o
March/April
Theatre Focus Lesson 1a:
March/April
March/April
Theatre Infused Lesson 1c:
Sample Target Learning
Assessment Criteria
Target: Knows and understands verbs and adverbs.
Criteria: Identifies and verbally explains that verbs are action words and adverbs qualify or change the meaning of a verb.
Theatre Standards Science Standards
AEL 1.1 concepts: action
AEl 1.2 skills and techniques: expressive movement
AEl 3.2 for a purpose: expanded meaning
N/A
Theatre and
Science
Conce~Wocabulary
Arts: action physical choice
Enduring Understanding
Using an adverb as a modifier can make verbs more powerful or change the meaning.
Arts- Infused: adverbs verbs
Target: Demonstrates understanding of new
Theatre Focus Lesson 1b: vocabulary in a dramatic
presentation.
Criteria: Makes vocal and physical choices to depict word meaning for character, action or setting.
Target: Identifies the cause and effect of an outside force upon a specific ecosystem.
AEl 1.1 concepts: action
AEl 1.2 skills and techniques: uses voice, range of movement, works in a group
AEl 2.1 applies creative process: conceptualizes, develops ideas, presents
AEl1.2: qualities (e,g., volume, diction, rate, pitch, tone)
N/A
1.2.1: Analyze how the parts of a system go together and how these parts depend on each other.
selects and uses specific
Criteria: Adjusts movement, movements gesture and vocalization to works within a small reflect the change caused by the outside force.
1.3: Understand how interactions within and group to solve a dramatic among systems cause problem changes in matter and energy.
Arts: gesture movement physical choice vocal choice
Arts Infused: adjective adverbs descriptive words dialogue expression narrative noun verb, vocabulary vocal
Theater: gesture movement (active) vocalization
Science: ecosystem interdependency
Theater and Science: action and reaction/ cause and effect
Acting out and writing precise language and sentences can build vocabulary and support descriptive writing.
Actions and reactions can represent interdependency and cause and effect as primary forces in an ecosystem.

ABIS
Artist-Mentor: Dave Quicksall Grade Level: Third Grade
Examples:
Enduring Understandings
Using an adverb as a modifier can make verbs more powerful or change the meaning.
Target: Knows and understands verbs and adverbs.
Criteria: Identifies and verbally explains that verbs are action words and adverbs qualify or change the meaning of a verb.
Target: Performs the action of a chosen verb.
Criteria: Uses entire body or parts of body in motion to reflect the meaning of the word (verb).
Target: Modifies action by applying an adverb.
Criteria: Changes and sustains the action to reflect the new physical attribute given by the adverb.
Teaching and Learning Strategies
Introduction to Arts-Infused Concept through Classroom Activity:
Concepts for writing instruction: verbs; adverbs; nouns; adjectives
Concepts in everyday life:
PREPARATION:
Use list of verbs and adverbs proVided with this lesson. Or, make lists of verbs and adverbs, or nouns and adjectives that might interact in texts or in writing.
1. This is a lesson that is a theater lesson and a writing lesson at the same time.
Divides the students into pairs, in which one student is "A" and the other is "B." The "A" students receive a VERB list from the teacher; the "B" students receive an ADVERB list.
2.
Explains that all of the "A's" pick any VERB from the list and act it out.
Prompts: HOI/j/ would you act out ''examine.?'' What does to ''leap'' look like? Pick a verb from the list and act out its meaning.
Student: The "A" students begin to act in a way that reflects the meaning of the verb they have chosen.
Embedded Assessment: Criteria-based teacher checklist
3.
Explains that all of the "B" students tell an ADVERB to the "A" student to modify their action.
Prompts: How can the adverb change the verb? ''B'' students/ tell an adverb to your panner:
How is the action changing?
Student: The "A" students modify their actions to reflect the new attribute given to them by the "B" student.
Embedded Assessment: Criteria-based teacher checklist
Third Grade-Theater and Writing-Modify My Action'
5-1

