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Performing Arts Lesson Plan Format

Name: Taylor Rae

Sugimoto

Grade: 3rd grade

Date: October 24th, 2013

Duration: 65 minutes
Materials Needed: a copy of Big Al by Andrew Clements Yoshi, photo copies of the 8
sections of the book (because there are eight groups), photos of tableau examples,
whiteboard, chart paper for criteria and ground rules
Space Set-up: The lesson will occur in the classroom. As the book is being read and
the instructions for the tableau are being discussed, students will be sitting on the
carpet in the front of the room. Each group will be sent to a different tribe (group of
four desks) to complete a characterization form and rehearse their tableau before
coming back to the carpet to present. As the tableaus are being presented, students
are going to be sitting on the carpet in a large circle to ensure equal visibility.
Plans for Videotaping: Jennifer Padua is bringing her recording device that will be
used to videotape the lesson. I will bring my laptop so Jen can put the video footage
onto my laptop using the SD card.
Context for Learning:
Based on my Context for Learning Survey, I found that most of the students in the
classroom are open to learning about Performing Arts. Having the students learn
about tableaus will enhance their knowledge of performing arts. It will help them
realize that performing arts includes not only singing and dancing, but also drama.
The book, Big Al, addresses the concept of inclusion that my mentor teacher
emphasizes daily in the classroom. By allowing students to read a book about
including everyone and working together to create a tableau enforces the team-like
classroom structure. Students will also be interested in learning a new way to jigsaw
read in the classroom.
Background/Previous Lessons (that the children have done):
Students have learned the concept of jigsaw reading during a language arts class at
the beginning of the school year. The class was split into about six different groups,
and each group was in charge of reading a section or chapter from the book. After
picking the most important facts from their assigned section, all the students
gathered on the floor. Each group took turns standing up and presenting their
section. This lesson allowed students to practice reading comprehension by
summarizing a section of the book. Students also practiced presenting out loud to
the whole class and communicating clearly to their peers. The lesson that I will
teach lets students discover the connection of performing arts and reading through
the familiar concept of jigsaw reading.
Performing Arts Content Area:
Dance
Music
Drama
HELDS Creative Domain

Integrated Content Area:

Language Arts
Math
Science
Social Studies
Health
Visual Arts

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Other:_______________

Academic Vocabulary related to the Performing Arts strategy:

- Tableau: a silent, frozen image created by actors that show a specific scene
from a story or book.
- Emotion: the feelings that someone feels at a given time; for example happy,
sad, angry, frustrated
- Actors: people who act and create what you see on stage or on television
Performing arts strategy, elements, skill, or knowledge: Students should be able to
define the art of tableaus, know the uses of tableaus, and create a tableau in a
group. This is useful to know because students will be able to express their level of
reading comprehension through a variety of ways: reading, scripting, and through a
tableau.
Big idea, understanding, and/or essential question: Students will be able to find the
connection between performing arts to reading comprehension by creating a
tableau about a scene from a book. Using dramatization can enhance students
level of reading comprehension by physically acting out the words from a book.

Standard/Benchmark
Specific content area standard/benchmark performance task gives students
opportunity to demonstrate knowledge to meet the benchmark
HCPS III FA 3.1.1: Create a dramatization based on a story
CCSS.ELA.Literacy.RL.3.3: Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of events
GLO 2: Cooperates with and helps and encourages others in group situations
GLO 5: Reads with understanding various types of written materials and literature
and uses information for various purposes.
Assessment
Task:
Students will work together to identify the main idea of the scene and each characters
emotion for their assigned section. (CCSS.ELA-Literacy.RL.3.1, 3.2, 3.3). Group members
will perform their tableau in front of the class, and the presenter will be able to narrate
the scene (HCPS FA.3.3.1).
ASSESSMENT TOOLS
1. Teacher Assessment Tool: Based on a 3-2-1 Rubric
- Clear movements (FA 3.1.1)
- Relevant emotions (FA 3.1.1)

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-

Seriousness during performance (FA 3.1.1)

Description of characters in the story (based on group characterization form) (RL
3.3)
Audience behavior (GLO 5)
Participation in Tableau
Teamwork (based on observations and self assessment forms) (GLO 2)

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Category

Characterization
or actions related
to characters
(FA 3.1.1.)

Student clearly poses

as his/her character.

Students pose
somewhat matches
the character.

Students pose does

not match the
character.

Used Relevant
Emotions
(FA 3.1.1)

Students face shows

the correct emotion of
the character he/she
is portraying.

Students face shows

incorrect emotion of
the character he/she
is portraying.

Students face lacks

any emotion of the
character he/she is
portraying.

Student does not

laugh as he/she
acting out the
assigned scenes.

There is enough
laughter or giggles to
disrupt the meaning
of the scene.

Laughter or
disruptiveness
changes the meaning
of the scene and
disrupts the tableau.

Group form is
complete, and all
questions are correct.
Form was approved
by Ms. Sugimoto or
Mrs. Fujii during the
lesson.

Group form is partially

completed, and some
questions are correct.
Form was approved
by Ms. Sugimoto or
Mrs. Fujii during the
lesson.
Student watches
tableau but
occasionally loses
attention. Uses hand
gestures or sounds
(laughter) to disrupt
performers or speak
out of turn.

Seriousness
during
performance
(FA 3.1.1)
Description of
characters in the
story (based on
group
characterization
form)
(RL.3.3)

Audience
Behavior
(GLO 5)

Student attentively
watches tableau.
Does not distract
others during their
performances. Does
not speak out of turn.

Group form was not

completed, and the
questions are not
correct. Form was not
approved by Ms.
Sugimoto or Mrs. Fujii
during the lesson.
Student lacks
attention throughout
all performances.
Speaks out of turn
and distracts
performers that are on
the stage.

Participation in
Tableau

Student is involved
and puts in effort
during his/her tableau
performance.

Student is involved
but does not put in full
effort during his/her
tableau performance.

Student does not

participate in the
tableau performance.

Teamwork
(based on
observations and
self assessment
forms)
(GLO 2)

Student works well

with the other group
members to
collaboratively create
a tableau. Respect is
shown throughout the
lesson.

Student works with

others to create a
tableau that is not
collaboratively agreed
upon. Respect is
occasionally shown
throughout the
lesson.

Student does not

work with others to
create a tableau.
Fighting and
arguments occur
during group work
and performance
times.

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2. Characterization Form

Big Al Characterization Form

CCSS.ELA.Literacy.RL.3.3: Describe characters in a story (traits, motivations, and feelings)

Which group member will be the narrator? Write his/her name on the line
below:
__________________________________________

3. Student Self Assessment

Big Al

What is
happening to
these characters?

How are these

characters
feeling?

Which group
member is acting
each part?

How will you show

the emotions your
character is feeling?
(what kind of facial
expressions, body
movements)

Other Fish

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How Did I Do?

Instructions: Answer the questions below. Circle yes or no and explain why on the lines
below. Ms. Sugimoto and Mrs. Fujii will be the only adults seeing this form, so be as
honest as possible.
1. I worked well with my group:

yes

sometimes

no

Explain: _____________________________________________________________

2. My group worked well together:

yes

sometimes

no

Explain:
_____________________________________________________________

3. I expressed my characters emotion in the tableau:

yes

sometimes

no

Explain:
_____________________________________________________________

4. I enjoyed this activity: yes

sometimes

no

Explain:
_____________________________________________________________

4. Scoring Sheet (according to the assessment rubric): fill out the scoring
sheet by writing the number of points received in each category for each child.

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Activities/Instructional Strategies
2 minutes

5 minutes

5 minutes

Introduction
a) Tell all students to sit on the carpet, sitting in rows
b) Inform the class that we are going to be doing an activity.
a. (Showing students the cover of the book) Has anyone
read or heard of the story called Big Al before?
c) Complete a book walk (show the pictures of the story)
Building Background
d) Direct students to discuss to their side partner: Now I want
you to discuss with your side partner what you think this story
is about.
e) Walk around to different groups and listen to what they have
to say.
f) Ask the class if anyone would like to share what was
discussed.
g) Call on a couple students and reply to their comments with
positive reinforcements.
h) Ask students,
a. Does anyone remember what is jigsaw reading? (Hint:
we did jigsaw reading for the We Remember
September 11th book)
i) Explain to students,
a. Jigsaw reading is when each group in the class reads a
section of a book. Then we all come together on the
carpet and present your part of the book. After all the
groups finish presenting, well know the whole story
without having to read the book. Each section of the
book is like a puzzle piece, and when we come together
we are putting the pieces of the puzzle together.
b. Today, we are going to jigsaw read this book, BUT
theres a twist. Instead of each group standing up to
present their section of the book, each group is going to
create a tableau!
c. A tableau is a frozen image created by actors that
show a scene from a book or a story.
Mini Lesson
j) Show them the images of Cinderella.
k) Ask guiding questions:

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10 minutes

a. What part of Cinderella is this from?

b. How do you know?
c. Does Cinderella look happy, or sad, or mad?
l) Explain to students,
a. These pictures are examples of tableaus. You can see
that even though the actors arent moving, you still
know what they are doing. Actors use their faces and
body to show emotion and action.
Guided Practice
m) Tell students to create a frozen image of a monster
a. Ask a student who is creating a good image to come up
and present his/her monster image to the class
b. Point out good expression/body position
n) Explain instructions for this lesson
a. Each student will be assigned a group
b. Each group must fill out a characterization chart
i. Show students the characterization chart
1. This chart will help your group write about
the different emotions and actions of each
character in your section of the book
2. Explain the different categories to
complete and how to fill it out
c. Students need to check in with Ms. Sugimoto or Mrs.
Fujii in order to move on to creating your tableau.
i. If students do not complete the form in the
allotted time, give students guided questions to
complete the form so they can move on to
rehearsing their tableau
o) Choose who will be Big Al and the other fish (each group will
have photocopied pages from their assigned section of the
book)
p) Explain that one group member will be the narrator.
a. The narrator will be the person who reads your part of
the story out to the rest of the class and explains what
is happening in your tableau.
b. The whole group must work together to help with what
the narrator is going to say out loud.
q) Say to students,
a. You will have 15 minutes to fill out the chart and
another 15 minutes rehearse your tableau. When the
timer goes off, everyone will come back to the floor and
present their tableau to the rest of the class.
r) Assign groups, group numbers (according to the section
number of the book), and a tribe to sit at to practice.
s) Set the timer at 15 minutes and begin.

40 minutes

Collaborative Group work

a) Circulate around the room and answer any questions
b) Check characterization forms and allow groups to move onto
creating the tableau
c) Continue to help and guide groups until the timer runs out

Sugimoto 9
a. Guide students to
i. Understand that tableaus can show a scene
without writing a script or saying anything out
loud
ii. Understand the main idea of their section
b. Explain to groups that one person in the group can
represent all of the other fish in the sea
c. Ask students to practice their tableau in front of me
(this is their form of a rehearsal before the actual
performance)
40 minutes
Mini Lesson
d) Bring students back to the carpet and sit in rows according to
their group numbers
e) Ask students if they are all ready to present
a. Present instructions to students:
i. Each group will come up to the front when it is
their turn.
ii. When I count to three, your group will create
your tableau.
iii. The narrator then reads their section of the
book, and then explains what your tableau is
about.
b. Establish ground rules (write on chart paper before
lesson):
i. There is no laughing while you perform. Its
alright to make mistakes, but laughing actually
makes your mistakes even more noticeable.
ii. As an audience member, you should pay
attention to each group as they perform. After
each performance, if you want to show your
appreciation you are allowed to silent cheer.
iii. Raise your hand if you have a question.
c. A good performance is when all of the characters come
up to the stage, and silently acts as his/her character.
The audience will be able to tell who your character is
and how your character is feeling based on the
expressions and feelings on your face and how you
stand. The narrator reads in a loud voice and clearly
explains your scene.
i. While you perform, I will be looking for
1. how well you participate as an actor in your
tableau and as an audience member,
2. the emotions that you show to tell
everyone how your character is feeling,
3. and making sure that your groups narrator
reads your part of the story and explains
your tableau.
f) Tell group 1 to come to the front of the room and present their
tableau
g) Complete the formative checklist as each group is performing
h) Ask the class,

Sugimoto 10

i)
j)
k)
l)
20 minutes

a. How do you think the characters are feeling right

now?
Allow the narrator explain the tableau to the class
Analyze and ask guiding questions to go over the main events
of the scene
Write the main part of the scene on the whiteboard
Repeat steps f to k for groups 2-8

Closure:
a) Write on the other board problem, attempted solutions, and
resolution.
b) Tell students to talk to their side partners about what they
think the problem, attempted solutions, and resolutions are.
c) Go around to different groups
d) Ask students,
a. Based on what we learned, what was the problem of the
story?
b. What were the attempted solutions?
c. What attempted solutions worked? Which did not work?
d. What was the resolution?
e) Ask students,
a. Just as a reminder, can someone tell me what a
tableau is?
b. Why is it important to show emotions when you
perform a tableau?
c. Give an example of a character whose emotions
changed throughout the book.
d. Was it easier to understand the reading if you acted it
out through a tableau?
e. (if the previous answer is yes) What did you like about
using a tableau to tell a story?
f. (if the previous answer is no) What did you not like
about creating a tableau?
f) Instruct students to complete the student self-assessment
form
a. Show the students the assessment form
b. Go over the questions, instruct them to circle yes,
sometimes, or no and explain why they chose that
answer
c. turn it into Ms. Sugimoto or Mrs. Fujii

Clear steps that convey the use of multiple strategies, resources and technology

Differentiation Plan
Adaptations connected to instructional strategies
Differentiate the learning environment, content, process, or performance task for

Sugimoto 11

individuals or small groups (e.g., accelerated, ELL/MLL students).

Identify the type of need (e.g., ELL/MLL,
accelerated students, reading needs, 504
students, struggling learners, enrichment)

List the type of differentiation (learning environment,

content, process, or performance task) and tell how
you will differentiate

ELL/MLL

Learning environment,
content, and process

Struggling Learners

Learning environment,
content

Accelerated Learners

content

Working in groups will

give ELL students the
opportunity to ask for
help from their peers.
Creating a tableau is also
beneficial to ELL
students because it is a
way to communicate
without using the English
language.
Struggling learners can
gain insight from group
members as they work
together to create a
tableau. Other students
can help struggling
learners with the
characterization form.
Jigsaw reading is familiar
to the students, but
creating a tableau is a
concept that was never
taught in the third grade
classroom. Blending
something familiar with a
new concept will create
more of a challenge for
accelerated learners.

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Assessment:

Sugimoto 13

TaylorRaeSugimoto
November1,2013

Sugimoto 14

ITE329
PerformingArtsLessonReflectionQuestionswithVideo
***TheintroductionsectionofmylessonwasnotrecordedbecauseJenhadascheduled
meetinganddidnotcometomyroomintimeforthestartofmylesson.
1.Whathappenedinmylesson?
Thegoalwastocreatealessonthatintegratedperformingartsintoareadinglesson.Thiswould
showstudentstheconnectionbetweenperformingartsandthelanguagearts.IusedthebookBig
Altocreateajigsawreadingactivity.Theclasswassplitupintogroups,andeachgroupwas
assignedabout24pagesfromthebook.Thegroupreadthebooktogether,answereda
characterizationformedthataskedwhathappenedintheirsectionofthebookandhowthe
charactersfelt.Usingthatinformation,eachgroupcreatedatableauabouttheirpartofthebook.
Theythenpresentedtheirtableautotherestoftheclassinorder.Aftereveryoneperformed,the
classknewwhathappenedthroughoutthewholebook.Theythenworkedasaclasstofigureout
whatwastheproblem,attemptedsolutions,andresolutiontothebook.
Whatwentwellduringtheinstruction?
Someofthestrengthsofmylessonincludedtheintegrationofreadingandperforming
arts.Ifeelthatmylessonwasveryvaluabletothestudentsbecauseitgavethemtheopportunity
tolearnthatperformingartsdoesnotalwayshavetobeaseparateclass.Performingartscanbea
valuabletoolthatcancreatefunandexcitingreadingandwritingactivities.
AnotherstrengthwasthatIdidagoodjobbuildingthislessonontopoftheirbackground
knowledgethattheyhavepreviouslylearnedinclass.Forexample,Iusedthejigsawreading
activityasaplatformforthetableauperformances.Imadesuretoconnecttheconceptofjigsaw
readingbyaskingthestudents,Doesanyonerememberwhatjigsawreadingis?Thelasttime
weusedjigsawreadingwaswhenwereadtheWeRememberSeptember11thbooktogether.
Anotherexampleisincludingcriteriaintomylesson.Aweekbefore,thestudentslearnedabout
creatingcriteriaforsituationssuchashowtostandinlineforlunch.Iusedthatknowledgeby
creatingaperformanceandaudiencemembercriteriachartsostudentsunderstoodwhatthey
shouldandshouldnotdo.
IwasveryimpressedwithhowpreparedIwasforthislesson.Imadesurethatallthe
worksheetsandthephotocopiesofthebookswerereadybeforethelessonbegan.Acouple
nightsbeforethelesson,Isatdownandputthestudentsingroupsaccordingtotheirpersonalities
andhowwellIthinktheywouldworktogether.Duringthelesson,Iwentoverandcompleted
everystepthatIwroteinmylessonplan.Althoughtherewereacoupleincidentsthatwerenot
planned,mostofwhatIsawinmymindplayedoutduringthelesson.
OneofthestrengthsthatIwasmostsurprisedaboutismylessonclarity.Whenitwas
timetoperform,thefirstgroupcametothefrontandposedwhenIcountedtothree.Iwas
expectingstudentstoeithercreateaskit,move,ortalkwhiletheywereperformingonstage.
Instead,thestudentsinthegroupfrozewithscaredexpressionsontheirfaces.Thenarratorwas
abletoreadtheirsectionofthebookandexplainwhatwashappeningintheirtableau.Iamglad
thatIwasabletoexplaintheaspectsoftableauxwellenoughforthemtoperformitonstage
withoutguidance.
Whatdidnotgoaswellduringinstruction?

Sugimoto 15

ThemainweaknessthatInoticedasIwatchedthevideowasmylackofclassroom
management.ThatwastheoneaspectthatIfeltlikeIneededtoworkonthemostbeforethe
lessonbegan.Duringthegroupworkpartofmylesson,Ididnotexpectthestudentstobeas
loudastheywere.Mymentorteacherbelievestheloudnesswaspartiallybecausetheyspentthe
previoustwohoursbeforemylessoninthelibrarytakingtheHSAtest,butitwasstill
unexpected.EventhoughIremindedtheclassmultipletimestoquietdown,theycontinuedto
raisetheirvoices.Ineedtofindaneffectiveattentiongettertogetthestudentsattentionand
thenspeaktotheminanauthoritativetone.
AnotherclassroommanagementweaknessthatInoticedthroughoutmylessonwasbeing
toonice.WhatImeanaboutbeingtooniceisthatInoticedthatthestudentsbegantotesttheir
limitsandIwasnotabletostopthem.Forexample,whenIwasexplainingtherulesforthe
tableau,onestudentasked,CanIblinkorbreathe?IknowinmyheadthatIshouldhave
respondedbytellingtheclasstonotasksillyquestions,butinsteadIjustansweredthequestion
becauseIdidntknowwhattodoatthatverymoment.Ithinkasituationlikethatprovedtothe
childrenthatIcanbeapushoveriftheytryhardenough.Thetoneofmyvoicealsolacked
seriousnessandconfidence.IfeelthatIneedtoworkonmakingmytonelowersothatmyvoice
doesntsoundlikeImaskingaquestionwhenIamactuallycommandingthestudentstofollow
rules.
Lastly,mylastweaknessthatIhadwasmylackoftimemanagement.WhileIwas
makingmylessonplan,Istartedoffwithasimplelesson.However,Iwantedtomakethelesson
moremeaningful,soIdecidedtointegratereadingintothelesson.Becauseofthischange,the
lessonplanbecamemuchmorecomplex.IknewthatIwasgoingtoprobablyrunovertime
becausetherewassomuchtodo,butIdidntexpectmylessontorunforoveranhouranda
half.Myfirstproblemwasrememberingwhentostopmylessonformandatorybreaks,suchas
recessandlunch.Istartedmylessonat10:00,butIhadtostopmylessonbetween10:3010:45
forrecessbreak.Ithenhadtocontinuemylessonfrom10:4511:25,andthenstopmylessonto
letthestudentsgooutforlunch.IbecamesoengulfedinmylessonthatJenhadtoremindme
thatIneededtoexcusethemforthosebreaks.Ialsodidnotexpectthestudentstotakesolong
onthecharacterizationform.Iallottedfifteenminutesforthemtofillouttheform,butin
actualityittookthestudentsabouttwentyfiveminutes.Afterrecessbreak,Iremindedthe
studentsthattheyhavetenminutestopracticetheirtableauxbeforetheyperform.Whentheten
minuteswereup,Inoticedthatsomegroupswerestillnotready.IwasntsureifIshouldlet
themcontinuetopracticeortostopthemtoperform.Icontinuedtoletthempracticeforanother
tenminutes,butlaterJentoldmethatgivingthemtheextendedtimewasthewrongthingtodo.

WhatadaptationsormodificationdidImaketomyplanwhileteaching?
ImademanymodificationswhileIwasteaching.ThefirstmodificationthatImadehad
todowithmytimemanagement.ThewholelessontookmuchlongerthanIexpected.Ithought
mylessonwouldhavefinishedbylunch,butonlythreegroupspresentedbeforethelunchbell
rang.Mymentorteacherwasniceenoughtoletmeextendmylessonforabouthalfanhourafter
lunch.Throughoutthelesson,eachstepwasmuchlongerorshorterthanIthoughtitwouldbe.I
thoughttheintroductionsectionofmylessonwouldtakefifteenminutes,butittookonlyten
minutes.ThemainpartofmylessontookabouthalfanhourmorethanIexpected.
AnothermodificationthatImadewasduetoanabsentstudentintheclass.Acoupledays
beforethelesson,Iassignedeachstudentagroup.Thereweresixgroupsofthreestudentsand
eightgroupsoffourstudents.However,onthedayofmylesson,onestudentthatwasinagroup

Sugimoto 16

ofthreewasabsent.Ihadtoquicklymakearrangementsandreassignthegroups.Thatwas
difficultbecauseIputthestudentsingroupsaccordingtotheirpersonalities,sotopullone
personoutofagrouptobeputintoanothergroupaffectedtheoverallcohesivenessofthegroup.
Isufferedtheconsequencesoftakingachildfromonegrouptobeputintoanothergroup.
ThechildthatImovedendedupworkingwithagroupthatdidnotmeshwell.Throughoutthe
groupworktime,thegroupcontinuedtoargueoverwhowouldbeBigAl.Iwouldoccasionally
gotothatgroupandtellthemtofindafairwaytosolvetheproblem.Itwasveryhardformeto
focusonthatgroupsinceIhadsevenothergroupstoworryabout.However,whenIcametothat
groupfiveminutesbeforeperformancetime,theystillhavenotassignedcharacters.Itoldthem
thattheyhavefiveminutestopickandrehearsetheirtableau,andoneoftheboysstartedtocry.I
didnotknowhowtoproperlyhandlethesituation,soIaskedmymentorteachertostepin.By
thetimethegroupfinallyassignedtheircharacters,itwastimetoperform.Ihadtomodifymy
timebyslowlyexcusingeachgrouptositonthecarpettogivesomestalltimeforthegroupwho
wasstillpracticing.However,thatstalltimegreatlyaffectedmytiming.
Lastly,therewerefourquestionsforthestudentstofilloutonthecharacterization
activitysheet.However,thechildrenweretakingalotlongerthanIthoughttofilloutthe
activitysheet,soIendeduplettingtheclassknowthattheydidnothavetofilloutthelast
question.Insteadofusingthelastquestionasevidencetoshowthatthestudentsunderstoodthe
importanceofemotionsintableaux,Iwatchedtheirexpressionsduringtheperformanceandused
theirfacialemotionsasevidenceoftheFA3.1.1benchmark.
Whatideasdoyouhavetoimproveyourlessonoraddressproblems?
ThemainideathatIhavetoimprovemylessonistonotcompressthewholelessoninto
oneday.Instead,Isplitthisintoatwoorthreedaylesson.Thefirstday,Iwouldexplainthe
tableau,instructions,andperformance/audiencemembercriteria,andmaybeletthemdothe
characterizationactivitysheet.Thesecondday,Iwouldgivethemtimetoworktimetopractice
thetableauandperformitinfrontoftheclass.Onthethirdday,Iwouldreviewthe
performanceswiththeclassandgivegoovertheproblem,attemptedsolutions,andresolution.
Thatway,thestudentswillfeelmorecomfortablelearningthelessonataslowerpaceandhavea
betterunderstandingofboththeperformingartsandlanguageartsaspectsofthelesson.
AnotherideathatIhaveisexplaininghowtopresentthetableautotheclasswithmore
detail.Duringthefirstperformance,thenarratorofthegroupstoodinfrontoftheperformersand
blockedtheaudiencefromseeingtheperformance.Healsoreadthebookfacingtheperformers
insteadoftheaudience.Toaddressthisproblem,Iwouldannouncebeforetheperformances
beginthatthenarratorwillsitonachaironthesideofthestageandreadittotheaudiencefrom
thechair.
2.WhatevidencecanIshowaboutthelearningofthreecontrastingstudents?
Collectsamplesoftheirworkandscoretheworkaccordingtotheassessmentcriteriain
yourlessonplan.Besuretocopyyourrubricorchecklisttoscoreeachstudent

Sugimoto 17

Category

Category

Characterization
or actions related
to characters
(FA 3.1.1.)

Student clearly poses

as his/her character.

Students pose
somewhat matches
the character.

Students pose does

not match the
character.

Used Relevant
Emotions
(FA 3.1.1)

Students face shows

the correct emotion of
the character he/she
is portraying.

Students face shows

incorrect emotion of
the character he/she
is portraying.

Students face lacks

any emotion of the
character he/she is
portraying.

Student does not

laugh as he/she
acting out the
assigned scenes.

There is enough
laughter or giggles to
disrupt the meaning
of the scene.

Laughter or
disruptiveness
changes the meaning
of the scene and
disrupts the tableau.

Group form is
complete, and all
questions are correct.
Form was approved
by Ms. Sugimoto or
Mrs. Fujii during the
lesson.

Group form is partially

completed, and some
questions are correct.
Form was approved
by Ms. Sugimoto or
Mrs. Fujii during the
lesson.
Student watches
tableau but
occasionally loses
attention. Uses hand
gestures or sounds
(laughter) to disrupt
performers or speak
out of turn.

Seriousness
during
performance
(FA 3.1.1)
Description of
characters in the
story (based on
group
characterization
form)
(RL.3.3)

Audience
Behavior
(GLO 5)

Student attentively
watches tableau.
Does not distract
others during their
performances. Does
not speak out of turn.

Group form was not

completed, and the
questions are not
correct. Form was not
approved by Ms.
Sugimoto or Mrs. Fujii
during the lesson.
Student lacks
attention throughout
all performances.
Speaks out of turn
and distracts
performers that are on
the stage.

Participation in
Tableau

Student is involved
and puts in effort
during his/her tableau
performance.

Student is involved
but does not put in full
effort during his/her
tableau performance.

Student does not

participate in the
tableau performance.

Teamwork
(based on
observations and
self assessment
forms)
(GLO 2)

Student works well

with the other group
members to
collaboratively create
a tableau. Respect is
shown throughout the
lesson.

Student works with

others to create a
tableau that is not
collaboratively agreed
upon. Respect is
occasionally shown
throughout the
lesson.

Student does not

work with others to
create a tableau.
Fighting and
arguments occur
during group work
and performance
times.

Sugimoto 18

StudentAWork:

StudentAAnecdotalNotes:
characterizationform:incompleteform,onlynameanddatecompleted
o performancedidnotreflectincompletecharacterizationform
o showedemotionsandcharacterofBigAlthroughtableau
o workedwellwithgroups,wasnottheleaderbutcontributedtothegroup

Sugimoto 19

StudentBWork:

StudentBAnecdotalNotes:
goodbehaviorandeffortthroughoutlesson
o completecharacterizationform
o showedscaredemotionsoftheotherfishwhencaughtinthenet

Sugimoto 20

o raisedhandbeforeansweringquestionsthroughoutthepresentations
o tookonleadershiproleofthegroupbutdidnotoverpowerothersopinions

StudentCWork:

Sugimoto 21

StudentCAnecdotalNotes:
distractedandlackedeffortthroughoutlesson
o completedfouroutofeightblocksofthecharacterizationactivity
o lackedsadexpressionandbodypositionofBigAlduringperformance
o lackedexcitementduringgroupwork,butputinsomeeffort
didnotarguewithgroupmembers
didnotmindbeingBigAlforthetableau

Describewhateachofthethreestudentslearnedasaresultofinstruction.
Ibelievethatallthreestudentswereabletolearnhowtousetableauxtoexpresstheir
feelingsandemotionsofcharacters.Theyalsolearnedthattableauxcanalsobeusedasanother
waytoshowtheirlevelofreadingcomprehension.
IfeelthatStudentAenjoyedcreatingatableausomuchthatittookawayfromher
characterizationform.Herwholegroupwassoexcitedtopracticetheirperformancethatthey
forgottocompletetheircharacterizationform.Althoughtheformwasntcompleted,their
tableaushowedeverythingthatwouldhavebeenneededtocompletetheform,suchaswhatis
happeningintheirtableauandwhatemotions/facialexpressionsareneededtoshowhowtheir
characterisfeeling.Takingeverythingintoconsideration,IfeelthatStudentAhadtheabilityto
completetheform,butwasjusttooexcitedtoperform.StudentAalsoansweredthequestionto
whatwasoneoftheattemptedsolutions,soIcouldseethatshepaidattentiontothetableau
performances.
StudentBwasattentiveandengagedthroughouttheentirelesson.Shecompletedthe
characterizationformandposedastheotherfish.Sheshowedthescaredexpressionoftheother
fishastheygotcaughtinthenet.Ibelieveshelearnedthatperformingcouldbeusedasanasset
oratoolforothersubjects,suchasreadingorwriting.Inherselfassessmentform,shesaidthat
shereallyenjoyedthisprojectandshewantstousetableausmoreoftenforschoolactivities.I
waspleasedbyheroverallperformancebecausesheisknownasoneoftheshystudentsinthe
classroom,butperformingthetableaureallyopenedupherpersonality.Iwasabletoseeamore
extrovertedsideofher.
StudentCdidnotseemtoenjoythisperformanceasmuchasothers.Heisoneofthe
studentsintheclassroomthatishardtobringaboutengagementandfocus.Althoughhewasnot
veryengagedthroughouttheoveralllesson,itwasnicetoseethathestillvaluedteamworkand
helpedouttherestofhisgroup.Eventhoughhedidnotperformhischaracterwithmuch
emotionorbodymovement,heatleastparticipatedandunderstoodthedefinitionofatableau.
Hopefullymoreintegratedperformingartslessonscanhelphimtoopenupandbringabout
studentengagement.
Discussthelearningneedsforeachofthethreestudents.Usedatatodiscussyournext
stepsforeachstudentbasedontheirindividualneeds.
StudentAmetalltheexpectationsofmyassessmentexceptthecharacterizationform.In
futurelessons,Iwouldmakesuretoletherknowthatthewritingpartofthelessonisjustas
importantastheactingpartofthelesson.Iknowthatshewasjustveryexcitedtoperform,andI

Sugimoto 22

dontwanttotaketheexcitementawayfromher.InthefutureIwouldjustremindherto
completethewrittenpartbeforeshebeginspracticingtheperformancewithhergroup.
StudentBmetalltheexpectationsofmyassessment.Forfuturelessons,Iwouldcreate
eitheranextrastepforherthatgoesmoreindepth,ormakehertakeonmoreofaleadershiprole
inthegrouptoimproveherGLOs.IfIweretoredothelessonwiththestudents,maybeIwould
makeherbecomethesidecoachandsaywhatshelikesabouthergroupsperformance.That
wouldhelpheranalyzetheperformanceandatthesametimeitallowstherestoftheclassto
gaininsightfromherpersonalthoughts.
StudentCmetonlyhalfoftheexpectationsofmyassessment.Forfuturelessons,Iwould
paymoreattentiontowardshimandgivehimguidingquestionsthatallowhimtothinkwithout
overwhelminghimself.IbelievehedoesnttryhisbestbecausehedoesntthinkInoticehim,so
Iwouldmakesuretotalktohimandcomearoundtohistablemoreoften.Hescapableofthe
work,hejustneedsmoreattentionsohedoesntgetdistracted.
Howeffectivewasyourassessmentplanforgettinginformationaboutthestudents
learning?
Iuseddifferentassessmenttoolsandplanstogetinformationaboutstudentslearning.
Someassessmentsworkedbetterthanothers,butallsuccessfullyshowedstudentslearning
throughoutthelesson.
ThefirstassessmenttoolthatIusedwasthecharacterizationactivitysheet.Thisallowed
metogradehowwellstudentscouldrecountthestory,understandhowthecharactersact,and
theemotionsofeachcharacter.Afteranalyzingthestudentscharacterizationsheets,Irealized
thisisveryeffectiveformost,butnotallstudents.Forthestudentswhodidcompletethis
characterizationform,Icouldseethattheyreadtheirsectionofthebookandanalyzedeach
character.Thiswasanexampleofapieceofconcreteevidencethatwasusedtojudgestudents
understandingofthebook.Inoticedstudentswhoansweredthequestion,Howarethese
charactersfeeling?actedtheirpartinthetableauwithmorenoticeableemotionthanstudents
whodidnotcompletetheform.Itisidealistictothinkthatallstudentswouldbeabletocomplete
thecharacterizationsheetintheshorttimethatwasavailabletothem,buttherealityisthat
studentsdonotallworkatthesamepace.Someofmystudentswerenotable,ordidnotwantto
completethecharacterizationsheet.Thatiswhythisassessmentdidnotallowmetoassessall
students.
ThenextassessmenttoolthatIusedwasthe321gradingsheetandgradingrubric.
Whilestudentswereperforming,Iwaskeepingtrackofhowwelleachstudentwasachievingthe
criteriathatwassetintherubric.
3.Whatthree(3)bestpracticesdidIuseorwishIhadused(e.g.createasafelearning
environment.)Givesupportingevidencefromwatchingyourvideo.Note:thisdoesnot
refertoB.E.S.T.practicesofdancebutthebestpracticesforteachingarts.
1.TheoverarchingBESTPRACTICE:Integrate,integrate,integrate:Creatingan
integratedperformingartslessonwasoneofmymaingoalsforthislessonplanandIbelieveI
succeededincreatingalessonplanthatwasveryintegratedwithlanguagearts.Iincorporateda
bookandjigsawreadingintotheperformingartslesson,sostudentswereabletocreateatableau
aboutabookthattheyread.Aftertheperformances,Ialsowentovertheproblem,attempted

Sugimoto 23

solutions,andresolutioninthestory,whichissomethingthattheclasshasbeenworkingon
duringthepreviousweeks.Moststudentssawthislessonasacreativereadingactivitybecause
theyhavedonethejigsawreadingactivityinclassbefore,butwithouttheperformingartstwist.
Itwasgreattohearstudentstellmethattheywanttoperformtableauxmoreoftentobooksthat
theyreadinthefuture.Theybelievethatperformingartscanbeatooltomakereadingmore
enjoyable.
2.BestPractice#9:Scaffold:IfeltasifIdidagoodjobatscaffoldingthislessonbycreatinga
strongbuildingbackgroundandhavingmodels.Inthebeginningofthelesson,Iexplainedthe
definitionofthelesson.ThenIshowedthemapictureofatableauandexplainedtheimportance
ofshowingemotions.Ialsoexplainedhowstudentscanshowemotionthroughposingina
frozenimage(throughemotionsandbodyposition).Afterthat,Iletastudentcomeuptothe
frontoftheclassandcreateamonsterpose.Iusedthisstudentasamodeltoshowtheclasshow
hisemotionsandhandpositionsturnedhimfromafrozenhumantoafrozenmonster.OnceI
gavestudentstheinstructions,Iscaffoldedwhattheyneededtodointheirtableaubycreatinga
characterizationactivitythatallowedstudentstowritedownwhattheyneedtoactoutandthe
emotionstheyneededtodisplaywhenactingouttheirparts.Finally,Igavethemtimetoworkas
agrouptofinalizetheirtableaux.Allofthosescaffoldingstepsgavestudentstheconfidenceto
comeonstageandactoutthetableauxwithoutfearbecausetheyknewexactlywhattodo.
3.BestPractice#11:Structureforfreedomandcreativity:Imadesuretotrymybestto
createalessonthatisfocusedonamainidea,butisfreelystructuredtoallowstudentsmindsto
exploreandbecreativewiththetableauprocess.Iassignedgroupmembers,butIdidnotassign
eachstudentaspecificcharacter.Theyworkedamongsttheirgrouptochoosewhotheywanted
tobeandhowtheywantedtoshowtheemotionsoftheircharacters.Whenthestudents
performed,Ididnotsayanythingnegativeabouttheirperformances.Insteadofpointingout
whatwaswrongabouteachtableau,Iusedpositivecommentstoshowwhatstudentsweredoing
well.

4.Whatwastheimpactofmylessonondiverselearners(ELL/MLLorSPEDorGiftedor
MultipleIntelligencesorcombination).
Myintegratedperformingartslessoncreatedawayforstudentsofalllevelstopresentwhatthey
readthroughanontraditionalway.ForELLandSPEDstudents,actingoutdifferentscenesof
thebookbycreatingtableauxallowedthemtohaveanalternativewaytounderstandabook
besidesreading.SomeELLstudentsmighthavehadahardtimeunderstandingthewholebook,
soactingitoutmighthaveclarifiedthedifferentpartsofthestory.Acceleratedlearnerswere
abletohelpstrugglinglearnerstocreateatableautogether.Strugglinglearnerscouldobservethe
differenttableauxtogetabetterunderstandingofthewholestory,whilecreatingatableau
helpedacceleratedlearnersparticipateinsomethingthatwasnotusuallydoneintheclassroom.
Overall,thislessongaveallstudentsabetterunderstandingofthedifferentscenesthroughoutthe
bookbyactingitoutthroughtableaux.
5.InwhatwaysdidyourlessonsupportCommonCoreStandardsforLanguageArtsor
forMath?Bespecific.YoumaydiscussthepotentialforaddressingCommonCore.

Sugimoto 24

TheCommonCoreStandardthatIintegratedintomylessonwasCCSS.ELA.Literacy.RL.3.3:
Describecharactersinastory(e.g.theirtraits,motivations,orfeelings)andexplainhowtheir
actionscontributetothesequenceofevents.Thepartofthelessonthatsupportedthisstandard
wascreatingatableautoactoutthefeelingsofBigAlandtheotherfish.Ihadevidencethatthe
studentsmetthisstandardbythecharacterizationactivitythattheyfilledoutandtheir
expressionsduringthetableaux.Iunderstoodthatsomestudentswouldbeshyandtheir
expressionsmightnotshowonstageduetotheirnervousness,sothatiswhyImadea
characterizationactivitythatallowedthemtowritedownhowtheircharacterisfeeling.Ialso
sidecoachedduringthetableauperformancestogetstudentstodiscussthefeelingsofeach
characterandhowthestudentsaredisplayingitthroughtheirbodylanguageandfacial
expressions.
6.WhathaveIlearnedaboutmyownteachingstrengthsandwhatismypersonalgoalfor
professionalgrowthinperformingartseducation?
Ihavelearnedsomuchaboutmyownteachingstrengths.Ithinkmystrengthiscreating
curriculumandlessonsthatarebothexcitingandmatchesrequiredstandards.Althoughthisfirst
performingartslessonseemedtobeabitambitious,Iwasstillconfidentthatitwouldbealesson
thatstudentswillbothlearnalotfromandenjoy.MymentorteacherandIhavediscussedhowI
havethemethodsandtheoriesdownwhenitcomestolessonplanning,itsjusttheexecutionthat
Istillneedtoworkon.ThemainstrengththatIlearnedisthatanythingispossibleifIsetmy
mindtoitandfullycommitmyself.Thenightbeforemylesson,Ithoughtthislessonwouldbe
impossiblebecausethereweresomanydifferentconceptstoteachthestudentsduringoneperiod
oftime.IbegantodoubtmyselfuntilIthoughtabouttheimportanceofhavingperformingarts
integratedintothislesson.Irealizedthatstudentsmaynothaveanotheropportunityto
experienceaperformingartslesson,anditsmyopportunitytoshowmyteacherandstudents
thatperformingartscanbetaught.Ibegantogainconfidenceagain,andwassoproudofmyself
whenIcompletedmylesson.Thestudentsunderstoodandenjoyedthelesson,whichmadeita
successinmyeyes.
Mypersonalgoalforprofessionalgrowthintheperformingartseducationistokeep
researchingwaystointegrateperformingartsintocoresubjects.Ithinkthisisagreatlessonthat
introducedstudentstoperformingarts.Itwasamazingtoseethesmilesonstudentsfaceswhen
theyheardthattheyweregoingtoactoutscenesfromabookinsteadofjustdiscussingstories.
Ibelievethatmanyteachersdonotexposestudentstoperformingartsbecausethereisnotimein
theiralreadypackedschedules.Thatiswhyintegratingperformingartsisagreatwayto
incorporateperformingartsintoadaily.Itallowstwosubjectstobetaughtinthesameblockor
inthesametimeperiod.HopefullywhenIbecomeateacher,Icancreatemorelessonslikethis,
showotherteachers,andinspireotherstounderstandtheimportanceofperformingartsfor
youngstudents.