Drama-Based Instruction - Math
http://dbp.theatredance.utexas.edu/math
Mathematics
enHuman Graph (part 3 of 3)/Battleship
http://dbp.theatredance.utexas.edu/facilitation-plans/human-graph-part-3-3battleship
<div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item odd"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-topic field-type-text-long field-label-above"><div class="field-label">Topic: </div><div class="field-items"><div class="field-item even"><p><strong>NAME:</strong> Stephanie Kent</p>
<p> </p>
<p><strong>TOPIC: </strong>Writing equations of lines</p>
<p> </p>
<p><strong>GRADE LEVEL: </strong>9th grade Pre-Algebra</p>
<p> </p>
<p><strong>FOCUS QUESTIONS: </strong> “How does collaboration and activated learning affect understanding of math concepts? How do I determine the equation of a line given different key pieces of information?”</p>
<p> </p>
<p><strong>EDUCATIONAL STANDARDS:</strong></p>
<p>Non-arts Content TEK/S:</p>
<p>§111.39. Algebra I</p>
<p>(c) Knowledge and Skills</p>
<p>(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:</p>
<p>C: Select tools, including real objects, manipulatives, and technology as appropriate, and techniques including mental math, estimation, and number sense as appropriate, to solve problems.</p>
<p>D: Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs and language as appropriate.</p>
<p>G: Display, explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication</p>
<p>(3) Linear functions, equations, and inequalities. The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is expected to:</p>
<p>C: Graph linear functions on the coordinate plane and identify key features, including x-intercept, y-intercept, zeros, and slope, in mathematical and real world problems.</p>
<p>Theatre TEK/S:</p>
<p>§117.315. Theatre, Level I, Adopted 2013.</p>
<p>(c) Knowledge and skills.</p>
<p>(1) Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:</p>
<p>A: understand the value and purpose of using listening, observation, concentration, cooperation, and emotional and sensory recall;<br />
</p>
<p>SEL GOAL I Secondary:</p>
<p>Objective B</p>
<p>Recognizes one’s personal learning style and finds ways to employ it</p>
<p> </p>
<p><strong>MATERIALS NEEDED:</strong></p>
<ul><li dir="ltr">
Room with desks and chairs pushed out of the way
</li>
<li dir="ltr">
Audio/visual capabilities
</li>
<li dir="ltr">
Blue tape
</li>
<li dir="ltr">
Permanent marker to write on the tape
</li>
<li dir="ltr">
Gridded floor (or a gridded paper on the floor with at least 1’ by 1’ squares)
</li>
<li dir="ltr">
String
</li>
<li dir="ltr">
Twelve paper cutouts of battleships (three groups of four in different colors)
</li>
<li dir="ltr">
Captain hats or captain’s badges in colors of ships (optional)
</li>
<li dir="ltr">
Envelope with “Classified” written on it
</li>
<li dir="ltr">
See appendix for:
<ul><li dir="ltr">
Map of battleships
</li>
<li dir="ltr">
Battleship clip
</li>
<li dir="ltr">
Classified mission
</li>
<li dir="ltr">
Battleship music
</li>
<li dir="ltr">
“Top Secret” Solution slip
</li>
<li dir="ltr">
Sound effects
</li>
<li dir="ltr">
Answer key
</li>
<li dir="ltr">
Exit tickets
</li>
<li dir="ltr">
“Reading the Map” poster
</li>
</ul></li>
</ul><p> </p>
<p><strong>PREPARATION:</strong></p>
<ul><li dir="ltr">
Make a coordinate plane that goes +/- 8 units (8 tiles)
</li>
<li dir="ltr">
Tape battleships on the coordinate plane
</li>
<li dir="ltr">
Preset clip on the projector
</li>
<li dir="ltr">
Preset music, torpedo and explosion effects on laptop
</li>
<li dir="ltr">
Choose how to split students into three groups
</li>
<li dir="ltr">
Tape up “Reading the Map”
</li>
<li dir="ltr">
Give cooperating teachers captain’s nametags
</li>
</ul></div></div></div><div class="field field-name-field-subject field-type-taxonomy-term-reference field-label-above"><div class="field-label">Subject: </div><div class="field-items"><div class="field-item even"><a href="/math" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Math</a></div></div></div><div class="field field-name-field-hook-and-engage field-type-text-long field-label-above"><div class="field-label">Hook/Engage: </div><div class="field-items"><div class="field-item even"><p>1. <strong>PERSON IN A MESS (ROLE PLAY):</strong></p>
<p>Show battleship video.</p>
<p> </p>
<p>“Captain Bugge and I have been sent from our superiors to ask for your help. This is a top secret operation, so we’ll need your discretion.”</p>
<p> </p>
<p>Pull out “Classified” envelope. Read mission.</p>
<p> </p>
<p>“To work as quickly and efficiently as possible, we will make three tactical teams. We can’t do this alone; we need your help.”</p>
<p> </p>
<p>Have cooperating teachers break students into three groups.</p>
<p> </p>
<p>“Find a space in the room to work and in the next sixty seconds come up with a name for yourselves and choose a team captain.”</p>
<p> </p>
<p>Gather names from the groups and write them on the board.</p>
</div></div></div><div class="field field-name-field-itear field-type-taxonomy-term-reference field-label-above"><div class="field-label">ITEAR: </div><div class="field-items"><div class="field-item even"><a href="/extend" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Extend</a></div><div class="field-item odd"><a href="/assess" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Assess</a></div></div></div><div class="field field-name-field-explore field-type-text-long field-label-above"><div class="field-label">Explore: </div><div class="field-items"><div class="field-item even"><p>2. <strong>HUMAN GRAPH BATTLESHIP</strong></p>
<p>“Now that you have names, I’ll give you your task. Each group has three battleships to destroy. The color of your captain’s badge is the color of your battleships on the map. Each battleship goes through multiple coordinates. Using these coordinates, come up with the equation of a line that goes through all points on the battleship. This will be the trajectory for our torpedo. When your group thinks they have a torpedo trajectory, write the equation of the line on a “Top Secret” slip and flag down Captain Bugge or myself. We’ll then all come together to verify the path.”</p>
<p> </p>
<p>Show the “Top Secret” slip and point out all of the information the groups need to write down.</p>
<p>Read off the “Reading the Map” poster.</p>
<p> </p>
<p>“Any questions?”</p>
<p> </p>
<p>Give some time.</p>
<p> </p>
<p>“Can someone repeat the directions back to me?”</p>
<p> </p>
<p>“Good luck.”</p>
<p> </p>
<p>Turn on the music.</p>
<p> </p>
<p>When a group thinks they’ve found the equation of the line that goes through a battleship, they fill out a slip and hand it Captain Bugge ro Captain Stephanie. Turn off the music and have the whole class focus their attention on that team. If this feels too disruptive, Captain can check the equations (answer key provided).</p>
<p> </p>
<p>“Team -------------- thinks they have a torpedo trajectory to sink a battleship! What is the equation of your line? Can you put that line on the graph with the piece of string?”</p>
<p> </p>
<p>Play torpedo sound effect.</p>
<p> </p>
<p>“Let’s check their work! Did the torpedo hit?”</p>
<p> </p>
<p>Have the class check that the string on the graph matches the equation they have written and goes through all points on the battleship. If this is true, play explosion sound effect and remove the battleship from the field.</p>
<p> </p>
<p>If no, encourage the group to continue working. Captain Bugge or Captain Stephanie can help them find their mistakes.</p>
<p> </p>
<p>Turn the music back on and repeat. Depending on how the lesson is going, offer a goal for the class.</p>
<p> </p>
<p>“Let’s try to get one more ship in the next five minutes!”</p>
<p> </p>
<p>If one team finishes, have them help another team.</p>
<p> </p>
<p>If students finish too quickly add in: “A new ship has appeared through the coordinate ------ and parallel to the green ship 3! What would a torpedo trajectory be for this ship?”</p>
</div></div></div><div class="field field-name-field-teaching-strategies field-type-node-reference field-label-above"><div class="field-label">Teaching Strategies: </div><div class="field-items"><div class="field-item even"><a href="/content/role-play-0">Role Play</a></div></div></div><div class="field field-name-field-reflection field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><p>3. <strong>REFLECTION ON THE LESSON:</strong></p>
<p> </p>
<p>With 10-15 minutes left in class, have the students stop the action and move their desks back into a circle to sit and reflect.</p>
<p> </p>
<p>What did we do today? What terms did we use?</p>
<p> </p>
<p>How was this activity different from the ways you’ve learned math before? Did any of those differences make learning easier? Harder?</p>
<p> </p>
<p>How did we do working as a team?</p>
<p> </p>
<p>“Before you leave for the day, I have an exit ticket for you to fill out. I want to be able to explain to other math teachers what we did and how you all felt about it. The more detail you can give me the better.”</p>
<p> </p>
<p>Hand out exit tickets and have students fill them out.</p>
<p> </p>
<p>“Thank you so much for working with me!”</p>
