroom

Classroom Rules for Recording Devices or Tablets

33

33

Develop Craft

​

Skill-building

Prepare the space for moving.

​

STRATEGY 1

​

​

In the video (slide 34), TK students move tables and chairs to prepare the space for moving. The teacher cues them into place with a wood block. How will you move desks and tables to create your space?

Considerations:

• Some work can be done individually at desks.
• Some work can be done in the space around the desks.
• Find a larger space outside, in the cafeteria, the gym, etc.

​

​

​

�

​

​

34

Develop Craft

Skill-building

STRATEGY 1

Prepare the Space

35

Prepare the Space: Create a routine to form a circle.

FUNGA ALAFIA

1. Students get in a circle in order according to their names (First, last initial).
2. Students memorize their place in the circle.
3. Every time the teacher sings the West African welcome song, “Funga Alafia,” students sing along and go to their place in the circle. �(see next slide)
4. All students should be in their place when you finish the song.
5. The group helps any newcomers discover their place in the circle.
6. Whole group sings the song again with gestures.
7. Lyrics and music are on slides 36-37.

​

​

​

Skill-building

Develop Craft

​

STRATEGY 1

Prepare the Space

36

West African Drums via Pexel

Nigerian Welcome Song: Funga Alafia

Funga alafia, (Welcome, blessings)

ashay, ashay (Let it be so)

With my thoughts, I welcome you.

(Hands to eyes, out in welcome.)

With my words, I welcome you.

(Hands to mouth, out in welcome.)

With my heart I welcome you.

(Hands to mouth, out in welcome.)

See, I have nothing up my sleeve.

(Hold hands up, cross hands over chest)

​

​

​

​

​

​

​

Funga Alafia via BethsNotesPlus.com

Skill-building

Develop Craft

​

STRATEGY 1

Prepare the Space

37

Sample Gestures. Energizers: Funga Alafia

Music Recording. Beat Street! Funga Alafia

Develop Craft

Skill-building

STRATEGY 1

Prepare the Space

38

Teacher Tips

Younger students may need help getting into a circle in a particular order. Here are some strategies to try.

• Have students get in order along a wall first, then walk into the circle in order.
• Teacher helps students find their place in the circle one-by-one.
• Start by giving each student a card with a letter on it. Ask students to line up silently in alphabetical order based on the letter they have.
• Try lining up by:
• Names (alphabetically)
• Assigned numbers
• Alphabet animal pictures
• Cards printed with the date of their birthday

​

​

​

​

​

​

​

​

Develop Craft

Skill-building

STRATEGY 1

Prepare the Space

39

39

Develop Craft

​

Skill-building

Establish rules for moving safely in the classroom.

STRATEGY 2

​

Play hard.

Play fair.

Nobody hurt.�

Quoted from The New Games Book edited by Andrew Fluegelman

Image Via Adobe Stock

40

Develop Craft

​

Skill-building

Use Space Bubble for personal space.

STRATEGY 3

Players create an imaginary bubble around themselves. The bubble extends all around them as far as their arms can reach.

Bubbles “pop” if:

• You touch any furniture or fall on the floor.
• You touch someone else.
• You talk.

​

​

​

41

Develop Craft

Skill-building

STRATEGY 3

Space Bubble

​

42

Students explore NON-LOCOMOTOR movements in the space bubble.

​

​

​

• “Listen to the music.” (Slide 43)
• “Paint the inside of your bubble.”
• “How big is your bubble? How high can you reach? How far to the sides?”
• Be careful so your bubble doesn’t pop!”
• “Stretch your neck like a giraffe. Stretch your back like a cat…”

�

Develop Craft

Skill-building

STRATEGY 3

Space Bubble

Non-Locomotor

​

43

Develop Craft

Skill-building

STRATEGY 3

Space Bubble

Non-Locomotor

​

Ballerina Near at Brown Wall Via Pixabay

Erik Satie: Gymnopédies No. 1 Via MUS Open

​

44

Students explore LOCOMOTOR movements in the space bubble.

​

​

• Listen to the music (Slide 45)
• Your "bubble" is like a space suit. Walk in slow motion like you are on the moon.
• Increase speed until you are walking at a normal pace, then a faster pace.
• Try walking in different environments:
• Real: pine needles in a forest; cool water in a brook; hot sand on a beach; deep snow drifts
• Fantasy: Spaghetti, Jello, a plate of pancakes

�

Develop Craft

Skill-building

STRATEGY 3

Space Bubble

Locomotor

​

45

Ballerina Near at Brown Wall Via Pixabay

Pretty Rock Ballad Via Royalty Free Songs

​

Develop Craft

Skill-building

STRATEGY 3

Space Bubble

Locomotor

​

46

• Choose one or more Skill-building resources for Strategy 4:
• Stop and Go Signs (English/Spanish)
• ASL Sign Language Examples
• Songs to practice Stop and Go (videos in English/Spanish)
• Songs to practice Freeze (videos in English/Spanish)

Develop Craft

​

Skill-building

Follow signals for Stop, Go, and Freeze.

