Download ELA/ELD FW Snapshots, Chapters 3-7

ELA/ELD Framework Snapshots (prepublication version) - Chapters 3-7
Grade Three – Pages 105–106
Snapshot 4.7 Integrated ELA/History-Social Science/Theatre in Grade Three
After reading and listening to short biographies of American heroes, including Thomas Jefferson,
Abraham Lincoln, Frederick Douglass, Cesar Chavez, Biddy Mason, and Harriet Tubman, small groups of
third grade students select one of the individuals for focused study. The students revisit and reread
portions of the relevant text and work together to identify major events from the person's life. With
assistance from their teacher, Mr. Jordan, they summarize and list the events on a chart. The students
then select two of the events to represent in a morphing tableau and present it to the class.
The group that reviewed Biddy Mason’s biography note her years in slavery, first in Georgia and
later in California, her emancipation by a US District Court judge in Los Angeles in 1856, and her early
work as a midwife. After buying her first home, Mason grew increasingly wealthy through shrewd real
estate investments. In the latter half of the 19th century, Mason’s home became a refuge for migrants to
the area and she began to dedicate her time and resources to meet the needs of those less fortunate.
The students decide to depict Mason’s work as a philanthropist in Los Angeles, including her visits to
local prisons and support for local churches from both the white and black communities (such as the
oldest Black church, the First African Methodist church) in their morphing tableau. Students identify the
figures that will appear in each tableau, determine who will play each role, and problem solve how to
depict the events. They choreograph their tableau and the transitions from one scene to another, and
they rehearse this choreography to ensure the messages are clear and the transitions smooth. They also
prepare and practice with one another several times what they will say about their character and activity
in each scene of the tableau. Mr. Jordan supports each group as he observes and provides feedback
during their rehearsals.
The day of the performance, each group introduces their tableau by sharing the name of their
hero. They strike their first pose and the teacher invites the audience to comment on the tableau. What do
they see? What do they think is happening based on their knowledge of the figure and events in his or her
life? The teacher then taps each of the performers on the shoulder, one at a time, and the students turn to
the audience and tell who they are and what they are doing in the tableau. Speakers return to their poses.
Then the performers slowly transition, or morph, from their first pose to their second. The audience again
comments and the performers share. The class applauds the performance and the next group presents.
CA CCSS for ELA/Literacy: RI.3.2, RI.3.3, SL.3.1, SL.3.2, SL.4, SL.3.6, L.3.1, L.3.3, L.3.6
CA ELD Standards: PI 1, 4, 9, 12; PII 3, 4, 5
Related History-Social Science Content Standard:
3.4 (6) Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne
Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet
Tubman, Martin Luther King, Jr.).
Related Visual and Performing Arts Content Standards:
Theatre 5.1 Use problem-solving and cooperative skills to dramatize a story or a current event from
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ELA/ELD Framework Snapshots (prepublication version) - Chapters 3-7
another content area, with emphasis on the five Ws.
Theatre 5.2 Develop problem-solving and communication skills by participating collaboratively in
theatrical experiences.
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