</div></div></div><div class="field field-name-field-school-district field-type-taxonomy-term-reference field-label-above"><div class="field-label">School District: </div><div class="field-items"><div class="field-item even"><a href="/school-district/aisd" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">AISD</a></div></div></div><div class="field field-name-field-school-or-org field-type-taxonomy-term-reference field-label-above"><div class="field-label">School or Organization: </div><div class="field-items"><div class="field-item even"><a href="/school-or-organization/travis-high-school" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Travis High School</a></div></div></div>Wed, 05 Oct 2016 13:08:29 +0000stephaniekent460 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/facilitation-plans/human-graph-part-3-3battleship#commentsHuman Graph (part 2 of 3)
http://dbp.theatredance.utexas.edu/facilitation-plans/human-graph-part-2-3
<div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item odd"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-topic field-type-text-long field-label-above"><div class="field-label">Topic: </div><div class="field-items"><div class="field-item even"><p><strong>NAME: </strong>Stephanie Kent</p>
<p> </p>
<p><strong>TOPIC:</strong> Graphing lines</p>
<p> </p>
<p><strong>GRADE LEVEL:</strong> 9th grade Pre-Algebra</p>
<p> </p>
<p><strong>FOCUS QUESTIONS: </strong> “How does getting on my feet and working collaboratively change how I learn math? What do I need to know about a line to be able to graph it?”</p>
<p> </p>
<p><strong>EDUCATION STANDARDS:</strong></p>
<p>Non-arts Context TEK/S:</p>
<p>§111.39. Algebra I</p>
<p>(c) Knowledge and Skills</p>
<p>(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:</p>
<p>C: Select tools, including real objects, manipulatives, and technology as appropriate, and techniques including mental math, estimation, and number sense as appropriate, to solve problems.</p>
<p>D: Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs and language as appropriate.</p>
<p>G: Display, explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication</p>
<p>(3) Linear functions, equations, and inequalities. The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is expected to:</p>
<p>C: Graph linear functions on the coordinate plane and identify key features, including x-intercept, y-intercept, zeros, and slope, in mathematical and real world problems.</p>
<p>Theatre TEK/S:</p>
<p>§117.315. Theatre, Level I, Adopted 2013.</p>
<p>(c) Knowledge and skills.</p>
<p>(1) Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:</p>
<p>A: understand the value and purpose of using listening, observation, concentration, cooperation, and emotional and sensory recall;</p>
<p>SEL GOAL I Secondary:</p>
<p>Objective B</p>
<p>Recognizes one’s personal learning style and finds ways to employ it</p>
<p> </p>
<p><strong>MATERIALS NEEDED:</strong></p>
<ul><li dir="ltr">
Room with desks and chairs pushed out of the way
</li>
<li dir="ltr">
Two portable white boards (individual size)
</li>
<li dir="ltr">
Index cards with numbers on them, enough for all students (numbers can be positive, negative, fractions, decimals depending on your students’ abilities)
</li>
<li dir="ltr">
Blue tape
</li>
<li dir="ltr">
Permanent marker to write on the tape
</li>
<li dir="ltr">
Gridded floor (or a gridded paper on the floor with at least 1’ by 1’ squares)
</li>
<li dir="ltr">
8.5 by 11 paper with “3x+2y=12” written on it
</li>
<li dir="ltr">
String
</li>
</ul></div></div></div><div class="field field-name-field-subject field-type-taxonomy-term-reference field-label-above"><div class="field-label">Subject: </div><div class="field-items"><div class="field-item even"><a href="/math" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Math</a></div></div></div><div class="field field-name-field-itear field-type-taxonomy-term-reference field-label-above"><div class="field-label">ITEAR: </div><div class="field-items"><div class="field-item even"><a href="/Teach" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Teach</a></div><div class="field-item odd"><a href="/extend" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Extend</a></div></div></div><div class="field field-name-field-hook-and-engage field-type-text-long field-label-above"><div class="field-label">Hook/Engage: </div><div class="field-items"><div class="field-item even"><p>1. <strong>DATA PROCESSING:</strong></p>
<p>“This activity will help us continue to get better at working collaboratively. We’re going to begin by silently lining up by height. I will time you to see how long it takes.”</p>
<p> </p>
<p>Delineate the space where they will line up, pointing out where the shortest person will stand and where the tallest person will stand. Side-coaching: Remind students to remain silent.</p>
<p> </p>
<p>“Nice work!”</p>
<p> </p>
<p><em>Reflect</em> (have students remain standing): How did that go? What was hard? How did you communicate?</p>
<p> </p>
<p>Break students into two groups by splitting the line down the middle. If possible, have a teacher monitoring each group.</p>
<p> </p>
<p>“I’m going to give you each a number. Your job is to line up in your group from smallest to largest. The smallest (or negative) numbers will be at the right and the largest numbers will be at the left.”</p>
<p> </p>
<p>Hand out numbers and have students line up from smallest to largest numbers in their groups.</p>
<p> </p>
<p><em>Reflect:</em> How did that go? What was hard? How did you communicate? How does this relate to problem solving in class?</p>
<p> </p>
<p>Note: Depending on time, you can combine the groups and have the whole class line up with their numbers from smallest to largest.</p>
<p> </p>
<p><em>Transition: We’re going to continue learning how to problem solve together over the next couple of days. Let’s work together to learn something about what is written on this sheet of paper.”</em></p>
</div></div></div><div class="field field-name-field-teaching-strategies field-type-node-reference field-label-above"><div class="field-label">Teaching Strategies: </div><div class="field-items"><div class="field-item even"><a href="/content/artifacts">Artifacts</a></div><div class="field-item odd"><a href="/content/data-processing">Data Processing</a></div></div></div><div class="field field-name-field-explore field-type-text-long field-label-above"><div class="field-label">Explore: </div><div class="field-items"><div class="field-item even"><p>2. <strong>ARTIFACT</strong></p>
<p>“I want you to begin by describing what you see on this paper as if you know nothing about algebra. Just describe exactly what you see without interpretation. For example, if I were to describe this marker, I wouldn’t say it’s a marker. I’d say it’s red, and shiny and plasticky, this top part comes off etc.”</p>
<p> </p>
<p>Show the sheet with the equation. Allow for a number of responses to each of the following questions.</p>
<p> </p>
<p>“What do you see (describe)?”</p>
<ul><li dir="ltr">
Side coaching: What letters do you see? Are there any other symbols?
</li>
</ul><p> </p>
<p>“What does that tell you (analyze)?” Note: Some terminology should start to come in here.</p>
<ul><li dir="ltr">
Side coaching: What do the symbols tell you?
</li>
<li dir="ltr">
Have a student keep track of terminology on the white board.
</li>
</ul><p> </p>
<p>“How can we model what you see here (relate)?”</p>
<ul><li dir="ltr">
Side coaching: How do you know what type of an equation it is (what it represents on the graph)? Do you see any exponents for the variables? What does that tell you? Note: At this point, there may need to be some instruction to get the students to understand why this equations represents a line and not, for example, a circle. Depending on the group, you may choose to skip this conversation.
</li>
<li dir="ltr">
Terms to use: variable, linear equation, degree
</li>
</ul><p> </p>
<p><em>Transition: “We have our coordinate plane of the floor. What do we need to know about this linear equation to graph it?”</em></p>
<ul><li dir="ltr">
Side coaching: Can we plug numbers in to give us information? Can we change the form of the line for more information?
</li>
<li dir="ltr">
Terms to use: slope, slope-intercept form, standard form
</li>
</ul><p> </p>
<p>3. <strong>SHARING INFORMATION/ HUMAN GRAPH:</strong></p>
<p>“We talked about what makes a point earlier in the lesson. How can we find a point that falls on this line? Check in with the person next to you and see what they think. Does anyone want to show us?”</p>
<ul><li dir="ltr">
Side coaching: We talked about inputs earlier. What does the word input mean? Do we need to change the scale of our graph for this point?
</li>
</ul><p> </p>
<p>Have a student show the steps of plugging in a value for x or y to find the second coordinate of a point. This can happen on one of the individual white boards.</p>
<p> </p>
<p>“Thank you! Can someone else show us where this point goes on the coordinate plane?”</p>
<ul><li dir="ltr">
Side coaching: Remember which axis represents x and which represents y! Are there some points that are easier to work with than others (think intercepts!)?