STRATEGY 4

47

Teacher Tips

Establishing routines for Stop, Go, and Freeze are useful in classroom management for movement activities.

1. Be consistent. Whatever signal you use, make sure the students follow.
2. Practice! Young students will struggle with this, but it is terrific for self-control.
3. You can practice these techniques in lots of different contexts: lining up, during transitions, walking in line to the cafeteria, etc.
4. Review your signal every time and practice until students become proficient at it.
5. Using the Stop/Go signs and/or ASL signals along with oral cues incorporates multiple learning modes and gives students a better chance for success.

Develop Craft

Skill-building

STRATEGY 4

Stop, Go, Freeze

48

48

Develop Craft

Skill-building

STRATEGY 4

Stop, Go, Freeze

49

ASL sign for Stop

ASL sign for Go

Develop Craft

Skill-building

STRATEGY 4

Stop, Go, Freeze

50

Patti Shukla (English)

Develop Craft

Skill-building

STRATEGY 4

Stop, Go, Freeze

51

Move and Freeze Learning Station

Develop Craft

Skill-building

STRATEGY 4

Stop, Go, Freeze

52

Develop Craft

​

Skill-building

Copy moves made by a leader.

STRATEGY 5

Choose one or more of the following Skill-building Activities for Strategy 5:

• COPY ME!
• INSTANT REPLAY
• MIRROR
• WHO STARTED THE MOTION?

​

​

​

​

“Actors observe and copy the actions of the people they see around them.”

​

“You need to practice careful observation and copy exactly what you see.”

53

Copy Me

• Students stand or sit in a neutral position.
• Teacher calls out “Copy Me!” and freezes in a bold, strong pose.
• Students copy the pose and freeze.
• Return to a neutral pose each time.
• Teacher repeats process.
• With practice, students may take turns being the leader.
• This activity can also be useful as an attention-getter or a tool to learn vocabulary.

​

​

​

​

​

“Copy exactly what I do. Remember to freeze in your pose.”

Develop Craft

Skill-building

STRATEGY 5

Copy a Leader

​

54

Develop Craft

Copy me!

• Your team won the game.
• You ate a sour lemon.
• You dropped your ice cream cone.
• You are an angry bear.
• You are being chased by an angry bear.
• You want to take a nap.
• You look for a lost pet.
• You do not know which way to go.
• You open the door to a surprise party.

​

​

​

​

​

​

​

​

Skill-building

STRATEGY 6

55

Name Game: Instant Replay

• (Simple version) Students stand in a circle. Each student says their name as they make a gesture modeled by the leader. (E.G. arm moves in a wide circle)
• Go around the circle until everyone has a turn.
• (Advanced Version) Students practice pantomiming something they like to do during recess or free time.
• Student 1 says his or her name, and performs a pantomime.
• Everyone in the circle does an “instant replay” by repeating the person’s name and pantomime in unison.
• If a student gets stuck, ask what they like to �do and let the class help them think of a pantomime.

​

​

​

​

​

“When I do an action, I will say my name so it is loud and clear.”

Develop Craft

Skill-building

STRATEGY 5

Copy a Leader

​

56

Mirror (Partners)

• Students divide into partners.
• Partners determine who is the leader and who is the mirror.
• The leader begins with slow movements and the mirror follows.
• Teacher calls out “Freeze” and both partners stop in place.
• Teacher calls out switch and the mirror becomes the leader.
• Keep movements slow enough to stay together.
• Let the class watch partners and try to guess who the mirror is.

​

​

​

​

​

“This is a silent activity. You have to communicate to your partner without talking.”

Develop Craft

Skill-building

STRATEGY 5

Copy a Leader

​

57

Develop Craft

Skill-building

STRATEGY 5

Copy a Leader

​

58

Who Started the Motion?

• Everyone sits or stands in a circle.
• One person leaves the area and becomes �the observer.
• A student leader is selected in secret.
• The student leader shows the group simple movements that everyone follows (clap hands, waving arms, etc).
• The observer enters and has 3 guesses to find out who started the motion. The leader becomes the next observer, and the game continues.
• For the first round, select yourself as leader as a model.
• Use motions that are continual, changing occasionally while the rest of the group follows. .

​

​

​

​

​

​

​

“Observe carefully. Find out who started the motion.”

Develop Craft

Skill-building

STRATEGY 5

Copy a Leader

​

59

Teacher Tips

Develop Craft

Skill-building

STRATEGY 5

Copy a Leader

Who Started the Motion? (continued)

• For the first round, select yourself as leader; this is a good way to model the game especially for younger players.
• Start the movements and keep up a consistent stream of motion, such as tapping the head, snapping fingers, waving arms, etc., changing occasionally while the rest of the group follows along.
• Remind students that whatever the Leader does, everyone in the circle must copy exactly, so that everyone is doing the same thing.
• Allow three guesses before revealing who the leader is.

