Comparing and Contrasting Characters.pdf - Arts Impact
Comparing and Contrasting Characters.pdf - Arts Impact
Comparing and Contrasting Characters.pdf - Arts Impact
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ARTS IMPACT LESSON PLANNING FORMAT<strong>Arts</strong> InfusedDiscipline:Theater <strong>and</strong> ReadingShared concept: characterGrade 3rd Title: <strong>Comparing</strong> <strong>and</strong> <strong>Contrasting</strong> <strong>Characters</strong>Level:Author: Leann Christensen <strong>and</strong> Dave Quicksall at Saltar’s Point ElementaryEnduring Underst<strong>and</strong>ing: <strong>Comparing</strong> <strong>and</strong> contrasting a character’s attributes <strong>and</strong> actions withthose of another character builds awareness of their commonalities<strong>and</strong> differences.Examples:video evidence on filevideo evidence on fileTarget:Criteria:Target:Criteria:Target:Criteria:Target:Criteria:Session OneTarget Learnings <strong>and</strong> Assessment CriteriaIdentifies similar attributes shared by two characters.Records similarities in how the character looks, feels, moves, soundson compare/contrast diagram.Identifies attributes that differentiate the two characters.Records character differences in how the character looks, feels,moves, sounds on compare/contrast diagram.Identifies actions appropriate to the attributes of the two characters.Records the ways the character moves <strong>and</strong> what s/he does on thecompare/contrast diagram.Clearly presents character’s actions with pantomime.Makes physical choices to portray how character moves <strong>and</strong> whats/he does.Instructional Strategies1. Introduces list of characters to students. Review who the characters are <strong>and</strong> brainstorm anyadditional characters to be added to the list.2. Pairs students. Students are asked to look over the list <strong>and</strong> choose two characters fromthe list or from their own choice (teacher must approve choices outside the list).3. Remind students of prior experiences with compare <strong>and</strong> contrast (i.e. science, math, <strong>and</strong>stories). Prompt: Turn to your partner <strong>and</strong> share what you remember about compare <strong>and</strong> contrast.Share with the class what you remember.4. Models identifying of character attributes by filling in compare/ contrast diagram usingtwo characters not on the list (Teacher <strong>and</strong> Talk Show Host). Prompts: <strong>Characters</strong> can becompared <strong>and</strong> contrasted also. Remember that characters are identified by their actions <strong>and</strong> theirattributes. Attributes are the character traits, i.e. responsible, tall, mean. What I am going to do nextis to show how we can compare <strong>and</strong> contrast characters by focusing on their actions <strong>and</strong> theirattributes.5. H<strong>and</strong>s out the compare/contrast diagram for students to first individually fill out. Aftera few minutes, students work with partner on filling in the rest of the diagram. Studentsmust have at least three examples of similar attributes <strong>and</strong> at least three examples of differentattributes. Collects diagrams to review <strong>and</strong> keep for next session.Embedded assessment: Criteria-based checklist.1
Session Two6. Reviews previous modeled compare/contrast diagram of Teacher <strong>and</strong> Talk Show Host.Models identifying actions for each character. Prompt: What are some actions that a teacher does?What are some actions that a talk show host does? List actions on model diagram.7. Distributes student compare/contrast diagrams. Students list actions appropriate to thecharacters on the compare/contrast diagram.Embedded assessment: Criteria-based checklist.8. Models pantomiming actions recorded on diagram for teacher. A volunteer will pantomimeactions for talk show host. Prompt: Take the next few minutes to take an action from your character<strong>and</strong> practice performing it in preparation to present it in front of the class. Students practice actions.9. Guides students to present their characters in pairs. The students tell who their charactersare. The class identifies the action. Prompt: We have these two characters. What are some similaractions <strong>and</strong> attributes? What are some different actions <strong>and</strong> attributes? Embedded assessment:Criteria-based checklist.10. Leads group reflection. Prompts: In creating your list of differences <strong>and</strong> similarities, which partwas more challenging for you to create <strong>and</strong> why? Students take a moment to discuss question withtheir partner <strong>and</strong> then share their thoughts with the class.Embedded assessment: Group reflection.2
<strong>Arts</strong> InfusedDiscipline:Grade 3rdLevel:Students1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.TotalPercentageTheater <strong>and</strong> ReadingTitle:<strong>Comparing</strong> <strong>and</strong> <strong>Contrasting</strong> <strong>Characters</strong>Author:Leann ChristensenTHEATER AND READINGTHEATER AND READINGConcept: CharacterProcess: ComparisonRecordssimilarities inhow thecharacter looks,feels, moves,sounds oncompare/contrastdiagram.Recordscharacterdifferences inhow thecharacter looks,feels, moves,sounds oncompare/contrastdiagram.Concept: ActionProcess: ComparisonRecords theways thecharacter moves<strong>and</strong> what s/hedoes on thecompare/contrastdiagram.Makesphysicalchoices toportrayhowcharactermoves <strong>and</strong>what s/hedoes.TotalPoints44
Teacher CommentsWere there any studentsespecially challenged byconcepts in the lesson; whatinstructional strategies helpedthese students?Were there lesson dynamicsthat helped or hinderedlearning?What classroom managementtechniques supported studentlearning?Other comments:Family Communication:5
Compare <strong>and</strong> Contrast with a Box <strong>and</strong> T-ChartSimilaritiesDifferences6
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