</li>
</ul><p> </p>
<p>“After we have one point, what can we do to find the line? Check in with your neighbor.” Either a second point or the slope.</p>
<ul><li dir="ltr">
Side coaching: How do we find the slope from the equation?
</li>
</ul><p> </p>
<p>Have another student use an individual whiteboard to show finding a second point or finding the slope.</p>
<p> </p>
<p>“Nice work! Can someone show us, using this string, how we can use that information to put the line on our coordinate plane?”</p>
<ul><li dir="ltr">
Side coaching: Remember what slope represents?
</li>
<li dir="ltr">
“Terms” to use: “Rise over run”
</li>
</ul><p> </p>
<p>Have the students who represent points hold a piece of string to create the line. Set the string down on the plane.</p>
<p> </p>
<p>Note: If students graph the line with two points, make sure to ask how to find the slope from the equation.</p>
<p> </p>
<p>“How can we find the slope of the line on the graph?”</p>
<p> </p>
<p><em>Transition: “Awesome work today. Look at our beautiful line! Let’s sit back in a circle.”</em></p>
</div></div></div><div class="field field-name-field-related-video field-type-node-reference field-label-above"><div class="field-label">Related Video: </div><div class="field-items"><div class="field-item even"><a href="/content/artifact">Artifact</a></div></div></div><div class="field field-name-field-reflection field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><p>4. <strong>REFLECTING ON THE LESSON: </strong></p>
<p> </p>
<p>What did we do today? What terms did we use?</p>
<p> </p>
<p>How was this activity different from the ways you’ve learned math before? Did any of those differences make learning easier? Harder?</p>
</div></div></div><div class="field field-name-field-school-district field-type-taxonomy-term-reference field-label-above"><div class="field-label">School District: </div><div class="field-items"><div class="field-item even"><a href="/school-district/aisd" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">AISD</a></div></div></div><div class="field field-name-field-school-or-org field-type-taxonomy-term-reference field-label-above"><div class="field-label">School or Organization: </div><div class="field-items"><div class="field-item even"><a href="/school-or-organization/travis-high-school" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Travis High School</a></div></div></div>Wed, 05 Oct 2016 12:39:59 +0000stephaniekent459 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/facilitation-plans/human-graph-part-2-3#commentsHuman Graph (part 1 of 3)
http://dbp.theatredance.utexas.edu/facilitation-plans/human-graph-part-1-3
<div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item odd"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-topic field-type-text-long field-label-above"><div class="field-label">Topic: </div><div class="field-items"><div class="field-item even"><p><strong>NAME:</strong> Stephanie Kent </p>
<p><strong>TOPIC:</strong> Inputs and outputs; graphing points </p>
<p><strong>GRADE LEVEL: </strong>9th grade Pre-Algebra</p>
<p><strong>FOCUS QUESTION(S): </strong>“How do I approach math (how am I asked to approach math) and how does this affect how I learn? How do I graph real-world data?”</p>
<p><strong>EDUCATION STANDARDS:</strong></p>
<p>Non-arts content TEK/S:</p>
<p>§111.39. Algebra I</p>
<p>(c) Knowledge and Skills</p>
<ol><li dir="ltr">
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:<br />
C: Select tools, including real objects, manipulatives, and technology as appropriate, and techniques including mental math, estimation, and number sense as appropriate, to solve problems.</li>
</ol><p>D: Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs and language as appropriate.</p>
<p>G: Display, explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication</p>
<p>Theatre TEK/S:</p>
<p>§117.64. Theatre, Level I</p>
<p>1A: understand the value and purpose of using listening, observation, concentration, cooperation, and emotional and sensory recall.</p>
<p>SEL GOAL I Secondary:</p>
<p>Objective A</p>
<p> Identifies personal emotions as valid regardless of other’s opinions</p>
<p> Identifies the event or thought that triggered an emotion</p>
<p>Objective B</p>
<p>Recognizes one’s personal learning style and finds ways to employ it</p>
<p><strong>MATERIALS NEEDED:</strong></p>
<ul><li dir="ltr">
Room with desks and chairs in a large circle
</li>
<li dir="ltr">
Two portable white boards (individual size)
</li>
<li dir="ltr">
Two sheets of poster paper with the phrases:
<ul><li dir="ltr">
“When I hear the word math, I think . . .”
</li>
<li dir="ltr">
“I learn best when . . .”
</li>
</ul></li>
<li dir="ltr">
Markers
</li>
<li dir="ltr">
Two balls or bean bags
</li>
<li dir="ltr">
Blue tape
</li>
<li dir="ltr">
Permanent marker to write on the tape
</li>
<li dir="ltr">
Gridded floor (or a gridded paper on the floor with at least 1’ by 1’ squares)
</li>
<li dir="ltr">
Post it notes
</li>
</ul></div></div></div><div class="field field-name-field-subject field-type-taxonomy-term-reference field-label-above"><div class="field-label">Subject: </div><div class="field-items"><div class="field-item even"><a href="/math" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Math</a></div></div></div><div class="field field-name-field-hook-and-engage field-type-text-long field-label-above"><div class="field-label">Hook/Engage: </div><div class="field-items"><div class="field-item even"><p>1. <strong>POSTER DIALOGUE</strong> “In class today, we’re going to think about our relationships to learning math and what different kinds of activities we can use to learn math that will activate us in different ways. We all learn differently, we all have strengths and challenges, and we want to explore what styles of learning work for us. To help me get to know you, I invite you to finish the following statements:”</p>
<p>Hold up the posters with the questions and read them aloud.</p>
<p>“Remember that when I’m asking you how you feel about math, I want to know how you feel about the material, not about any specific instances or teachers (though I know you wouldn’t have anything bad to say about (name of cooperating teacher). He’s awesome.)”</p>
<p>Put the posters up on the board. Hand out markers.</p>
<p>“Take your marker and write at least one word, phrase or sentence on each poster. If you see something you agree with, put a checkmark next to it. Multiple people can be working on a poster at the same time. You may want to come back to a poster more than once to see what has changed.”</p>
<p>Give about five minutes. Side coaching: If students are struggling to answer a question, give them the option of writing I don’t know. They may also need to be reminded to take the prompts seriously and to not use profanity. Ask them to cross out anything that doesn’t fall into these boundaries. For the prompt, “When I hear the word math, I think . . .” they can write what math does, what it involves and how they feel about it.</p>
<p>“Let’s take a moment to stand up and silently read what is on each poster. Now let’s all sit back down.”</p>
<p>Read off the answers to “When I hear the word math, I think . . .”</p>
<p><em>Reflect:</em></p>
<p><em>“What themes do you see occurring in this poster (are there any repeated statements or statements that seem to be saying similar things)?”</em></p>
<p>Have a student circle the words or write them up if they aren’t already there.</p>
<p><em>“How do most of us feel about math? Does anyone want to give an explanation of why (Remember we’re not naming specific teachers)?”</em></p>
<p>Read off the answers to “I learn best when . . .”</p>
<p><em>Reflect:</em></p>
<p><em>“What themes do you see occurring in this poster (are there any repeated statements or statements that seem to be saying similar things)?”</em></p>
<p>Have a student circle the words or write them up if they aren’t already there.</p>
<p><em>“Can we come up with some ways to make these things happen in the math classroom? We can try any of these methods, but we’ll stop using them if learning isn’t happening.”</em></p>
<p><em>Transition: “We may not have answers to this question yet, but this is why I’m here. We’re trying to integrate the things on the second poster into the classroom in order to change the negative feelings on the first poster. Keep this in mind, because I’m going to ask you later to reflect on activities we do to tell me if they’re ______________, ________________ and ________________. (words or phrases from the poster). These will be our goals.”</em></p>
<p>Keep the second poster up, but take down the first.</p>
</div></div></div><div class="field field-name-field-itear field-type-taxonomy-term-reference field-label-above"><div class="field-label">ITEAR: </div><div class="field-items"><div class="field-item even"><a href="/introduce" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Introduce</a></div><div class="field-item odd"><a href="/Teach" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Teach</a></div></div></div><div class="field field-name-field-explore field-type-text-long field-label-above"><div class="field-label">Explore: </div><div class="field-items"><div class="field-item even"><p>2. <strong>THREE (OR IN THIS CASE, TWO) BALL TOSS:</strong> “We’re going to play a game that involves moving balls around the circle. This game will create data that we can use to explore graphing. Let’s stand up in our circle, close enough that we can hand this ball to our neighbor. Let’s start by handing the ball around the circle and counting up by ones. You say the next number when you have the ball. Let’s start with one.”</p>
<p>Have the ball go around the circle once.</p>
<p>“Nice work. Now we’re going to introduce a second ball (name each ball by an identifying factor, ex. the blue ball and the red ball). This one you throw (with a gentle underhand toss) to a person who is not next to you. Make sure you say their name and look at them before you throw it so they know it’s coming. You want them to catch it. I’m trusting you all to be good at this part, because it’ll be hard for me. I’m still learning your names! We will continue counting and sending the other ball around the circle. If someone drops a ball or loses count, we’ll have to start all over again! ”</p>
<p>Play once or twice. Side coaching: I once had a class get to 40! Do you think we can get there? Can we pick up the pace?</p>
<p>Note: You can appoint someone other than yourself to introduce the second ball.</p>
<p>“Let’s introduce a time limit. Maybe twenty seconds? (Name of cooperating teacher) could you time us?”</p>
<p>Play once or twice. Have a student write 20 seconds on the individual white board, and what number(s) we counted up to. Note: See how this time limit works with the group. Adjustments may be needed.</p>
<p>“Let’s try with 15 seconds.”</p>
<p>Play twice. Have a student record these numbers as well.</p>
<p>“Nice work. Let’s all sit back in a circle.”</p>
<p>3.<strong> SHARING INFORMATION:</strong></p>
<p>Have the students sit back down at their desks. All information should be written on individual white boards that remain in the circle. Have one board for the math and one board for terminology.</p>
<p>“How could we write this information in a table? Can someone do that for us? How can we write this information as points? What would we have to decide to do so?”</p>
<ul><li dir="ltr">
Side coaching: How are we using numbers in this game? Points have two coordinates; do we have two different kinds of information? What are they? How do we decide which is the x and which is the y?