4.
Directs the students to switch roles, after several turns so that everyone gets to work on the verbs and adverbs. Allows time for pairs to perform for the rest of the class. The class can try and guess the verbs and adverbs they see the pairs perform.
Student: Switches places and repeats exercise for as many words as time allows.
Embedded Assessment: Criteria-based teacher checklist; peer reflection
Before next THEATER lesson:
1.
Use the same teaching strategies with nouns and adjectives.
Wlitillg
2. Apply the activity to a text the class is reading. Pairs select characters and scenes in the text or scenes they infer could happen based on details in the text Pairs act out scenes and modify them. The class can guess who they are and what moment they are depicting. Use verbs and adverbs or nouns and adjectives for this activity.
3. Students generate the.ir own vocabulary for this activity and put those words on a word wall to reference fOIwriting.
Independent Practice: Say a verb-write a verb! Picture yourself modifying it! Add an adverb to give more information!
Vocabula
Arts: action physical choice
Arts- Infused: adverbs verbs f\1aterials and Communi Resource
Perfonnanc:es:
Broadway Center for ti1e Performing Arts, Tacoma, WA:
Mad Science: CSI Investigation, Show Wayan Tau" Spirit
Horse, Blues Journev, The Phantom Tollboot/7, Red Riding
Hood and Other Stories
Petfonnanc:e Materials: list of cards of verbs and adverbs
WA Essential Learnings
Essential Learnings
& Frameworks
AEL 1.1
concepts: action
AEL 1.2 skills and techniques: eKpresslve movement
AEL 3.2 for a purpose: e>:panded meaning
WEL 3.2.2 Variety of Words: uses language appropriate for a specific purpose
Writing State Frameworks'
Grade 3: selects specific words
Grade 5: uses precise words (e.g. vivid verbs)
Verb
Third Grade-Theater and Writing-Modify My Action!
5-1

Third Grade-Theater and Writing-Modify My Action!
5-1

Third Grade-Theater and Writing-Modify My Action!
5-1

ASSESSMENT WORKSHEET
DisciDlines
Concept
WRITING
SPECIFIC WRODS: Verbsl Adverbs
Student Identifies and verbally explains that verbs are action words and adverbs qualify or chanqe the meaninq of a verb
THEATER
PHYSICAL
CHOICES:
Action
Demonstrates action of verb
THEATER
PHYSICAL CHOICES: Action
Changes and sustains an action to reflect new attribute of a verb given by an adverb l.
2.
3.
4.
10.
ll.
12.
13.
14.
15.
16.
17.
18.
5.
6.
7.
8.
9.
19.
20.
2l.
22.
23.
24.
25.
26.
27.
28.
Total
Percentage
Criteria-based Reflection Questions: (Note examples of student reflections.)
Self-Reflection: How can the adverb change the verb? How is your action changing?
Total
Points
3
Peer to Peer: How did different classmates modify the same verb/adverb combination differently?
Thoughts about Learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:
Which classroom management techniques supported learning?
Teacher:
Third Grade-Theater and Writing-Modify My Action!
Date: _

ARTS-I~EARNING
Dear Family:
Your child participated in a theater and writing lesson. We studied verbs and adverbs,
., We defined verbs and adverbs.
• We connected an action with a verb.
• We adjusted our actions by modifying our verb to show distinctions when a verb is an adverb, it can change the meaning. As actors we showed that by changing our modified by physica'( choices.
• We participated in a theater exercise with a partner.
At home you could discuss the difference beDl'ieen a verb and a verb that is modified by an adverb.
How would a verb look different than the same verb modified by an adverb?
Enduring Understanding
Using an adverb as a modifier can make verbs more powerful or change the meaning.
Third Grade-Theater and Writing-Modify My Action!

Artist-Mentor Gail Frasier
Examples:
Grade Levels: Fifth Grade
Enduring Understanding
Acting out and writing precise language and sentences can build vocabulary and support descriptive writing.
Target: Demonstrates understanding of new vocabulary in a sentence.
Criteria: Creates a sentence using two new descriptive words: nouns/adjectives and verbs/adverbs.
Target: Demonstrates understanding of new vocabulary in a dramatic presentation.
Criteria: f\1akes vocal and physical choices to depict word meaning for character, action or setting.
Target: Mimics and words and actions of others.
Criteria: Makes vocal and physical choices that mirror a model.
Teaching and Learning Strategies
Introduction to Arts-Infused Concepts through Classroom Activities:
Arts-Infused Concepts: Descriptive Words o
Create 10-30 pieces of paper, each with vocabulary words. Use descriptive words to support writing including verbs, adverbs, adjectives, nouns, etc.
OR, use the sample list of verbs and adverbs provided with this lesson.
1.
Models how to create and act a sentence with two new words.
Recruits one volunteer to model. Uses two envelopes with words in them.
Prompts: This is a lesson that is a theater lesson and a writing lesson at the same time. We are going to have fun with acting out precise language that wi/I build your vocabulal]/ and help your writing.
1 need a volunteer to help me model this exercise. We will each take a word out ofan envelope. We wi/I share our words and make sure I,ve understand the meanings. Next we will create a sentence that uses both words. You can help us ifyou have an Idea.
The sentence can be dialogue or narrative. Now we will act out that sentence, saying the line WIth expression and movement or gestures. Let's practice saying It at that same time.
ReadJ~ sentence.) Let's practice our movements/gestures. Ready
1-2-3 (Say
1-2-3.
(Practice movements.) Now let's put it all together. Ready, 1-2-3.
Student: Contributes ideas.
2.
Guides pairs of students to create and act sentences.
Divides the students into pairs. Each student picks a word out of an envelope. Students rehearse.
Prompts: Make sure you know the
Fifth Grade-Theater and Writing-Precise Vocabulary