60

60

Develop Craft

​

Skill-building

Practice tableau skills.

STRATEGY 6

Choose one or more Skill-building Activities for Strategy 6 Tableau:

• Copy a Picture
• Turn and Freeze

​

​

​

​

​

“A tableau is a frozen picture or pose.”

​

“Actors use tableau to show emotions with their face and body.”

61

Tableau: Copy a Picture

• Discuss the meaning of the word “Tableau”
• Players stand a neutral pose.
• Show Picture #1
• On a cue of “1-2-3-Freeze!” players freeze in the pose copying the picture as closely as possible.
• Hold the pose until leader says "Relax."
• Players continue copying other pictures.

​

​

​

Develop Craft

Skill-building

STRATEGY 6

Tableau Skills

​

62

“Copy the picture as closely as you can. Stay still when I say freeze. 1-2-3-FREEZE!

Hold still until I say Relax.”

Develop Craft

Skill-building

Via PXhere

STRATEGY 6

Tableau Skills

​

63

“1-2-3-FREEZE!...

​

Relax.”

Via Pixabay

Develop Craft

Skill-building

STRATEGY 6

Tableau Skills

​

64

“1-2-3-FREEZE!...

​

Relax.”

Develop Craft

Skill-building

Via Pixabay

STRATEGY 6

Tableau Skills

​

65

“1-2-3-FREEZE!...

​

Relax.”

Develop Craft

Skill-building

Via Wikimedia

STRATEGY 6

Tableau Skills

​

66

“1-2-3-FREEZE!...

​

Relax.”

Develop Craft

Skill-building

Via PXhere

STRATEGY 6

Tableau Skills

​

67

Turn and Freeze

• Use Turn and Freeze to explore showing emotions.
1. Players stand a neutral pose facing away from the leader.
2. On a cue of “Ready-Turn-Freeze!” players turn to face leader and freeze in the pose of a character showing an emotion.
3. Hold the pose until leader says "Relax."
4. Repeat.
• Examples: soccer player who just scored a goal, soldier standing at attention, crying baby, playing with your best friend during recess, dropping your ice cream cone on the floor.

​

​

“When you TURN AND FREEZE in a tableau, make a bold, strong pose.”

Develop Craft

Skill-building

STRATEGY 6

Tableau Skills

​

68

Public Domain

Develop Craft

Skill-building

Turn and Freeze

• A soccer player scoring a goal
• A soldier standing at attention
• A baby crying
• A person who just won a prize
• A child reaching for candy high on a shelf
• A teacher who dropped papers all over the floor
• A person in the desert dying of thirst

STRATEGY 6

Tableau Skills

​

Develop Craft

​

Skill-building

Practice pantomime skills.

STRATEGY 7

Choose one or more Skill-building Activities for Strategy 6

• Pantomime Vocabulary Words
• Tableaau-Pantomime Activities
• Narrative Pantomime

​

“Actors use their imaginations to show meaning and to create a character.”

​

“In pantomime actors use gestures to show what characters do.”

70

Pantomime Vocabulary Words

• Review vocabulary: pantomime.
• Students stand or sit in a neutral position.
• Teacher reads sentences with vocabulary and models actions for students to follow.
• After the activity, discuss what the students imagined.
• Remind students that this is a silent activity.
• Once students learn to decode a word, they can read the word aloud and lead the class in a pantomime to show the meaning.

​

​

​

​

​

“Pantomime is action without words.”

Develop Craft

Skill-building

STRATEGY 7

Pantomime Skills

​

71

“I will read each sentence aloud. After I read it, we will all pantomime the action it describes.“

RG Vocabulary Foundational Skills Unit 1

Develop Craft

Skill-building

STRATEGY 7

Pantomime Skills

​

72

Smoke Jumpers:Tableau-Pantomime Activities

• Students view and discuss images and text about Smoke Jumpers.
• Review Space Bubble.
• Students stand or sit in a tableau from a Smoke Jumper image,
• Bring the image to life by pantomiming actions that people from the picture might be doing.
• End in a freeze

​

​

​

​

​

Develop Craft

Skill-building

STRATEGY 7

Pantomime Skills

​

73

Smoke Jumpers via National Geographic

Develop Craft

Skill-building

What is a Smoke Jumper?

​

What happens when a big fire breaks out in the wilderness, far away from any towns or cities?

What if there are no roads to bring in a firetruck?

​

In the 1930’s people came up with the idea of smoke jumping.

STRATEGY 7

Pantomime Skills

​

74

Smoke Jumpers via National Geographic

Develop Craft

Skill-building

Smoke jumpers use parachutes.

​

Smoke jumpers are specially trained firefighters who jump out of airplanes with parachutes to fight wild fires.