</li>
<li dir="ltr">
Possible terms to use: input and output, independent and dependent, domain and range
</li>
</ul><p>Have a student write the points on one board and the terms used on another board. Include as many students as possible in this process. Note: The following information can be introduced through questions from the teacher instead of direct instruction depending on the content knowledge of the students.</p>
<p>“So points have x-coordinates and y-coordinates. The x is usually the one we call the input, or the thing that we are changing. Here, we change the time constraint, so the time became the x-coordinate. What was our unit of time? It’s important to know that, otherwise we wouldn’t know if the time was in milliseconds or years. The thing that changes as a result of the input (or the time constraint) is the output, or the y-coordinate. In this case, that is the number we counted to. But was the time constraint the only thing that affected the number we got to?"</p>
<ul><li dir="ltr">
Possible terms to use: causation and correlation
</li>
</ul><p>4.<strong> HUMAN GRAPH:</strong></p>
<p>“Now let’s graph these points. But we’re going to be the points, so we need a human sized graph. I have some tape here; can we make a coordinate plane on the floor? What does a coordinate plane look like? What do we need to label before we can plot points? What does our scale need to be to plot the points we have up here?”</p>
<p>Note: Have students help make the coordinate plane. Make the scale by ones or twos if possible. Otherwise, the students will be standing very close to one another on the graph. The desks may need to be moved out of the way for this.</p>
<p>If the students don’t come up with these, side coach them to:</p>
<ul><li dir="ltr">
Make sure the axes are placed on the seams of tiles so the tiles can represent the graph.
</li>
<li dir="ltr">
Have students decide which directions are positive and which axes are x and y.
</li>
<li dir="ltr">
Have students label the axes with a scale (you may want to label this with post it notes so we can change it later)
</li>
</ul><p>“Can someone stand where our first point would be on the graph? How do we know that’s where to stand?”</p>
<p>Repeat with a few more points.</p>
<p><em>Transition: “Great work. We now have our coordinate plane set; we’ll use this in our next two lessons.”</em></p>
</div></div></div><div class="field field-name-field-reflection field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><p>5. <strong>REFLECTING ON THE LESSON:</strong></p>
<p>What did we do today? What terms did we use?</p>
<p>Which processes from the “I learn best when . . .” poster did we use?</p>
<p>How were these activities different from the ways you’ve learned math before? Did any of those differences make learning easier? Harder? How?</p>
<p>Which other processes from the “I learn best when . . .” poster would you like to try?</p>
</div></div></div><div class="field field-name-field-school-district field-type-taxonomy-term-reference field-label-above"><div class="field-label">School District: </div><div class="field-items"><div class="field-item even"><a href="/school-district/aisd" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">AISD</a></div></div></div><div class="field field-name-field-school-or-org field-type-taxonomy-term-reference field-label-above"><div class="field-label">School or Organization: </div><div class="field-items"><div class="field-item even"><a href="/school-or-organization/travis-high-school" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Travis High School</a></div></div></div>Tue, 04 Oct 2016 21:59:01 +0000stephaniekent457 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/facilitation-plans/human-graph-part-1-3#commentsPerimeters of Polygons
http://dbp.theatredance.utexas.edu/facilitation-plans/perimeters-polygons
<div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/upper_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Upper Elementary/Primary</a></div></div></div><div class="field field-name-field-topic field-type-text-long field-label-above"><div class="field-label">Topic: </div><div class="field-items"><div class="field-item even"><p>Topic: Perimeter and Polygons</p>
<p>Focus Questions:</p>
<ul dir="ltr"><li>What are different attributes of polygons?</li>
<li>How can we solve for the perimeter of different polygons?</li>
<li>Why is perimeter important in work settings?</li>
</ul><p><strong>CRM Vocabulary (Last Quarter) Vocabulary</strong><br />
Angle vertex, acute angle, right angle, obtuse angle, triangle, rectangle, square, quadrilateral, parallelogram, trapezoid, polygon, customary measurement, pentagon, hexagon, octagon, rhombus, trapezoid</p>
<p><strong>TEKS<br />
§111.6.(b)(6) Grade 4, Adopted 2012</strong><br />
(6) Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to:<br />
(A) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines<br />
(B) identify and draw one or more lines of symmetry, if they exist, for a two- dimensional figure;<br />
(C) apply knowledge of right angles to identify acute, right, and obtuse triangles; and<br />
(D) classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.</p>
</div></div></div><div class="field field-name-field-subject field-type-taxonomy-term-reference field-label-above"><div class="field-label">Subject: </div><div class="field-items"><div class="field-item even"><a href="/math" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Math</a></div></div></div><div class="field field-name-field-hook-and-engage field-type-text-long field-label-above"><div class="field-label">Hook/Engage: </div><div class="field-items"><div class="field-item even"><p><strong>STRING SHAPES (25 MINS)</strong></p>
<p>Divide students into groups of 3-4 students and have them find a relatively open space in the room. Let students know that they will have several tasks as a group. The first task is to great a triangle [or other shape] using their string. All students should be part of the triangle (touching the string) one way or the other.</p>
<p>Once students have made their triangles, ask them to “prove it,” or how they know that they’ve made a triangle.</p>
<p>Repeat this process with other shapes. Some suggestions are below:</p>
<ul><li dir="ltr">
Parallelogram
</li>
<li dir="ltr">
Rhombus
</li>
<li dir="ltr">
Right Triangle
</li>
<li dir="ltr">
Acute Triangle
</li>
<li dir="ltr">
Obtuse Triangle
</li>
<li dir="ltr">
Square
</li>
<li dir="ltr">
Rectangle
</li>
</ul><p>Once students have practiced making shapes, ask them to find a way to measure the perimeter of the shape they create. This could take the form of standard measurement (if they want to get a ruler or yardstick) or nonstandard measurement (using pencils, fingers, feet, etc.).</p>
<p>Reflection Questions:</p>
<ul><li dir="ltr">
How did you work together to make the shapes?
</li>
<li dir="ltr">
How did you prove that you had created each shape?
</li>
<li dir="ltr">
What is good about nonstandard measurement? Why might we use standard measurement instead?