meaning ofthe word Check in with your partner to be sure you share the same word meaning.
Practice in steps. Rrst create a sentence, then say it together, then add the movement, practice the movement. Rnally put It all together. How can you show the meaning of the word with your voice and body?
Student: Work in pairs to create and act two new vocabulary words in a sentence.
Embedded Assessment: Criteria-based teacher checklist
3. Guides students to present sentences. Students stand in a circle. One pair presents, everyone else repeats what they say and do. Move on to the next pair until everyone has had a chance.
Prompts:
Stand in a circle next to your partner. Each pair will present their sentences and then we'll all repeat exactlv what they say and do including vocal expression and phvsical choices.
Student: Presents sentence scenes with vocal expression and physical choices. Mimics sentences of other pairs.
Embedded Assessment: Criteria-based teacher checklist
Before next THEATER lesson:
IVritillg
L Use the same teaching strategies with new vocabulary words as they are introduced in the classroom throughout the year.
Independent Practice: Say a word-check for meaning! Picture yourself acting the word.
Vocabula
Alts: gesture movement physical clloice vocal clloice
Alts Infused: adjective adverbs descriptive words dialogue expression narrative noun verb, vocabulary vocal
Materials and Communi Resource
Performances:
Broadway Center for the Performing Arts, Tacoma,
WA:
Mad Science: CSllnvestigation, Show Way on Tour,
Spirit Horse, Blues Journey, The Phantom Tollbooth,
Red Riding Hood and Other Stories
Performance Materials:
Lists of new classroom vocabulary
WA Essential Learnin s & Frameworks
AEL 1.1 concepts: action
AEL 1.2 skills and tec/miques: uses voice, range of movement, worr~ in a group
AEL 2.1 applies creative process: conceptualizes, develops ideas, presents
WEL3.1.1 develops ideas; elaborates using specific details and/or examples
WEL 3.2.2 Style: variety of words: uses language appropriate
Writing State Frameworks
Grade 5: Uses specific words and phrases, descriptions
Grade 5: Uses precise language (e.g. powelful verbs, specific descriptions
Fifth Grade-Theater and Wnting-Precise lIocabulary

Fifth Grade-Theater and Writing-Precise Vocabulary

Fifth Grade-Theater and Writing-Precise Vocabulary

IMPACT-ARTS-I~FUSED
PLA~
ASSESSMENT WORKSHEET
Student
Disciplines
Concept
WRrnNG
PRECISE LANGUAGE
THEATER
VOCAL AND PHYSICAL CHOICES
Creates a sentence using two Makes vocal and physical choices new descriptive words: nouns/adjectives and verbs/adverbs to depict word meaning for character, action or setting
THEATER
VOCAL AND PHYSICAL
CHOICES
Makes vocal and physical choices that mirror a model
Total
3
6.
7.
8.
9.
10.
1.
2.
3.
4.
5.
17.
18.
19.
20.
21.
22.
23.
11.
12.
13.
14.
15.
16.
24.
25.
26.
27.
28.
Total
Percentage
Criteria·based Reflection Questions: (Note examples of student reflections.)
Self-Reflection: How did your voice affect your body when you put the sentence together?
Peer to Peer: What vocal or physical choices did others make to show the meaning of the words?
Thoughts about Learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:
Which classroom management techniques supported /earning?
Teacher:
Fifth Grade-Theater and Writing-Predse Vocabulary
Date: _

Dear Farnily:
Today your child participated in a theater and writing lesson .
., We created sentences from two new words using precise language and then acted them with a partner. Everyone in the class repeated exactly what we did, so we all got to experience the words.
• We dramatized 15-30 new words today!
At home, you could point to words in the dictionary or from a book and create actions, gestures, or even scenes using them, just like your student did today.
Acting out and writing precise language and sentences can build vocabulary and support descriptive Writing.
Fifth Grade-Theater and Wnting-Precise Vocabulary

