Grade Level: 3rd esol

Teacher Name: F. Hill

School: Clarkdale

Key Words/Vocabulary:
Pantomime (mime)-
expressing emotions
without words
Place photo of work session or student product here!
Go to Insert and select Pictures. Select your photo to import. Character trait
Once imported, you can right click on the photo, select wrap text characters behavior
and in front of text to allow it to be positioned. (what they do) and
Place it right on top of this box and personality (how they
resize the image to fit in this area if needed. act)
describe

Content Standard(s): ELAGSE3RL3: Describe
characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to
the sequence of events.
Fine Arts Standard(s): TAES3.3 Acting by developing,
communicating, and sustaining roles within a variety of situations
and environments
f. Dramatizes literature and original scripts through various
dramatic forms such as story drama, pantomime, process
drama, puppetry, and readers theatre
 Lesson Procedure: a. Hook: https://www.youtube.com/watch?v=R87Iux8E0u8
What do you think we are talking about and learning about
a. Hook (something to get the students' attention) today?
b. Instructional steps
c. Formative checks (progress checks throughout the lesson)
d. Summative assessment (description)
e. Closing (how you will end the lesson/wrap up for students)

b: Instructional Steps:
https://www.youtube.com/watch?v=R87Iux8E0u8
-TW/SW model how to pantomime fishing, baby crying, eating food you dont like, golf player, violinist, teacher teaching
a lesson, playing a video game, watching tv, being angry, etc.
-Discuss the word pantomime, mime, meaning using vocabulary graphic organizer.
-EQ: How do I show character traits using pantomime?
I can statements: I can show character traits using pantomime. I can write and talk about characters and their actions
using pantomime.
-Read passage Ant and the Grasshopper, with group of students, explain purpose for reading. That we are looking for
character traits :characters behavior (what they do) and personality (how they act).
-Mark places that show character trait. TW determine if that trait can be pantomimed.
-Chart the ant and chart the grasshopper. What do we know about the ant/grasshopper? Where is that in
the story?
-pantomime parts of the story teacher determines. How does this show character trait? What character trait
does this show? Use chart we made for ideas.

c: Formative Assessment: peer assessment/self-assessment using sentence starters.

Each student choose one character trait of either the ant or grasshopper.
Pantomime so that audience knows what the character is feeling or going to do

I like
I notice
It/This could be more effective (work better) if..
d: Summative Assessment:
After reading a short passage (each student would have a different passage), students could answer
questions about characters traits, feelings, personality, etc
Students pantomime a character trait. Rate pantomime according to the following catergories: Successful,
Progressing, Limited

e: Closing: Ideas to present/display student learning:

Ticket out the door: How did pantomime help
you learn about the character?

Resources: GA Standards of Excellence;

http://teacher.depaul.edu/Documents/TheAntsandtheGrasshopperFiction3rdGrade.pdf

Rubric