</li>
</ul></div></div></div><div class="field field-name-field-itear field-type-taxonomy-term-reference field-label-above"><div class="field-label">ITEAR: </div><div class="field-items"><div class="field-item even"><a href="/Teach" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Teach</a></div><div class="field-item odd"><a href="/extend" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Extend</a></div><div class="field-item even"><a href="/assess" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Assess</a></div><div class="field-item odd"><a href="/review" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Review</a></div></div></div><div class="field field-name-field-explore field-type-text-long field-label-above"><div class="field-label">Explore: </div><div class="field-items"><div class="field-item even"><p><strong>PERSON-IN-A-MESS (20 MINS)</strong></p>
<p><em>We’re going to use all of the skills you’ve been practicing. To do that, we’re going to do some imagining and use our theatre skills. When I put on this [costume piece] I am going to step into the role of someone who needs help finding the perimeter of shapes to do a project for her job. You’ll know I’ve stepped into role because I will have that costume piece on and will be “in role,” or playing the character. Any questions about that?</em></p>
<p><em>Okay great. Here we go. 3-2-1...</em></p>
<p><em>Hi, I’m Miss Sullivan, or you can call me Shelley. I work for the Plush Polygons, which is a company that makes rugs in fun shapes and colors, ready-to-order! I love my job, because I love making big comfy rugs, and I love helping people pick out the shape of rug that’s just right for them.</em></p>
<p><em>But I’m afraid I’m in pretty big trouble…you see, the most important feature of our rugs is that they are 100% guaranteed to last for life, and they last because they have this super-strong trim around the outside that makes them both pleasing to look at and really strong. But our distributor went out of business, so I had to find a NEW distributor to sell us the trim. I found one, and everything was going fine, but then I realized that the OLD distributor had all the records of how much trim we needed for each shape of rug stored in their system, and I can’t find any of my old notes about how much we ordered. We also just had an ENORMOUS order of rugs of all different shapes that came in, so I have to figure this out really fast.</em></p>
<p><em>While I was tearing my office apart looking for the order information, I did find these old drawings of our rugs. I remember that I have to find the perimeter of each rug to know how much trim to order, but I don’t know how to do that! I heard from Ms. Ward that you all were experts at solving for perimeter of polygons, so I thought I would come and ask you. Do you think you could help me?</em></p>
<p>[Take student answers].</p>
<p><em>Oh really, that’s excellent! Thank you so much!</em></p>
<p><em>So the first thing I need to know is, “What does perimeter mean?”</em></p>
<p>[Take student answers, scribe on the board.]</p>
<p><em>Oh, so you’re saying we have to take the lengths of each side of the shape and add them all together? Well that shouldn’t be too hard…what if we look at this one first?</em></p>
<p>[Look at SQUARE, which only has one side labeled.]</p>
<p><em>But wait, there’s information missing! I only have the length of one side. It looks like I must have spilled my coffee on the plans while I was rushing to get here to ask for your help. What are we going to do now?</em></p>
<p>[Take student answers, add together all four of the same number to get the perimeter.]</p>
<p><em>Oh, excellent! Now, what about this one?</em> [Look at RIGHT TRIANGLE, which has all of the side measurements, but doesn’t have a label.] <em>Well, that’s good, this one has all of the sides, so I know you can help me find the perimeter, but its label is missing! I don’t know what shape to call this order of trim! Do you know what kind of shape this is?</em></p>
<p>[Guide students toward the idea of a “right triangle.” Ask them to prove how they know that, take diligent notes, and write out “Right Triangle” on the drawing.]</p>
<p><em>Wow, Ms. Ward was right. You all are really good at polygons! I have some more shapes here…do you think you could help me find either the perimeter or the name of the shape based on this information? Make sure to show your work really well so I can take your notes back to my team at Plush Polygons so we know how to do it in the future.</em></p>
<p><em>Pass out a sheet to each group and ask them to solve for the perimeter based on the information given, and, if they are missing the title, to write that in as well and write down how they know the rug is that shape. Give groups time to work (5 minutes?), and have them share out their answers with the other groups.</em></p>
<p><em>Well, thank you so much for your help! I’m going to collect your papers and take them back to my office with me so that I can know how much total trim I need to order. I don’t know what I would have done without you!</em></p>
</div></div></div><div class="field field-name-field-teaching-strategies field-type-node-reference field-label-above"><div class="field-label">Teaching Strategies: </div><div class="field-items"><div class="field-item even"><a href="/content/groupstring-shapes">Group/String Shapes</a></div><div class="field-item odd"><a href="/content/mantle-expert">Mantle of the Expert</a></div></div></div><div class="field field-name-field-reflection field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><ul><li>What were some of the things you had to do to help Shelley with her problem?</li>
<li dir="ltr">
How did you know how to solve for perimeter when there was information missing? How did you know which shapes were which?
</li>
<li dir="ltr">
What other situations might require you to solve for the perimeter of polygons?
</li>
</ul></div></div></div><div class="field field-name-field-related-video field-type-node-reference field-label-above"><div class="field-label">Related Video: </div><div class="field-items"><div class="field-item even"><a href="/content/role-play">Role Play</a></div></div></div><div class="field field-name-field-extensions-applications- field-type-text-long field-label-above"><div class="field-label">Extensions/Applications : </div><div class="field-items"><div class="field-item even"><p>DESIGN PITCH</p>
<p>Out of role, either later, or through taking a phone call, let students know that Shelley was so impressed with their work that she has another project for them. She would like them to create a design pitch for what each of their groups’ rugs might look like (colors and patterns) and suggestions for what rooms they might be best in.</p>
<p>Students can work on large pieces of paper to re-create the shapes they had and design them, as well as create a short presentation about why they designed their rug the way they did, how much trim (perimeter) they will need to purchase, and why they think she shape of rug they have is appropriate for the room they chose.</p>
</div></div></div><div class="field field-name-field-school-district field-type-taxonomy-term-reference field-label-above"><div class="field-label">School District: </div><div class="field-items"><div class="field-item even"><a href="/school-district/austin-independent-school-district" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Austin Independent School District</a></div></div></div><div class="field field-name-field-school-or-org field-type-taxonomy-term-reference field-label-above"><div class="field-label">School or Organization: </div><div class="field-items"><div class="field-item even"><a href="/school-or-organization/maplewood-elementary-school" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Maplewood Elementary School</a></div></div></div>Sun, 25 Sep 2016 21:01:00 +0000lauren.smith529452 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/facilitation-plans/perimeters-polygons#commentsMachine
http://dbp.theatredance.utexas.edu/teaching-strategies/machine
<div class="field field-name-field-citations field-type-text-long field-label-above"><div class="field-label">Source Citations: </div><div class="field-items"><div class="field-item even"><p>Viola Spolin</p>
</div></div></div><div class="field field-name-field-number-of-students field-type-text field-label-above"><div class="field-label">Number of Players: </div><div class="field-items"><div class="field-item even">4+</div></div></div><div class="field field-name-field-what-is-it-and-why-use-it- field-type-text-long field-label-above"><div class="field-label">What is it and Why Use It?: </div><div class="field-items"><div class="field-item even"><p><strong>Machine</strong> is a game in which students connect multiple simple, repetitive body motions in a sequence to represent an idea, theme, or process. In <strong>Machine</strong>, students explore vocal and body theatre skills – like projection, articulation, level and shape in space, quality of motion, and tempo – as they consider how an individual action is part of a larger connected system.</p>
</div></div></div><div class="field field-name-field-procedure field-type-text-long field-label-above"><div class="field-label">Directions: </div><div class="field-items"><div class="field-item even"><p>Invite the group to sit facing an open space or in a large open circle. Ask: <em>What is a machine? </em>Develop a definition together, naming different types of machines as examples. Based on their suggestions pick a machine to explore. Ask the group what simple sound and gesture–or movement–might appear in this machine. Invite a volunteer to move to the front of the space or the center of a circle and make this simple, repetitive sound and movement; this is the first piece of the machine. Invite another person to find a way to add another sound a motion to the first person’s action. Then, either continue to call students into the machine or encourage them to enter on their own. Ideally, each student’s motions relates to what the other students are doing, as pieces of a machine do. Students can be invited to link to the machine in any area or be instructed to just build onto the last player to be added. When a large portion of the group has joined in, play with tempo—turn up the speed so the machine must work quickly, or slow down the machine so it must work very slowly. After a bit, freeze the machine and asks students who are watching to name the machine. <em>Thinking about the types of movements we saw, what kind of machine is this? </em>It may be the original machine idea or it might have become something else. <em>What else could it be? </em>Encourage another interpretation. All students return to the outside circle and the group dialogues about what worked well in the machine creation. Build another machine. This time explore a less-familiar machine, such as a spaghetti-making machine, a winter machine, or a happiness machine, or let them make a machine that gets named at the end. If making a themed machine, it might be helpful to brainstorm actions that relate to the given theme. Continue to explore cause and effect, levels, tempo, and quality of movements throughout the activity. </p>
</div></div></div><div class="field field-name-field-space field-type-taxonomy-term-reference field-label-above"><div class="field-label">Space: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/53" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Room for a Circle</a></div></div></div><div class="field field-name-field-processing-points field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><ul><li><em>How would you describe our machine?</em></li>
<li><em>How did each student add to it? </em></li>
<li><em>What </em><em>does this machine say about our larger topic of exploration?</em></li>
</ul></div></div></div><div class="field field-name-field-materials field-type-text-long field-label-above"><div class="field-label">Materials: </div><div class="field-items"><div class="field-item even"><p>None</p>
</div></div></div><div class="field field-name-field-possible-side-coaching field-type-text-long field-label-above"><div class="field-label">Possible Side-Coaching: </div><div class="field-items"><div class="field-item even"><ul><li><em>Keep doing your sound and motion so others can join in!</em><em> </em></li>
<li><em>Think about how your sound and action relates to our theme. What do you see missing that we need to add?</em></li>
</ul></div></div></div><div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/lower_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Early Elementary/Primary</a></div><div class="field-item odd"><a href="/upper_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Upper Elementary/Primary</a></div><div class="field-item even"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item odd"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-variations-and-extensions field-type-text-long field-label-above"><div class="field-label">Possible Variations/Applications: </div><div class="field-items"><div class="field-item even"><ul><li>Try taking out a piece of a machine and observe what happens. This becomes a strong metaphor for interdependence.</li>
<li>Reading/Writing: Create a machine that relates to an event, theme, or character from the text. For example, students might create a gossip machine for <em>The Scarlet Letter</em>, or a Big Bad Wolf machine for <em>The Three Little Pigs. </em></li>
<li>Science: Create a machine that relates to an environment/setting or cycle. For example, students might create a rainforest machine or a water cycle machine.</li>
</ul></div></div></div><div class="field field-name-field-image-work-strategies field-type-taxonomy-term-reference field-label-above"><div class="field-label">Image Work Strategies: </div><div class="field-items"><div class="field-item even"><a href="/image-work-strategies/images-action" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Images in Action</a></div></div></div>Fri, 03 Jun 2016 15:50:24 +0000laradossett442 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/teaching-strategies/machine#commentsBippity Bippity Bop
http://dbp.theatredance.utexas.edu/teaching-strategies/bippity-bippity-bop
<div class="field field-name-field-citations field-type-text-long field-label-above"><div class="field-label">Source Citations: </div><div class="field-items"><div class="field-item even"><p>Various</p>
</div></div></div><div class="field field-name-field-related-video field-type-node-reference field-label-above"><div class="field-label">Related Video: </div><div class="field-items"><div class="field-item even"><a href="/content/donkey">Donkey</a></div></div></div><div class="field field-name-field-number-of-students field-type-text field-label-above"><div class="field-label">Number of Players: </div><div class="field-items"><div class="field-item even">8+</div></div></div><div class="field field-name-field-what-is-it-and-why-use-it- field-type-text-long field-label-above"><div class="field-label">What is it and Why Use It?: </div><div class="field-items"><div class="field-item even"><p><strong>Bippity, Bippity, Bop</strong> is a fast paced game that asks students to work together to recall and create specific three-person images within a given time limit. This is a playful way to work on focus and collaboration and to make and practice non-linguistic representations of vocabulary words.</p>
</div></div></div><div class="field field-name-field-procedure field-type-text-long field-label-above"><div class="field-label">Directions: </div><div class="field-items"><div class="field-item even"><p><strong>Teach the strategy: </strong>Invite students to stand in a circle. Introduce the strategy: <em>In this activity, I will teach a series of images, then I will stand in the center of the circle as the caller and point at a group of three to make one of the images. If chosen, your job is to make the body image I ask for within the count of three. </em>Teach the first image: “Elephant.” Point to a person in the circle and ask them to make a long trunk with one arm, ask the person on either side to each form an ear in a “C” shape facing toward the trunk. Call out: <em>Elephant 1-2-3</em>. Practice “Elephant” with the group, pointing at lots of different people around the circle, working to build confidence and speed. Next teach “Palm Trees.” Explain that in this image all three people do the same thing. Point to a person and ask them, and the person on either side, to wave their hands in the air above their head like a palm tree blowing. Call out: <em>Palm Trees 1-2-3</em>. Once both images are taught, play the game with “Elephant” and “Palm Trees” calling on students as quickly as you can around the circle. Finally, introduce: “Bippity, Bippity, Bop.” Explain that if the caller says “Bippity, Bippity, Bop” the person being pointed to must say the word “Bop” before the caller completes the word “Bop” at the end of the phrase. The two people on either side of the person being pointed to, do nothing and must not move. Practice with “Bippity, Bippity, Bop.” Then, play with all three calls (Elephant, Palm Trees, and Bippity, Bippity, Bop); work on speed and accuracy.</p>
<p><strong>Explore the strategy: </strong>Once students understand the activity, introduce 2-3 content related vocabulary words (e.g. a math unit might use <em>obtuse angle, acute angle</em> and <em>right angle</em>, while a science unit might use <em>solid, liquid, gas</em>). Build a three-person image for one of the words. Practice the word as an image in the game. Then, split the group in half, and each invite each half to create a three-person image of one of the remaining vocabulary words. Remind the groups that it must be an image that every body can do, which can be created quickly on a count of 3. Each group shares and teaches their image to the rest of the group. The game resumes with the new vocabulary, plus the original terms of “Elephant,” “Palm Trees” and “Bippity, Bippity, Bop.”</p>
<p> </p>
</div></div></div><div class="field field-name-field-space field-type-taxonomy-term-reference field-label-above"><div class="field-label">Space: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/53" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Room for a Circle</a></div></div></div><div class="field field-name-field-aka field-type-text field-label-above"><div class="field-label">AKA: </div><div class="field-items"><div class="field-item even">Donkey</div></div></div><div class="field field-name-field-processing-points field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><ul><li><em>What did you have to do to play well?</em></li>
<li>I<em>n our content vocabulary, how did we differentiate between our images? Why did we do this?</em></li>
<li><em>Why might it be useful to construct a body image of vocabulary word? How can we use this technique to help us better understand the material?</em></li>
</ul></div></div></div><div class="field field-name-field-materials field-type-text-long field-label-above"><div class="field-label">Materials: </div><div class="field-items"><div class="field-item even"><p>None</p>
</div></div></div><div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/upper_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Upper Elementary/Primary</a></div><div class="field-item odd"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item even"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-variations-and-extensions field-type-text-long field-label-above"><div class="field-label">Possible Variations/Applications: </div><div class="field-items"><div class="field-item even"><ul><li>This can also be played so that when a student makes a mistake they move to the middle and serve as the “caller” and the teacher joins the circle. If using this choice be sure to remind the “caller” to use speed and an element of surprise to try and get out of the center. The caller needs to be fast to keep the game moving.</li>
<li> The game can be played with students getting “out” if they make a mistake. However, when this happens it’s important to find a way to keep them engaged in the activity as judges or in another role.</li>
</ul></div></div></div><div class="field field-name-field-image-work-strategies field-type-taxonomy-term-reference field-label-above"><div class="field-label">Image Work Strategies: </div><div class="field-items"><div class="field-item even"><a href="/image-work-strategies/images-action" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Images in Action</a></div></div></div>Fri, 03 Jun 2016 15:45:32 +0000laradossett441 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/teaching-strategies/bippity-bippity-bop#commentsReal and Ideal Images
http://dbp.theatredance.utexas.edu/teaching-strategies/real-and-ideal-images
<div class="field field-name-field-citations field-type-text-long field-label-above"><div class="field-label">Source Citations: </div><div class="field-items"><div class="field-item even"><p>Augusto Boal</p>
</div></div></div><div class="field field-name-field-number-of-students field-type-text field-label-above"><div class="field-label">Number of Players: </div><div class="field-items"><div class="field-item even">4+</div></div></div><div class="field field-name-field-what-is-it-and-why-use-it- field-type-text-long field-label-above"><div class="field-label">What is it and Why Use It?: </div><div class="field-items"><div class="field-item even"><p><strong>Real and Ideal Images </strong>asks a group of students to build an image with bodies of a <em>real </em>challenge or problem and an image of the <em>ideal </em>solution, along with the <em>images of change</em> between. This activity supports students’ abilities to understand the complexity of solving problems within real circumstances and provides a way to dialogue about multiple solutions verbally and physically. </p>
</div></div></div><div class="field field-name-field-procedure field-type-text-long field-label-above"><div class="field-label">Directions: </div><div class="field-items"><div class="field-item even"><p>Invite students to sit in front an open space. Review the elements of an effective frozen image–captures a moment in action using the body and face, strong point of view, tells a story, uses levels, etc. Then, offer a prompt for the group to explore:<em> What does bullying look like at our school</em>? Once the prompt is established, the group can verbally dialogue about ideas as a full group or in small groups and then make an image based on the thinking; or, they can make an image spontaneously, using their bodies to dialogue together through an improvised response. Whatever the process, the group creates a frozen picture, which represents their expression of the “real” problem. Explore the “real” problem frozen pictures with the group using the DAR reflection. Select a representative “real” problem image that the group would like to explore further. Ask: <em>What would it look like if we could wave a magic wand and the problem/s presented in this image are solved?</em> The group works to transform the “real” problem image into new image of the “ideal” solution. Explore the new image and discuss the changes. Next, ask: <em>So, how do we move from the real problem to the ideal solution in this image sequence</em>? Invite students to construct 2-3 images that could live between the “real” problem and the “ideal” solution. This final exploration can be done as a full group, or smaller groups can work independently to create their own “images of change” as way to investigate multiple solutions. To conclude, view the full sequence of all of the images, starting with the “real,” moving through the images of change, and ending with the “ideal.” </p>
</div></div></div><div class="field field-name-field-space field-type-taxonomy-term-reference field-label-above"><div class="field-label">Space: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/52" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Open Area</a></div></div></div><div class="field field-name-field-processing-points field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><ul><li><em>What were the “real” issues our work explored today?</em></li>
<li><em>What outside forces (societal or individual) shape “real” issues? Who or what helped to make change in our exploration?</em></li>
<li><em>What makes change in our world? How do we become agents for personal or collective change?</em></li>
</ul></div></div></div><div class="field field-name-field-materials field-type-text-long field-label-above"><div class="field-label">Materials: </div><div class="field-items"><div class="field-item even"><p>None</p>
</div></div></div><div class="field field-name-field-possible-side-coaching field-type-text-long field-label-above"><div class="field-label">Possible Side-Coaching: </div><div class="field-items"><div class="field-item even"><ul><li><em>Is this an authentic representation of the real problem? If not how can we make it more real?</em></li>
<li><em>How does the character get from the real problem to the ideal solution? What has to change? What actions might the character have to take? What other people might be a part of the solution? </em></li>
</ul></div></div></div><div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/upper_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Upper Elementary/Primary</a></div><div class="field-item odd"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item even"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-variations-and-extensions field-type-text-long field-label-above"><div class="field-label">Possible Variations/Applications: </div><div class="field-items"><div class="field-item even"><p> </p>
<ul><li>Allow some students to be the clay while others sculpt the group into images (see <strong>Sculptor/Clay</strong>).</li>
<li>Science: Have students create real and ideal images linked to environmental issues, and create an image in the middle that represents how we as a society might transition from the real environmental situation to the ideal environmental situation.</li>
<li>Reading/Writing or Social Studies: Have students explore themes from literature or history.</li>
</ul></div></div></div><div class="field field-name-field-image-work-strategies field-type-taxonomy-term-reference field-label-above"><div class="field-label">Image Work Strategies: </div><div class="field-items"><div class="field-item even"><a href="/image-work-strategies/images-action" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Images in Action</a></div></div></div>Fri, 03 Jun 2016 15:40:17 +0000laradossett440 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/teaching-strategies/real-and-ideal-images#commentsConnecting Images
http://dbp.theatredance.utexas.edu/teaching-strategies/connecting-images
<div class="field field-name-field-citations field-type-text-long field-label-above"><div class="field-label">Source Citations: </div><div class="field-items"><div class="field-item even"><p>Neelands and Goode; Spolin; Wilhelm</p>
</div></div></div><div class="field field-name-field-number-of-students field-type-text field-label-above"><div class="field-label">Number of Players: </div><div class="field-items"><div class="field-item even">4+</div></div></div><div class="field field-name-field-what-is-it-and-why-use-it- field-type-text-long field-label-above"><div class="field-label">What is it and Why Use It?: </div><div class="field-items"><div class="field-item even"><p><strong>Connecting Images</strong> invite students to create multiple images to tell a story or explore a theme or character. To be successful, students should understand the basics of <strong>Statues </strong>or <strong>Frozen Pictures/Stage Picture</strong> in order to be able to link images together. <strong>Connecting Images</strong> offers a way to explore multiple perspectives, to display specific moments that exist throughout a passage of text or over a period of time, or to illustrate contrasting ideas such as internal/external, before/after, and real/ideal. </p>
</div></div></div><div class="field field-name-field-procedure field-type-text-long field-label-above"><div class="field-label">Directions: </div><div class="field-items"><div class="field-item even"><p>Review how to build an effective frozen image. Invite the full group or groups to generate two to five frozen body images that explore the answer to a prompt, such as: <em>Tell the story of the Three Little Pigs in five frozen images</em>. Or, <em>Explore the causes of the American Civil War through three different frozen images</em>. Or, <em>Show the main ideas of these four lines of Hamlet’s monologue</em> in a specific amount of time (7-15 minutes). If useful, facilitate the construction of each image: <em>We will begin with the first image in the sequence, you have five minutes to make this image.</em> <em>I will check in with each group to offer support where needed. </em>Then facilitate the creation of each of the following images, with a short amount of time given to the making of each image in the sequence. Next, invite groups to explore how to transition between the images, and rehearse how they will move from frozen image to frozen image to create a fluid performance sequence. Invite each group to share their entire image sequence informally with another group or formally for the whole group. </p>
</div></div></div><div class="field field-name-field-space field-type-taxonomy-term-reference field-label-above"><div class="field-label">Space: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/52" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Open Area</a></div></div></div><div class="field field-name-field-processing-points field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><ul><li><em>Describe what you saw in the first image. How did that change in the next image?</em></li>
<li><em>What ideas, events/actions, or environments did each image explore? What clues did you see to help you draw that conclusion? </em></li>
<li><em>What was the story? Or, how did the images relate to one another?</em></li>
</ul></div></div></div><div class="field field-name-field-materials field-type-text-long field-label-above"><div class="field-label">Materials: </div><div class="field-items"><div class="field-item even"><p>If using text, then specific lines of text for each group to base their images.</p>
</div></div></div><div class="field field-name-field-possible-side-coaching field-type-text-long field-label-above"><div class="field-label">Possible Side-Coaching: </div><div class="field-items"><div class="field-item even"><ul><li><em>How will you transition between images? How is the transition telling the story?</em></li>
<li><em>It is helpful to keep the same person/people playing the same character/s (particularly a central character) in all the images. Consider how the character’s body, emotions, and/or actions shift between the images to tell a story.</em></li>
<li><em>Use the space and your body to creatively depict different environments in your images.</em></li>
</ul></div></div></div><div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/lower_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Early Elementary/Primary</a></div><div class="field-item odd"><a href="/upper_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Upper Elementary/Primary</a></div><div class="field-item even"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item odd"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-variations-and-extensions field-type-text-long field-label-above"><div class="field-label">Possible Variations/Applications: </div><div class="field-items"><div class="field-item even"><ul><li>Play out a paired improvisation with action and dialogue. The teacher calls out “freeze.” Students freeze and readjust their bodies to capture the emotions, ideas, and forces at play in the frozen moment. Unfreeze and the scene continues. Repeat as desired.</li>
<li>Social Studies: Have students make images of a historical event or figure over time. What key images best tell the story of this event or person?</li>
<li>Reading/Writing: Give students a monologue with complex language (like Shakespeare) and ask them to circle five key words. Then have them make 5 connected images to represent each of the words.</li>
<li>Science: Have students create multiple images to illustrate scientific concept like cell meiosis. </li>
</ul></div></div></div><div class="field field-name-field-image-work-strategies field-type-taxonomy-term-reference field-label-above"><div class="field-label">Image Work Strategies: </div><div class="field-items"><div class="field-item even"><a href="/image-work-strategies/images-action" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Images in Action</a></div></div></div>Fri, 03 Jun 2016 15:32:09 +0000laradossett439 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/teaching-strategies/connecting-images#commentsComplete the Image
http://dbp.theatredance.utexas.edu/teaching-strategies/complete-image-0
<div class="field field-name-field-citations field-type-text-long field-label-above"><div class="field-label">Source Citations: </div><div class="field-items"><div class="field-item even"><p>Augusto Boal; Michael Rohd</p>
</div></div></div><div class="field field-name-field-number-of-students field-type-text field-label-above"><div class="field-label">Number of Players: </div><div class="field-items"><div class="field-item even">6+</div></div></div><div class="field field-name-field-what-is-it-and-why-use-it- field-type-text-long field-label-above"><div class="field-label">What is it and Why Use It?: </div><div class="field-items"><div class="field-item even"><p><strong>Complete the Image </strong>is a fast-paced activity in which students work with a partner or as a large group to quickly create a series of two-person images based on a theme, event, or situation. <strong>Complete the Image </strong>challenges students to use their whole bodies to make meaning as they explore proximity, shape, and levels in space through a series of images over time.<br />