STRATEGY 7

Pantomime Skills

​

75

Smoke Jumpers via National Geographic

Develop Craft

Skill-building

Smoke Jumpers are national treasures.

​

Smoke jumpers are considered a national treasure, and their jobs are hard and dangerous.

​

They learn to carry 40 lbs for 3 miles through difficult terrain.

STRATEGY 7

Pantomime Skills

​

76

Narrative Pantomime 1: Smoke Jumpers

1. Students view and discuss image of a Smoke Jumper. Discuss what a Smoke Jumper wears.
2. Teacher narrates as students pantomime the action.
1. Teacher may model actions.
1. Read or speak narration with enthusiasm.
2. The activity is silent. Students can pantomime what characters say through gestures instead of pretend talking.
2. After the activity, discuss what students imagined as they played.
3. For more narrative Pantomimes, go to Stories in Motion

​

​

​

​

​

​

Develop Craft

Skill-building

STRATEGY 7

Pantomime Skills

​

77

Smoke Jumpers via National Geographic

Develop Craft

Skill-building

STRATEGY 7

Pantomime Skills

​

78

Narrative Pantomime: SMOKE JUMPERS

You are in a special Jump Unit that fights forest fires in Northern California. Today will be your first parachute jump! You begin the day lying on the ground in a tent, snuggled up warm in your sleeping bag. You yawn and open your eyes to see the early morning sunlight stream across the tent. Time to get up!

Unzip your sleeping bag, and try to stand up, but the tent is too short. So you wiggle out of the sleeping bag, and stay bent over as you put on your clothes: shorts, T-shirt, and down vest. You crawl out of the tent and wander over to the campfire where a healthy breakfast is waiting. It’s getting late! You have to eat fast! Pancakes, oatmeal, eggs, milk, yogurt, bananas. Yum! Time to gear up!

First put on your padded fireproof suit. Step in and zip it up! Feel the long collar on your neck.. Now heavy fireproof boots. Shake out your parachute, then fold it neatly and strap it on your back. You strap on an extra parachute and pack of supplies on the front. These are heavy, so walk around to get used to the weight. Now put on your helmet and board the plane. Take-off in 5-4-3-2-1… Uh-oh! There is smoke from the fire! Hold on as the plane swerves to miss it! Now look down to the forest and see your landing place. Get ready…Jump! Release your parachute and you are sailing in the air. Now for a soft landing. You did it! Give your teammates a high-five. And off to work fighting fires.

​

Develop Craft

Skill-building

STRATEGY 7

Pantomime Skills

​

79

Narrative Pantomime 2: Giant’s Breakfast

• Students view and discuss image of Giant’s kitchen table.
• Students stand or sit in a neutral position.
• Review Space Bubble.
• Teacher narrates as students pantomime the action. (Slide 64)
• Teacher may model actions.
• Read or speak narration with enthusiasm.
• The activity is silent. Students can pantomime what characters say through gestures instead of pretend talking.
• After the activity, discuss what students imagined as they played.
• For more narrative Pantomimes, go to Stories in Motion

​

​

​

​

​

​

Develop Craft

Skill-building

STRATEGY 7

Pantomime Skills

​

80

Giant’s House Via Cravecoaster

Develop Craft

Skill-building

STRATEGY 7

Pantomime Skills

​

​

81

Narrative Pantomime: GIANT’S BREAKFAST

You wake up and notice that your bed is HUGE! You slowly climb down.... And you smell a wonderful breakfast cooking. Yumm!

So you follow your nose to a tall, tall table. You climb up one leg, hop on the table and there is a giant-sized breakfast! The first plate is pancakes covered with butter and maple syrup. You leap onto the plate and squish right through the pancake, picking some up and eating as you go. It tastes delicious!

Next you come to a plate of bacon – you go slipping and sliding along it. Finally, you splash into a bowl of Cheerios with milk. You drift along riding in a Cheerio as an inner tube, but just then you hear a loud banging sound! Fee Fi Fo Fum! Someone is coming!

So you swim out of the Cheerios, across the bacon, through the pancakes, down the table leg, across the room, and climb back into your bed. Quick throw the covers over your head and hide! Everything is quiet. You wait… and when you take the covers off your head, you are back in the classroom!

Develop Craft

Skill-building

STRATEGY 7

Pantomime Skills

​

82

Create

Develop Craft

Create

Assess

83

Overview�Artistic Literacy

Text Sets

Arts Product�Writing Product�

84

Create

OVERVIEW

STEPS

After Skillbuilding is completed...

1. Artistic Literacy
2. Text Sets
3. Arts Product
4. Writing Process

85

Integrated Learning Outcome

86

Via Big Idea

INTEGRATED LEARNING �OUTCOME

Overview

Create

Problems on the Playground

Your school wants a series of scenes to show new students how to be kind and get along at recess.

Your class has been asked to read the story “How Monsters Solve Problems” and brainstorm strategies for solving problems that happen around the school or playground.

