Grade: K-1
Integrated Content Areas: Theatre Arts
Unit Title: Ready, Set, Move! : “Head to Toe”, By: Eric Carle
Generative Topic/Big Ideas:
Integrated Learning Objective: Students will be able to listen attentively to a story and act it out using sound and
gesture to understand what the body can do. Students will be able to pantomime the actions from an informational
story and write complete sentences by utilizing sentence frames.
Students need to know the importance of physical activity as well as be aware of the types of movements their
bodies can make.
How can we express animal movements through pantomime?
Authentic Performance-Based Summative Assessment
Students will demonstrate understanding of the importance of physical activity as well as grasp a better concept of
personal space and different animal movements through pantomime, completion of written sentence frames, oral
expression, and illustrations.
Visual and Performing Arts
Content Standards:
Language Arts:
1.6 (A) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and
writing. Students are expected to identify words that name actions (verbs) and words that name persons, places, or
things (nouns).
1.20 (B) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions
of academic language when speaking and writing. Students continue to apply earlier standards with greater
complexity. Students are expected to speak in complete sentences with correct subject-verb agreement.
Visual and Performing Arts:
CE 2.2 Dramatize or improvise familiar simple stories from classroom literature or life experiences, incorporating
plot (beginning, middle, and end) and using a tableau or a pantomime.
HC 3.3 Describe the roles and responsibilities of audience and actor.
Prior knowledge:
1) Visuals of animals
2) Animal movements and sounds
3) Academic vocabulary/pantomime
Skills:
1) Pantomime
2) Character/audience (relationship)
ELA Content Area
Prior knowledge:
1) Sentence Structure
2) Writing Process
3) Reading directionality
Common Core State Standards:
1.RIT.1 Ask and answer questions about key details in a text.
1.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
1.SL.6 Produce complete sentences when appropriate to task and situation.
Skills:
1) Using nouns and verbs in complete sentences.
2) Write and speak in complete sentences.
3) Active listening.
Text
1) “From Head to Toe”, By Eric Carle
2) “From Head to Toe” Song and Video
3) Vocabulary cards and visuals
Creative Process
(These phases of the creative process can be arranged in whatever order makes sense for this project. Phases will
likely be repeated and will overlap as the project is worked on over time. In this section, describe the strategies
used to activate these five phases.)
Imagine / Examine / Perceive
(What pieces of the project require students to examine the world, perceive artwork or imagine something new?)
1. Observation of real Animal movements in pictures.
2. Imagine animal movement and reenact them.
3. Read “From Head to Toe” by Eric Carle and pantomime the characters.
Explore / Experiment / Develop Craft
(Which activities ask students to explore the content, experiment with ideas and get build new skills?)
Create
(What pieces of the project are devoted to students creating their artwork?)
Reflect / Assess / Revise
(Which activities ask students to reflect on their work, assess their progress and revise their project?
Share
(How will students share their work with others?)
Formative Assessment of the Visual and Performing Arts Content
Check for understanding through pantomime.
Formative Assessment of Other Content Areas
1) Evaluate the completion of sentence frames and illustrations.
2) Use of academic vocabulary.
Summative Reflection
Teacher:
Student(s):