</p>
</div></div></div><div class="field field-name-field-procedure field-type-text-long field-label-above"><div class="field-label">Directions: </div><div class="field-items"><div class="field-item even"><p><strong>Teach the Strategy: </strong>Invite students to sit together and face the largest open space in the room or invite students to site in a large circle. Ask two volunteers to come up front or to stand in the middle of circle. Ask the volunteers to shake hands and freeze their entire bodies, including their facial expression. Process the image with the rest of the group: <em>What is going on in this image, in this moment, between these two people?</em> <em>What makes you say that? What else could it be? </em>Invite the group to make multiple interpretations. Then, invite a volunteer to come up and tap out one of the frozen characters while the other person stays frozen in the handshake. The volunteer then creates an entirely new frozen image by placing himself or herself in a new position in relationship to the already frozen person with their arm outstretched. The new person can make a physical connection to the person or they can be separate. Invite the group to make meaning, again, of what they see. <em>What is going on in this image, in this moment, between these two people?</em> After ideas are shared, explain the strategy: <em>In a moment, our job as a group is to make as many different images as possible. We will keep subtracting and adding a person to the two-person image to make a new image as quickly as possible. The new person coming into the image will always make the new image. We can explore realistic or abstract images. Any questions? </em>Students work together to create an uninterrupted flow of images. Encourage as many students as possible to play as often as they can. All image making is silent. The group does not make verbal meaning of the images.</p>
<p><strong>Explore the Strategy: </strong>Invite the group to find a partner and create a frozen handshake image together. Then, all groups work simultaneously, in their own time, to create a flow of images rehearsed before. Introduce themes related to content (communication, jealousy, family, high school, fame, immigration) for students to use to inform their partnered images. </p>
</div></div></div><div class="field field-name-field-space field-type-taxonomy-term-reference field-label-above"><div class="field-label">Space: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/52" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Open Area</a></div></div></div><div class="field field-name-field-processing-points field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><p><strong>Reflection: </strong></p>
<ul><li><em>How did it go? What did you notice about the images we created? </em></li>
<li><em>How was it different to do this exercise in pairs as opposed to in a large group? </em></li>
<li><em>How did the images change when a theme or idea was added?</em></li>
</ul></div></div></div><div class="field field-name-field-materials field-type-text-long field-label-above"><div class="field-label">Materials: </div><div class="field-items"><div class="field-item even"><p>None</p>
</div></div></div><div class="field field-name-field-possible-side-coaching field-type-text-long field-label-above"><div class="field-label">Possible Side-Coaching: </div><div class="field-items"><div class="field-item even"><p><strong>Possible Side-Coaching: </strong></p>
<ul><li><em>Explore the space (physical levels as well as the floor, walls, or doorways).</em></li>
<li><em>Remember that your face and attitude is a large part of the images you create.</em></li>
<li><em>Go with your first (appropriate) idea. Don’t think about it too much. Practice being in the moment.</em></li>
</ul></div></div></div><div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/upper_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Upper Elementary/Primary</a></div><div class="field-item odd"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item even"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-variations-and-extensions field-type-text-long field-label-above"><div class="field-label">Possible Variations/Applications: </div><div class="field-items"><div class="field-item even"><p><strong>Possible Variations/Applications: </strong></p>
<ul><li>Reading/Writing or Social Studies: Invite students to explore themes from literature as part of reading comprehension or explore arguments on a key social issue as part of persuasive writing unit. Engage with complex moments in history at the top of unit as a pre-assessment or at the end of a unit to share feelings and discoveries about learning.</li>
</ul></div></div></div><div class="field field-name-field-image-work-strategies field-type-taxonomy-term-reference field-label-above"><div class="field-label">Image Work Strategies: </div><div class="field-items"><div class="field-item even"><a href="/image-work-strategies/images-action" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Images in Action</a></div></div></div>Fri, 03 Jun 2016 15:28:55 +0000laradossett438 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/teaching-strategies/complete-image-0#commentsPublic Service Announcement
http://dbp.theatredance.utexas.edu/teaching-strategies/public-service-announcement
<div class="field field-name-field-citations field-type-text-long field-label-above"><div class="field-label">Source Citations: </div><div class="field-items"><div class="field-item even"><p>DFS</p>
</div></div></div><div class="field field-name-field-number-of-students field-type-text field-label-above"><div class="field-label">Number of Players: </div><div class="field-items"><div class="field-item even">4+</div></div></div><div class="field field-name-field-what-is-it-and-why-use-it- field-type-text-long field-label-above"><div class="field-label">What is it and Why Use It?: </div><div class="field-items"><div class="field-item even"><p>The <strong>Public Service Announcements</strong> (PSAs) offers a way to check for understanding as students are tasked with embodying and representing information within this creative format. The brevity of the PSA form necessitates a clear synthesis of ideas that can be communicated in 30 to 60 seconds. This strategy also offers opportunities for revision after the first sharing so that students have a chance to implement the feedback they receive from their peers.</p>
</div></div></div><div class="field field-name-field-procedure field-type-text-long field-label-above"><div class="field-label">Directions: </div><div class="field-items"><div class="field-item even"><p><strong>Content and form preparation:</strong></p>
<p>To prepare to explore a <strong>PSA</strong>, invite students to examine the characteristics of the PSA form. Show examples of actual PSA’s to students to co-construct an understanding of key elements of persuasion used in the form (e.g., message, slogan, celebrity endorsement, music, visual design) as well as common forms of advertisement (e.g., print, TV commercial, radio, etc.).</p>
<p> </p>
<p><strong>Directions: </strong><br />
Invite students to share what they know about public service announcements (PSAs). Then, show examples of successful PSAs found on the web or YouTube. After viewing the examples, ask students to articulate the message of each PSA and the strategies used to convey the message, then to express why they thought it was effective or not. Keeping this reflection and analysis in mind, divide the students into smaller groups. Each group creates a PSA around content; it might be the same content or each group may have a different topic. For example, if the content is how to use science lab equipment safely, each group can be assigned a different science tool. Each PSA should last one minute or less and should include elements like sound, visual imagery, text, a slogan, “real life” examples and applications, etc. After each group creates and rehearses their PSA, the creative work is shared out with the larger group for feedback and potential revision.</p>
</div></div></div><div class="field field-name-field-space field-type-taxonomy-term-reference field-label-above"><div class="field-label">Space: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/52" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Open Area</a></div></div></div><div class="field field-name-field-processing-points field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><ul><li><em>What was the message of this PSA? How was it communicated?</em></li>
<li><em>What was most effective about this PSA?</em></li>
<li><em>What similarities or differences do you see across the PSAs we created today</em><strong>?</strong></li>
</ul></div></div></div><div class="field field-name-field-materials field-type-text-long field-label-above"><div class="field-label">Materials: </div><div class="field-items"><div class="field-item even"><p>Props as desired, but not needed. </p>
</div></div></div><div class="field field-name-field-possible-side-coaching field-type-text-long field-label-above"><div class="field-label">Possible Side-Coaching: </div><div class="field-items"><div class="field-item even"><ul><li><em>Think about how you can use the elements you’ve seen in the example PSAs to communicate your message.</em></li>
<li><em>Is there a slogan or tagline that would clearly communicate your main ideas?</em></li>
<li><em>Who is your audience for your PSA?</em></li>
</ul></div></div></div><div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/lower_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Early Elementary/Primary</a></div><div class="field-item odd"><a href="/upper_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Upper Elementary/Primary</a></div><div class="field-item even"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item odd"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-variations-and-extensions field-type-text-long field-label-above"><div class="field-label">Possible Variations/Applications: </div><div class="field-items"><div class="field-item even"><ul><li>Have students create PSAs to explore good classroom behavior, work habits, and daily procedures. For example, at the beginning of the year/of a unit, students might create a PSA about lab safety, the importance of checking your work, or why it’s important to use correct punctuation. </li>
<li>Reading/Writing or Social Studies: Have students create a PSA concerning a major theme or social issue presented in a text or prevalent in history. For example, after reading the book, <em>Wonder,</em> they might create a PSA about bullying.</li>
<li>Math: Have students create a PSA that helps teach others the importance of a mathematical concept/equation and its uses in everyday life. For example, students might create PSAs about the many uses of the Pythagorean theorem or forms of measurement. </li>
<li>Science: Have students create a PSA about a variety of environmental issues. For example, when exploring natural disasters, they might create a PSA about avalanche, hurricane, or tornado safety (complete with information about that particular natural disaster). </li>
</ul></div></div></div>Mon, 02 May 2016 12:58:05 +0000beccadrewramsey437 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/teaching-strategies/public-service-announcement#comments