Arts Infused
Disci line:
Grade
Level:
5
Theater and Science
Enduring Understanding: Actions and reactions can represent interdependency and cause and effect as rima forces in an ecos stem.
Examples:
Title:
Author:
"Eco stem Madness" r---=-::..=.::..=::..::....---j---:::..:::..::....=...a...=....=..::..=.:..::....;:....::.===-==--------::-----=------=------,--------------1 lod Emerson and Dave uicksall at Southwood Elementa video evidence on file video evidence on file
Ta et: et:
Target:
Criteria:
Criteria:
Criteria:
Uses entire bod and voice to create a "machine".
Performs a sim Ie re etitive movement with vocalization.
Identifies the interde endent elements within a s ecific ecos stem.
Uses repetitive movement, gesture and vocalization to represent the attributes of a s ecific com onent of the iven ecos stem.
Identifies the cause and effect of an outside force upon a specific ecos stem.
Adjusts movement, gesture and vocalization to reflect the change caused b the outside force.
1.
Reviews conce ts of interde enden cause and effect action and reaction.
2.
Leads students through the "machine game".
Divides students into ecosystem groups. One person from group starts off by doing a simple repetitive movement accompanied by vocalization that matches the gesture. Another person from the group joins the first person and adds their own movement/vocalization that interacts with those of the first person. Continues adding individuals until entire group is working as a single unit. Each student group performs for the class. After each performance, teacher asks for examples of interdependency that was demonstrated by each group.
Prompt: Use one simple gesture (motion) you repeat over and over.
Embedded assessment: criteria based check list refgection.
3.
Each group creates a "machine" (moving sculpture) of their specific ecosystem.
Each student chooses an element within their ecosystem for which he/she will create a movement and vocalization. If there are five people they need five different elements (e.g. Grassland- sun, grass, tree, animal, dirt). Reminds students that each element needs to be active with movement and vocalization. Each group rehearses and refine their "machine" being sure to focus on the interdependency between each element.
4.
Each group performs their "machine" for the class.
After each performance teacher asks for examples of interdependency that was demonstrated by each group.
Embedded assessment: criteria based check list eer reflection
5.
Secretly assigns each group with an outside force that affects the ecosystem (ie. global warrnin ,drou ht fire sur Ius of mice etc.. Each rou ad'usts their movements/vocalizations to

reflect the impact of the outside force upon their ecosystem. Students rehearse and refine their new
"machine". Prompt: The outside force is going to create an action and your ecosystem is going to react. This will show cause and effect within the ecos stem.

6.
Each group performs their original "machine" for the class, upon a prompt from the teacher they will change into their newly affected ecosystem.
After each performance, teacher asks the students in the audience what outside force impacted each ecosystem and how cause and effect was demonstrated.
Embedded assessment: criteria based check-list peer reflection.
Resources: Classroom, Visual WA Essential
Sciences Historical Art or Arts or Performing Learnings
Vocabulary Performance Arts Materials
Theater
• gesture
• movement (active)
• vocalization
•
•
Science ecosystem interdependency
Theater and Science
• action and reaction/ cause and effect
Scheduled Study
Visit:
If You Give A Mouse A
Cookie
Broadway Center for the Performing Arts
February 26, 2007
• list of ecosystems AEL 1.1 concepts:
• list of outside forces that affect the ecosystems
movement
• gesture
• vocalization
• action and reaction
AEL 1.2 skills and techniques:
uses specific vocal qualities (e.g., volume, diction, rate, pitch, tone)
• selects and uses specific movements
works within a small group to solve a dramatic problem
Science GLEs
• 1.2.1 Analyze how the parts of a system go together and how these parts depend on each other.
• 1.3 Understand how interactions within and among systems cause changes in matter and energy.

Arts Discipline:
I
Theater
Grade
Level:
15 Title:
Author:
Students THEATER
"EcoSYstem Madness" lady Emerson
THEATER & SCIENCE THEATER & SCIENCE Total
Points
Physical and
Vocal Choice
Performs a
Action
Uses repetitive simple repetitive movement, gesture and movement with vocalization.
Action and Reaction
Adjusts movement, vocalization to gesture and vocalization to reflect represent the attributes the change caused by
3 of a specific component of the given ecosystem.
the outside force.
7.
8.
9.
10.
ll.
12.
13.
14.
l.
2.
3.
4.
5.
6.
15.
16.
17.
18.
19.
20.
2l.
22.
23.
24.
25.
26.
27.
28.
Total
Percentage

Were there any students especially challenged by concepts in the lesson; what instructional strate ies hel ed these students?
Were there lesson dynamics that hel ed or hindered learnin ?
What classroom management techniques supported student learnin ?
Other comments:
Famil Communication: