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First Name Last Name Email Date

Isabel Choe 4/13/17

Semester Year Grade Level/Subject Lesson Duration

2 2017 5th/Performing Arts 10-20 minutes



Central Focus (Enduring Understandings & Essential Questions)

A description of the important understandings(s) and concept(s)

The students will be provided with the opportunity to experience tableau.

I will provide the students with the definition of tableau. Next, I will personally model tableau in
a certain scenario. Then, I will give each group of students an opportunity to warm up by giving
them a certain scenario and they will have to freeze in a way that represents the scenario. After
that, I will explain the tableau activity that they will be participating in. I will be playing 3-4
different songs, and each group of students will have to work together to create a visual to
represent how the music makes them feel. After explaining this, I will tell the students what I am
assessing them on in a way that they will be able to understand. While each group is doing
tableau, I will be side coaching.

For the integrated lesson, the students will be exploring how the Revolutionary War caused the
movement of people. I will be having each table group look into different battles that were in the
war. After each group completes the writing and the map assignment I’m giving them, I will be
having them do tableau to show key points in their battles to the other groups.
Drama, and the type of tableau we’re doing today, requires teamwork.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III
(HCPS III) that align with the central focus and address essential understandings, concepts, and

Benchmark FA.5.3.1: Create a class dramatization by collaborating.

Benchmark SS.5.7.1: Explain how the Revolutionary War caused the movement of people.
I can create a visual to represent how a specific song makes me feel.

Student Learning Objectives (Outcomes)

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-
lesson learning segment

 Students will be able to explain what tableau is

 Students will be able to accurately and efficiently perform tableau
 Students will be able to cooperate with their classmates to do tableau

The procedures to gather evidence of students’ learning of learning objective(s) to include
formative (informal) assessments applied throughout the lesson and a summative assessment
(formal) of what students’ learned by the end of the lesson (include any assessment tools)

Frozen shapes Always frozen Mostly frozen Sometimes Rarely or never
frozen frozen
Poses Poses are clear, Poses are clear Poses are clear Poses are
dynamic and and expressive and easy to missing clarity
expressive interpret and
Use of levels Various levels Various levels Levels are Levels are never
are consistently are mostly used sometimes used used
Communicates a Poses Poses mostly Poses sometimes Poses never
story consistently communicates a communicates a communicates a
communicates a story story story
Collaboration Student Student mostly Student Student never
consistently (and collaborates sometimes collaborates
appropriately)col (appropriately) collaborates (appropriately)
laborates with with their group (appropriately) with their group
their group with their group

Students’ Prior Academic Knowledge and Assets

The students’ content knowledge, skills, prior academic experiences, and
personal/cultural/community assets to draw upon to support learning

Content Knowledge and skills: What tableau is and how to do it

Prior Academic Performance: They have a little bit of experience in performing arts
Personal assets: N/A (?)
Cultural assets: N/A
Community assets: N/A

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and
engage in the content. The planned instructional supports to help students understand,
develop, and use academic language.

Academic Vocabulary:
 Tableau: In drama, a frozen picture consisting of actors
 Level: In drama and dance, the height of the performer’s shape in relation to the
floor. Referred to as high, middle, and low. Position along a vertical axis.
Language Supports:
 Dictionaries
 Chart paper with the definitions on it
Language Modalities:
Some of my students speak Japanese but understand English fairly well. If they are
struggling, I will quickly pull them to the side to have 1-1 instruction in order to better
explain what we’re doing.

Strategies for Behavior Management

Use drum sticks to tap out a familiar rhythm or bang on the table in a familiar rhythm

First Warning: Call out name of student

Second Warning: Call out name of student again and talk to them
Third Warning: Either has to sit out or perform a tableau on their own
Instructional Strategies and Learning Tasks
A description of what the teacher will do and say and what the students will do during the
lesson that 1) uses clear steps that convey the use of multiple strategies, supports, and
resources and 2) list opportunities offered for multiple modes of participation

Lesson One: Ten Minute Miracle (or merge with your Integrated Lesson)
Teacher Will Student Will
Introduce tableau (2-3 minutes): Today
we are going to do a drama lesson dealing Answer if they’ve heard or done tableau
with tableau. Has anybody heard about or
done tableau before? (Call on a couple of
students) So tableau is when you freeze,
but you’re not just frozen. When you
freeze, you have to freeze in a way that
shows a specific scenario. For example, if
the scenario was I got 100% on a test, I
could freeze like this *freeze* Say what they noticed
What did you guys notice about my pose?
*Call on a couple of students*
Ok great! Tableau can help you practice
to think on your feet and concentrate
because you need to focus in order to stay
completely still.
Introduce activity (1 minute): The activity Listen to instruction
we’re going to do today is called musical
tableau. I’m going to play 4 different
songs and I want you to work with the
groups that you’re currently with, to
freeze in a way that represents how the
music makes you feel or what you think
could be happening in the song.
Introduce warm-up (1-2 minutes): Before
we do that, we’re going to practice.
When you’re doing tableau, the people in
your group should use different levels.
This means that you’re not just standing
straight up or slightly crouched. When
you’re body is at different levels, your Show high, medium, and low
body will be high (show high and ask
students to show high), medium (show
medium and ask students to show
medium) or low (show low and ask
students to show low). Different levels
are important because using levels can
help you to better express certain
situations. Also, be expressive in your
movements and your face. Make sure that
whatever pose you’re freezing in
communicates a story.
Ok, let’s practice tableau.
Warm-up (1-2 minutes): The scenario I
want you to freeze in is birthday party Birthday party tableau
*allow students to freeze and side coach*
The next one is playing at recess *allow Recess tableau
students to freeze and side coach*
Great! Last one!
You’re eating at a fancy restaurant *allow Restaurant tableau
students to freeze and side coach*
Good job everybody! Let’s do what we
just did with the music.
Transition to activity (1-2 minutes):
Before we start, I want everybody to work
together. I don’t want one person doing
all of the work. I also want appropriate
behavior. If I see you acting up or not
following directions, I will give you 2
warnings. If I have to give you a third
warning, you will have to do the activity
all by yourself
I’m going to be looking for clear poses
that are expressive and tells a story. Make
sure that you’re completely frozen! Even
your eyes should be frozen
Activity (about 3-5 minutes): Have each Work with their groups to do the tableau
group come up with a scenario to activity
represent with tableau. Have the students
create 2 or 3 different poses to freeze in to
represent their scenario.
Walk around and have quick discussions Discuss with me about their tableau
with each group about their tableau (side
Closure (3-5 minutes): Have the students
present their tableaus with the class and
have the other groups guess what their
tableau is about.

Discuss with a peer about what they

Good job everyone! I hope that you all learned and share
had fun with this activity! Turn and talk
about what you learned through doing ,
such as what tableau is and what makes
for a good tableau and about the
importance of working together…
*allow time for a quick discussion*
Ask a couple of students to share what
they learned
Once again, good job! Thank you all for
listening and participating!

Lesson Two: Integrated Lesson

Teacher Will Student Will
Introduction (3-5 minutes): Introduce Listen
social studies lesson on the Revolutionary
War and how it caused people to move
Show artifacts of utensil used around the
time of the war
Engage in virtual fieldtrip
Integrate virtual fieldtrip of the
Revolutionary War
Activity introduction (1-3 minutes): Listen
Introduce map and writing activity
The activity we're doing today is
researching different battles that happened
during the war and writing about why it
caused people to move around. Each
group will have a different battle to
research. After you finish writing, you
will research the locations mentioned and
draw a map showing the movement of
Tableau introduction (1 minute): After Listen
you finish that, I want each group to work
together to perform a tableau about their
battle and what they found out about it
Model (1-3 minutes): Provide an example
Watch example
by using a battle that wasn’t research by
- Provide quick background information
about the battle and do tableau
Work time (5-7 minutes): Allow students Work on tableau
time to work on their tableau (side coach)
Present (5-10 minutes): Have the students Perform tableau
stop what they’re doing and have each
group come up to quickly present
background information about their battle
and perform their tableau
Closure: Everybody did a great job! Turn and talk
Now, I want you to turn and talk to a
classmate about something that you
learned or liked about another group’s
Once again, good job! Thank you all for
listening and participating!

Adaptations to instructional strategies, the learning environment, content, and/or
assessments to meet the needs of students who require further support (e.g., ELL/MLL,
struggling, accelerated, 50/IEP, etc.)

Chart paper with definitions on it (maybe add pictures to ensure better understanding)
1-1 or small group instruction/demonstration. Arts integration allows them to express
themselves in a way that doesn’t make them struggle to speak English.

1-1 or small group instruction/demonstration
Arts integration will help with communicating social studies concepts

1-1 or small group instruction/demonstration

More detailed tableau
Assist classmates with tableau

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

Chart paper with definitions and success criteria

Cite your Sources for the lessons


Include a Student Assessment Data Table for each benchmark being assessed.

Two Examples of a Student Assessment Data Table for Pantomime

(The students all have specific numbers, I will fill in the names when I go to field
Grading will be ME, MP, DP, and WB)
Student Frozen Poses Use of Communicates Collaboration
Number Shapes Levels a Story