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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 January 2015 Page 28 of 101 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. January 2015 Page 29 of 101