Students will then work in partners to create two T-P-T scenes; Scene 1 shows a problem and Scene 2 shows how to solve it. Storyboards for the scenes will demonstrate a clear beginning (tableau), middle (pantomime), and end (tableau) through writing and drawing. Recording on video is optional.

SEL Book by Whimsyworkshopteaching.com

​

87

Via Max Pixel

What is T-P-T?

TABLEAU - PANTOMIME - TABLEAU

A scene that starts with tableau, (beginning) then pantomimes action, (middle)

and ends in tableau (ending).

​

​

Overview

Create

88

1. Text: “How Monsters Solve Problems”
2. Handout: Storyboard for T-P-T Scenes
3. Handout: Writing Prompt
4. Phone, Tablet, or iPad for filming scenes (optional)
5. Tripod
6. Green Screen (optional)
7. Do Ink (optional)

MATERIALS

Create

Overview

89

Artistic Literacy

90

Reading an illustration.

1. Start with a picture. Look at it silently for 30 seconds.
2. Use the Visible Thinking Routine, “See Think Wonder.“
3. Discussion protocol questions
1. What do you see?
2. What do you think about that?
3. What does it make you wonder?
4. Refer to the Visible Thinking Routine handout for more information.

​

Create

Artistic Literacy �

STRATEGY 1

See Think Wonder

91

​

​

Create

Artistic Literacy �

​

STRATEGY 1

See Think Wonder

92

Teaching Tips

What kind of thinking does the See Think Wonder routine encourage?

This routine encourages students to make careful observations. It helps stimulate curiosity and sets the stage for inquiry.

See Think Wonder works best when a student responds by using the three stems together at the same time.

I see… a shadow over the sandbox.

I think… it is a big boy on the playground.

I wonder… if he will be nice or mean.

However, you may find that students begin by using one stem at a time, and that you need to scaffold each response with a follow up question for the next stem.

​

Create

Arts Product

STRATEGY 1

See Think Wonder

93

93

Reading a photograph.

• Look at the image silently for 30 seconds
• Answer one or more of the following questions:
• If this picture is the beginning of a story, what might happen next?
• If it this picture is the middle of a story, what might have happened before? What might be about to happen?
• If this picture is the end of a story, what might the story be?
• Refer to the Visible Thinking Routine handout for more information.

​

Create

Artistic Literacy �

STRATEGY 2

Beginning, Middle, or End? (BME)

94

​

​

Create

Artistic Literacy �

​

STRATEGY 1

Beginning, Middle, End

95

​

​

Create

Artistic Literacy �

​

STRATEGY 1

Beginning, Middle, End

96

Teaching Tips

Purpose: What kind of thinking does the Beginning, Middle, End routine encourage?

This routine uses the power of narrative to help students make observations and encourages them to use their imagination to elaborate on and extend their ideas. Its emphasis on storytelling also encourages students to look for connections, patterns, and meanings.

When and where can it be used? The routine works with any kind of visual art that stays still in time – such as painting or sculpture. Use Beginning, Middle, or End when you want students to develop their writing or storytelling skills. It is especially helpful when learning about sequence.

​

Create

Arts Product

STRATEGY 1

See Think Wonder

97

97

Text Sets

98

How Monsters Solve Problems�

​

Text Set GRADE 2 UNIT 1

Create

Text Sets

99

Create

Text Sets

Via Big Idea

Acts of Kindness Cards

​

​

100

Arts Product

101

Table of Contents

Art Product

Creative Process

Table of Contents

Creative Process

1. Move and Freeze Warm-up
2. Review Pantomime Skills.
3. Create a Tableau from a picture.
4. Create a T-P-T scene from text and/or picture.
5. Create a T-P-T scene from “How Monsters Solve Problems”
6. Brainstorm problems and solutions for original T-P-T scenes.
7. Use storyboards to plan T-P-T scenes.
8. Groups perform first draft of their T-P-T scenes.
9. Students assess and revise scenes.
10. Students perform T-P-T scenes.

Overview:

Students retell events from “How Monsters Solve Problems” with T-P-T scenes. Then they write and perform new scenes for “Problems on the Playground.”

102

102

Sample Video of T-P-T scene from Windsor Creek Elementary

Create

Arts Product

OVERVIEW

Problems on the Playground

103

STEP 1

Create

Arts Product

Move and Freeze Warm-up.

1. Students practice moving around the room in their Space Bubbles.
2. Play the song Be Kind by Zak Abel.
1. Students move around the room in Space Bubbles and greet each other in kind ways.
2. When the music stops, everyone freezes in a pose (also called tableau.)
3. Repeat with the rest of the song.
3. Variation: Do the same activity with Treat People with Kindness by Harry Styles.

​

104

CREATE

Art Product

Move and Freeze Warm-up

105

CREATE

Art Product

Move and Freeze Warm-up

106

STEP 2

Create

Arts Product

Review pantomime skills.

• Teacher pantomimes actions as students guess. Students copy teacher’s actions.
• Students do solo, partner, or small group pantomimes.
• Slide: Climb up using arms and legs; slide down.
• Swing: Use swinging arms to represent swings.
• Seesaw: (may work best in partners) Two different levels.
• Sandbox: Keep the truck the same size as you fill it with sand.
• Jungle bars: Hands swinging overhead.
• Other suggestions from students.

107

STEP 3

Create a Tableau from a picture.

1. Review definition of tableau.
2. Students choose one character from the illustration to observe carefully.
3. Students create a solo tableau that copies the character they selected from the picture.
1. Teacher calls out 1-2-3-Freeze to cue students to get into the tableau. Relax means to break the freeze.
4. GUESS WHO I AM (Option) Students perform their tableau in front of the class (solo or in small groups). The rest of the class tries to guess which character they are playing.

Extension: TAP-OUT: Teacher taps a frozen actor and the class says what the character is thinking.

���

Create

Arts Product

108

​

​

Via Adobe Stock

Create

Arts Product

STEP 3

Create a �Tableau

109

STEP 4

Create a T-P-T scene from text and/or picture.

TEXT: Acts of Kindness

• Review definition of T-P-T scene.
• Students work in partners. Each group draws an “Acts of Kindness” card.
• Tableau = Beginning: Students start with a pose.
• Pantomime = Middle: Actors pantomime as teacher reads the action aloud.
• Tableau = End: Actors freeze in an ending tableau.
• Teacher cues: 1-2-3-Freeze… Pantomime... (reads narration)... Freeze.
• Variation: Students guess the act of kindness after each scene is finished.

​

Create

Arts Product

Acts of Kindness Cards

110

Via Big Idea

Create

Arts Product

STEP 4

T-P-T Scene

111

“When I call Freeze, create a starting tableau based on the picture.

​

When I call Pantomime, follow the actions as I read them.

​

On my signal, Freeze in a final tableau.”

Create

Arts Product

STEP 4

T-P-T Scene

Via Big Idea

112

Teaching Tips

• Begin with whole group work.
• Allow all students to become all of the characters.
• Pause to give time for students to do the actions.
• For short selections, students can work at their seats.
• Once students understand the concept, they can create original scenes based on any concept or theme.
• Use additional text and images for more practice.

Create

Arts Product

STEP 4

T-P-T Scenes

113

113

STEP 5

Create a T-P-T scene from “How Monsters Solve Problems”

• Review definition of T-P-T scene.
• Students work in partners. Each group draws a Sorting Card from “How Monsters Solve Problems.”
• Tableau = Beginning: Students start with a pose.
• Pantomime = Middle: Actors pantomime as teacher reads the action aloud.
• Tableau = End: Actors freeze in an ending tableau.
• Teacher cues: 1-2-3-Freeze… Pantomime... (reads narration)... Freeze.
• After each scene is finished, students give a thumbs up or down to tell whether they think it is a good problem-solving strategy.

​

Create

Arts Product

Monsters Sorting Cards

114

Step 6

Create

Arts Product

Sorting Cards: How Monsters Solve Problems

​

​

115

Step 6

Create

Arts Product

Sorting Cards: How Monsters Solve Problems

​

​

116

Brainstorm problems and solutions for original T-P-T scenes.

USE T-CHART or “Problems Happen” Worksheets to brainstorm Problems and Solutions

​

STEP 6

Create

Arts Product

117

Step 6

Create

Arts Product

Brainstorm Problems that happen on the playground.

USE T-CHART or “Problems Happen” Worksheets to brainstorm Problems and Solutions

​

118

STEP 7

Use storyboards to plan T-P-T scenes.

• Demonstrate how to use Storyboard Templates to plan �T-P-T scenes.
• Students work in groups of 2-3 to plan storyboards. Each group chooses a problemat school or on the playground.
• T-P-T Scene #1 shows the problem (non-example) and Scene #2 shows the solution (example).
• Each T-P-T scene needs to have: Tableau (beginning), Pantomime (middle), and Tableau (end) .
• Students draw sketches in the top boxes, then describe the action in at least one complete sentence below.
• Consider assigning roles for for planning such as Sketch Artist, Author, Director.
• (Extension) The descriptions can become text for narration.

Create

Arts Product

119

Link to Storyboard Planning Sheet.

Link to Storyboard Planning Sheet.

Link to Storyboard Planning Sheet.

Teaching Tips

1. Make copies of the Storyboard Planning Sheet. Students may write storyboards as individuals or in groups of 2-3.
2. Students draw in the boxes and describe the action for each part below.
3. Teachers may want to model an example for the entire class before students begin working in small groups.
4. Go over Routine for Small Group Discussions
5. Help students understand the three parts of their scene:
1. TABLEAU/BEGINNING
1. Who are the characters? What is the setting?
2. PANTOMIME/MIDDLE
• What is the problem? What happens to the characters?
3. TABLEAU/END
• What is the solution? What will the final action and ending pose be?

