Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
JAMES FORTEN: A LIVING MUSEUM How have people changed the course of history in America? Professor Kim Morin Fresno State 5th Grade July, 2013 How have people changed the course of History in America? Integrated Learning Outcome • Students will collaborate in small groups to create theatrical performances based on informational texts to represent the lives of people who have changed or influenced the history of America along with written justifications for their choices. How have people changed the course of History in America? Authentic Performance-Based Summative Assessment • The Museum of the American Revolution is opening a brand new building in Philadelphia PA. It wants to have a "living museum" that will bring to life the personal stories of people who lived during the time of the American Revolution. It hopes that “Visitors will stand in the presence of the people who changed history.” • Museum of American Revolution web site http://www.americanrevolutioncenter.org/about How have people changed the course of History in America? Authentic Performance-Based Summative Assessment • Students will work in groups using elements of theatre to create living exhibits based on the life and times of James Forten as it is shown in pictures and described in text. • Students will submit their exhibits and Letters of Justification to a “Museum Committee” (could be the teacher-in-role, teachers from other classrooms, members of the community) explaining why their exhibit of James Forten would be a valuable exhibit to have in the new museum. How have people changed the course of History in America? Authentic Performance-Based Summative Assessment: Taking It To An Advanced Level • Students will select another person that they think has changed the history of America. They will write and perform a monologue in which the character explains how he or she made a difference as part of a “Living History” or “Wax museum” that is performed for the rest of the school or community. • 5th Grade Living History Museum How have people changed the course of History in America? Authentic Performance-Based Summative Assessment • Each group will show their exhibit, then read their letter of justification and answer any questions from the “committee” about their presentation. Assessment will be based on the performance of the exhibit and how well the justification letter describes the exhibit, demonstrates historical accuracy, and tells why this exhibit about James Forten should be included in the museum. How have people changed the course of History in America? Prior Knowledge - Theatre • Pantomime, tableau, space bubble, narrative pantomime, imaging • Collaborate in small groups • Prior vocabulary: scene, audience, character, setting, director, designer, actor, and playwright. How have people changed the course of History in America? Skill Development- Theatre • Collaborate to create informal theatrical performances using the roles of director, actor, designer and playwright. • Represent character point of view through tableau, pantomime, dialogue, and monologue. • Speak with appropriate vocal projection, voice quality, and articulation. How have people changed the course of History in America? VAPA Content Standards - Theatre Artistic Perception • 1.1 Use the vocabulary of theatre, such as sense memory, script, cue, monologue, dialogue, protagonist, and antagonist, to describe theatrical experiences. Creative Expression • 2.1 Participate in improvisational activities to explore complex ideas and universal themes in literature and life. Historical and Cultural Context • 3.1 Select or create appropriate props, sets, and costumes for a cultural celebration or pageant. Aesthetic Valuing • 4.1 Develop and apply appropriate criteria for critiquing the work of actors, directors, writers, and technical artists in theatre, film, and video. Connections, Relationships, and Applications • 5.1 Use theatrical skills to dramatize events and concepts from other curriculum areas, such as reenacting the signing of the Declaration of Independence in history social science How have people changed the course of History in America? Prior Knowledge - ELA • 1) Background/context for Colonial America and the Revolutionary War period • 2) Context clues, main idea, details • 3) Writing personal narratives from another character’s point of view How have people changed the course of History in America? Common Core Standards ELA • • • Reading Informational Texts 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 4. Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade five topic or subject area. • • • • • • • • • • • • • • • • • • • Writing 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. (Advanced Level) Advanced Assessment Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Speaking and Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building How have people changed the course of History in America? Skill Development ELA 1) Determine the meanings of words through context clues 2) Summarize details from images and written texts to express the main ideas 3) Create characters and write dialogue based on clues in the text. 4) Write personal narratives in the form of dramatic monologues. How have people changed the course of History in America? Text • “James Forten,” from Now Is Your Time! The African-American Struggle for Freedom by Walter Dean Myers (Houghton MifflinGrade Five Theme Three) • James Forten Vocabulary words with pictures/definitions • Revolutionary War Diary Entries, 1775-1781 • Museum of American Revolution web site • Images of the life and times during the period of the American Revolution • Articles and web sites about Wax Museums or Living Museums at other elementary schools Painting: Revolutionary War painting depicting the Virginia Navy cruiser James Forten Biography from Black History Now web site How have people changed the course of History in America? How have people changed the course of History in America? Flags on the ships Flag of England Grand Union Flag (American Colonies) How have people changed the course of History in America? Creative Process: Imagine/Examine/Perceive • Imaging Exercise – On a Privateer Ship • Introduces setting and vocabulary through context. How have people changed the course of History in America? Creative Process: Imagine/Examine/Perceive • Clay Sculpture – small groups interpret pictures of life from the American Revolutionary period How have people changed the course of History in America? Creative Process: Imagine/Examine/Perceive Candle Maker How have people changed the course of History in America? Creative Process: Imagine/Examine/Perceive Printer How have people changed the course of History in America? Creative Process: Imagine/Examine/Perceive Blacksmith How have people changed the course of History in America? Creative Process: Imagine/Examine/Perceive Baker How have people changed the course of History in America? Creative Process: Imagine/Examine/Perceive Baker How have people changed the course of History in America? Tableau- Students represent vocabulary How have people changed the course of History in America? Vocabulary Words • abolitionists • privateers • apprentice • produce • assisted • dexterity • captives • bondage • conflict • grapeshot • dread • provisions • encouraged • hold • enslavement • traitor • influential How have people changed the course of History in America? Creative Process: Imagine/Examine/Perceive • Research - Examine diary entries, primary sources, web resources, and additional images for information about the lives of the people in the 1700’s. How have people changed the course of History in America? Explore/Experiment/Develop Craft • Farmer carrying produce • Wealthy factory owner • Printer • Blacksmith • Candle maker • Shoemaker • Baker • Try on characters with narrative pantomime How have people changed the course of History in America? Explore / Experiment / Develop Craft Dramatize first paragraph as a demonstration with the whole class • Philadelphia was a city of business. How have people changed the course of History in America? Develop Script: Monologue or Dialogue • Use Character Worksheet to express what the character is Feeling, Thinking, Doing. • Use Carousel activity to develop character point of view • Thought bubbles (teacher holds a hand over an actor and class calls out thoughts) • Tapping out – Actor says a line when tapped How have people changed the course of History in America? Create • Students work in small groups. They select a paragraph from the text to create an “exhibit” using the TableauPantomime-Tableau strategy. • Extension: Use Thought bubbles and Tapping-out to create monologues or dialogue. How have people changed the course of History in America? This lesson was the result of the work done at the Arts Every Day workshop offered through the Fresno County Office of Education.