The Life and Times of the Ant/Topic Analysis
Adapted from Treasures, Grade 4
Erin K. Hulse, Drama Resource Teacher
Grade Level: 3-5
Language Arts Common Core Standards:
Reading Standards for Informational Text K–5
Key Ideas and Details
Grade 3
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
Grade 4
1. Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
Grade 5
1. Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Integration of Knowledge and Ideas
Grade 3
7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur).
Grade 4
7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
Grade 5
7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem efficiently.
Drama/Theatre Standards Addressed:
Standard 1: Learn and develop the essential skills and meet technical demands unique to dance,
music, theatre/drama and visual arts.
K-5 Benchmark 1A: Use body and voice to portray character.
Standard 3: Integrate understanding of visual and performing arts by seeking connections and
parallels among arts disciplines as well as other content areas.
K-5 Benchmark 3A: Describe theatrical elements (visual, aural, oral, kinetic, ideas, emotions and
mood) and compare them with other art forms and content areas.
Materials:
 The Life and Times of the Ant by Charles Micucci (Treasures; Grade 4, Unit 4)
 Topic profile sheet (see attached)
 Students arranged in groups of 8
 Space for students to work
 Chart paper or other for recording ideas
Vocabulary: characteristic, prominent, tableau (tableaux—plural)
Teaching Process:
Anticipatory set—
 Discuss with students that in fiction/literature text, stories are told about characters. In nonfiction/informational text, the writing is about a topic or an event. Where you may find an “overlap”
is that characters and topics can each have unique qualities to let readers know details about what
is written.
 Discuss what students know about ants. List any common ideas/thoughts.
 Complete a topic profile sheet for ants in general. This will familiarize students with the form.
Lesson—
 Read The Life and Times of the Ant by Charles Micucci (Treasures, Grade 4, Unit 4)
 Discuss how ants are different from other insects—the biggest difference is that they are social.
 Record the main roles found in a colony of ants:
o Queen, Male, Workers—subcategories of workers: Queen Tender, Nurse Ant, Tunnel
Digger, Guard, Forager.
 Divide students into groups of 8. Within each group, they must assume a “role”. NOTE—these
may need to be assigned.
 Each student in the group completes a topic profile sheet for his/her role. Encourage students to
refer back to the text for information. Collect profile sheets now or just before tableaux are shared.
NOTE—if you have only one copy of the book, you may want to copy the pages that describe the
ant roles.
 Describe a tableau—a still image that creates a scene. Discuss with students that their group will
need to create a tableau with each member assuming a still pose that demonstrates the prominent
qualities of his/her character.
 Allow time for students to create their tableaux (2-3 minutes). While they are doing this, they need
to think of a spoken word, phrase, or sentence that will inform the rest of the groups of their role in
the tableau—i.e. “I am the Queen! You all work for me!”
 One group at a time, present the tableaux. As the students form the still image, walk through it and
touch each student on the shoulder. As you touch them, they say their phrase aloud.
 Debrief—what have they learned about ants that is new to them? How did the tableaux help?
Assessment: Topic profile sheets, teacher observation, discussion
Non-Fiction Topic Profile
Your Name:
Date:
As you complete this profile,
list all the specific characteristics of the topic you are studying.
Topic/category:
Subcategory (if there is one):
Physical characteristics:
Prominent qualities:
Connection to humans:
Reason or reasons this topic is notable:
Queen, Male, Workers
subcategories of workers:
Queen Tender, Nurse Ant, Tunnel
Digger, Guard, Forager
Queen, Male, Workers
subcategories of workers:
Queen Tender, Nurse Ant, Tunnel
Digger, Guard, Forager
Queen, Male, Workers
subcategories of workers:
Queen Tender, Nurse Ant, Tunnel
Digger, Guard, Forager