Create

Arts Product

STEP 7

T-P-T Scenes

123

123

STEP 8

Groups perform the first draft of their T-P-T scenes.

• Student groups use the storyboard to plan their scenes. All students perform two tableau and pantomime scenes.
• T-P-T Scene #1 shows the problem (non-example)
• T-P-T Scene #2 shows the solution (example).
• Students act out first drafts in unison play (movement only).
• Teacher cues the movement.
• Students plan how the text fits into their scene.
• Students share first drafts with the rest of the class as teacher reads narration.

​

​

​

​

​

​

​

​

Create

Arts Product

124

STEP 9

Students assess and revise the first draft of their scene.

1. Watch video Austin’s Butterfly. (slide 107)
1. Discuss how Austin improved his artwork.
2. Use Tableau Checklist to assess and revise the tableau at the beginning and ending. (slide 108)
3. Show Theatre Rubric. (slides 109-121)
• Dimensions: Character, Gestures, Storytelling.
• Teacher demonstrates how to assess and revise work with one group in front of the class.
• Students reflect and make revisions based on their assessment.
4. Teachers may wish to record first drafts on iPads so students can view their work.

​

​

​

​

​

Create

Arts Product

125

Create

​

Arts Product

STEP 7

Assess and Revise

126

Create

Step 7

Tips for Rehearsing and Revising Dramatic Performances

Teacher Tips

• Allow time for C-P-R (Create-Perform-Revise)
• Note: It is sometimes helpful to show students videos during the process to determine revisions based on what they see.
• Establish a climate for creative thinking.
• Be open and flexible.
• Allow the drama to go in unexpected directions
• Withhold your own opinion
• Try not to predetermine responses.
• Be willing to step aside.
• Offer structure.
• Creativity and chaos are not the same thing.
• Creativity actually thrives within structure.
• Provide for safety and fair play. (Review Rules)

​

127

127

Create

Step 7

Tips for Rehearsing and Revising Dramatic Performances

Teacher Tips

• Observe and Clarify
• Observe behavior and engage students in conversations.
• Avoid making assumptions.
• Describe what you observe based on criteria from the rubric.
• Ask open-ended questions.
• A closed question usually receives a single word or very short, factual answer.
• “Is the character happy?" (The answer is "Yes." or "No.")
• “Where does the character live?” (single word answer)
• An open-ended question often begins with “what,” ”why,” ”how,” "tell me,” or "describe" and generates longer answers.
• “Describe what the character did in the story.”

128

128

Tableau Checklist Via Big Idea

Create

Arts Product

STEP 7

Assess and Revise

129

Grade 2 Theatre Rubric T-P-T Scenes

Create

Arts Product

STEP 7

130

Create

Arts Product

Students perform their Final T-P-T scenes.

1. Perform final version of T-P-T scenes for another class.
2. Teacher or reader cues the action of the scene and reads narration.

​

Option: Film the scenes with Smart phone or other device.

• Recommended: Use the Do Ink App if filming with a Green Screen
• Students may narrate the T-P-T Scene using a voice-over App.
• Choices for recording:
1. Teacher or aid records students performing T-P-T scenes.
2. Students record each other (2 groups work together).
3. Assign student videographers to record the scenes.

�

STEP 10

131

Create

Arts Product

• Students record T-P-T scenes with the iPad camera.
• With a green screen, backgrounds may be added to each scene.
• Labels or titles may be added with Do Ink.
• (Extension) Scenes can be uploaded to Shadow Puppet EDU or Adobe Spark Video. Narration and text can be added for each scene.
• Scenes can be shared as a “gallery walk” with a QR code assigned �to each video.

�

MEDIA ARTS CONNECTIONS

132

Create

Arts Product

​

T-P-T scenes can be used to demonstrate understanding across the curriculum. Here are just a few examples.

• ELA:
• Show meanings of vocabulary words.
• Show beginning, middle, end.
• Perform scenes about events in a story.
• Math:
• Interpret whole number products and quotients.
• Show geometric shapes and areas.
• Science:
• Show plant life cycles or animal habitats.
• Social Studies:
• Create living timelines.
• Create scenes from historic photos or artwork.
• Show important historic events. ��

EXTENSIONS

133

Create

Arts Product

​

• Videos
• Nana Malaya Performs Funga Alafia for the Kennedy Center
• Teacher Models Copy Me
• Teacher’s TV T-P-T Scenes
• Teacher’s TV Frozen Scenes
• Teacher Toolkit: Tableau
• Websites
• Stories in Motion
• Drama Based Instruction Network (UT Austin)
• Google Slides
• Additional Skill-building: Vocal Expression
• Best Practices for Teaching Theatre

ADDITIONAL RESOURCES

134

Writing Product

135

Create

Writing Product

​

WRITING PROMPT

Link to Printable Writing Prompt

136

Assess

Develop Craft

Crate

Assess

137

Overview �Unit assessment

Share�Reflect�Performance task

138

Assess

OVERVIEW

Formative Assessment of the Visual and Performing Arts Content

• Self-assessment with rubric.
• Small group discussion.
• Partner share.

Formative Assessment of ELA

Teacher-designed or district assessment.

Summative Assessment of Visual and Performing Arts Content

Teacher: Use Mondrian to upload and assess student artwork.

Student: Self-evaluation using the theatre rubric.

​

139

Integrated Learning Outcome

140

Via Big Idea

INTEGRATED LEARNING �OUTCOME

Overview

Assess

Problems on the Playground

Your school wants a series of scenes to show new students how to be kind and get along at recess.

Your class has been asked to read the story “How Monsters Solve Problems” and brainstorm strategies for solving problems that happen around the school or playground.

Students will then work in partners to create two T-P-T scenes; Scene 1 shows a problem and Scene 2 shows how to solve it. Storyboards for the scenes will demonstrate a clear beginning (tableau), middle (pantomime), and end (tableau) through writing and drawing. Recording on video is optional.

SEL Book by Whimsyworkshopteaching.com

​

141

Assess

Overview

Formative Assessment

REVIEW

During the artmaking process, students will use these formative assessment processes:

• While writing storyboards, students will work in collaborative groups to select a problem and solution for the T-P-T scene. They will check for a clear beginning, middle, and end.
• After the first draft, each student will evaluate their own work using the rubric looking at these three dimensions: Character, Gestures, and Storytelling.

142

Assess

Overview

Grade 2 Theatre Rubric T-P-T Scenes

143

Character, Level 1�

Student breaks character, laughs or looks right at the camera.

Assess

Arts Product

144

Character, Level 2�

The student makes some attempt at showing a character but choices are vague or unclear.

Arts Product

Assess

145

Character, Level 3�

The student mostly shows what the character feels or does, Stays in character most of the time.

Arts Product

Assess

146

Character, Level 4�

The student clearly expresses what the character feels or does. Stays in character the whole time.

Arts Product

Assess

147

Gestures, Level 1�

Student does not perform any gestures or motions.

Arts Product

Assess

148

Gestures, Level 2�

Student performs minimal gestures; motions may not always fit the actions of the character.

Arts Product

Assess

149

Gestures, Level 3�

Student performs appropriate actions; some movements are unclear.

Arts Product

Assess

150

Gestures, Level 4�

Student performs bold, strong gestures to show what the character does and feels.

Arts Product

Assess

151

Storytelling, Level 1�

Actions do not tell a story.

Arts Product

Assess

152

There is some attempt to tell a story, but parts are unclear or do not match the topic.

Storytelling, Level 2�

Arts Product

Assess

153

Storytelling, Level 3�

The actions tell a story with a beginning middle, and ending. Some parts are unclear or hard to see.

Arts Product

Assess

154

Storytelling, Level 4�

The actions tell a story with a clear beginning, middle, and ending. The scene follows T-P-T format.

Arts Product

Assess

155

Share

156

Assess

Share

SHARE

Students can perform scenes for each other or for another class.

Sharing with younger students is a great way to boost confidence and let the message of how to solve problems and spread acts of kindness throughout the school. �

EXTENSIONS

• The gallery could be shared at Back to School night; parents can download the QR reader app on their phones or use iPads.
• Videos could be made available for other classes to view for further discussions about getting along on the playground.

157

Assess

Share

Videos can be given a QR code and shared with families. Parents can do a gallery walk using QR Reader to watch the videos and leave Post-It note comments or stickers for each scene.

• The QR codes can be printed on paper with the name of the scene and performers.
• People walk around the classroom and leave positive, encouraging comments or stickers for each scene

SHARE

In class gallery walk of scenes with QR codes as outlined above.�

EXTENSIONS

• The gallery could be shared at Back to School night; parents can download the QR reader app on their phones or use iPads.
• Videos could be made available for other classes to view for further discussions about getting along on the playground.

VIDEO OPTION

158

Reflect

159

Assess

Reflect

QUESTIONS

STUDENTS

TEACHERS

Student Reflection questions may be discussed as a whole group, as Think-Pair- Share, or in writing.

• What did you notice about student engagement during this unit?
• How did integrating the arts affect student learning?
• What advice would you give to another teacher about this unit?
• How could you apply these strategies to teach other content?

• What did your character do in your scene?
• How did you show what your character was feeling?
• If you could perform your scene over, what would you change?
• What is another problem on the playground you could make a scene about?

​

160

WRITING PROMPT

MEDIA ARTS CONNECTION

MATERIALS

STRATEGY

LECTURE

TEACHING TIP

VIDEO

RESOURCE FOLDER

Legend

EXTENSIONS

161