Session Six. Children s Club Lesson Plans

Transcription

1 Session Six Children s Club Lesson Plans

2 Standards, Outline, and Materials Inspired by the book: Pete s a Pizza by William Steig Art Standard: Researching Children will find materials to support dramatizations and use gestures to communicate information. Literacy Standard: Children will use listen to and follow two-, three-, or fourstep directions. Outline for Children s Club: 8 minutes Warm-Up Activity (Boom Chicka Boom) 30 minutes Book Activity (Kneading a Story) 7 minutes Closing Activity (Yes, No, Maybe) Session Set-Up: Children will need to be able to form a circle as well as sit in a group facing the teacher with room to move around. Session Materials: Book: Pete s a Pizza One stuffed animal per child Optional: picture of a real pizza and recipe, items used to make a pizza: apron, pizza pan, rolling pin, salt shaker, chef s hat: Italian music; real ingredients: oregano, mozzarella cheese

3 Title of Warm-Up Activity: Boom Chicka Boom Length of Time for Activity: 8 minutes Format of Activity: This is a call and response game that encourages projection. Materials: none Directions: 1. Tell the children that you are going to call out a statement using a specific volume and tone of voice and they should all echo you using the same volume and tone. 2. Change the voice you use after a few lines. 3. After the children learn the words, allow one of them to be the caller. Teacher or Caller: A boom chicka boom! All Echo: A boom chicka boom! Teacher or Caller: I said, a boom chicka boom! All Echo: I said, a boom chicka boom! Teacher or Caller: I said a boom chicka rocka chicka rocka chicka boom! All Echo: I said a boom chicka rocka chicka rocka chicka boom! Teacher or Caller: Uh Huh! All Echo: Uh huh! Teacher or Caller: All right! All Echo: All right! Teacher or Caller: One more time... All Echo: One more time...

4 Title of Warm-Up Activity: Kneading a Story Length of Time for Activity: 30 minutes Format of Activity: Children should be seated on the floor facing the teacher with room to move. Note to Teacher: If eating a real pizza becomes an activity you do, become aware of food allergies of the children. Playing Italian music during this activity is optional. If you play the music, explain that pizza is a traditional Italian food which is why you are playing the Italian music. Materials: Pete s a Pizza; optional stuffed animal per child, ingredients for a real pizza Directions: Part One: Book Background 1. Say to the children, If you like pizza, show me a big smile. Wow! A lot of you are smiling so a lot of you must like pizza! 2. Show students the cover of the book Pete s a Pizza and ask, Do you think this boy likes pizza? 3. Say, This boy s name is Pete and this book is called Pete s a Pizza. 4. Ask, Does Pete look like a pizza to you? 5. Ask, What needs to be on Pete in order for him to be a pizza? (Prompt students so they call out pizza ingredients to answer this question such as cheese, pepperoni, tomato sauce, etc.) 6. Explain to students what ingredients you would use to make a pizza. 7. Say, I am going to read this story. Pay attention to the ingredients used to make the pizza. 8. Read the story Pete s a Pizza and talk with children about how Pete became a pizza. 9. Ask children what is different about the real recipe and the Pete s a Pizza book recipe. 10. Ask children, What other items would we need to make a pizza besides the ingredients? (Prompt students so that they call out items such as a rolling pin, an apron, a salt shaker, an oven, etc.)

5 Part Two: Drama Tip 1. Ask students, Is Pete heavy or light? How do you know? 2. Say, Show me what you would do if you were picking up Pete. What would you do to show that you were pretending to pick up something heavy? 3. Explain that when you are acting you use gestures to communicate such as the way you act like you are picking up Pete communicates if Pete is heavy or light. 4. Say, Let s practice. Pretend you are picking up a pepperoni and putting it on the pizza. 5. Say, Now pretend you are tossing the dough into the air and spinning it around. 6. Ask, Can you see how your gestures communicate to the audience what you are doing? 7. Point out that sometimes props are necessary to set the stage and let the audience know what is happening but sometimes the actors use their gestures to communicate instead of using props. 8. Ask, What props would we need to act out a story about turning a person into a pizza? Part Three: Drama Experience 1. Explain that you are going to act out making a pizza using the stuffed animal as your dough. 2. Demonstrate each step. a. Say, Let s put on our chef s hat. (Pretend to place a chef s hat on your head.) b. Say, Let s put on our apron. (Pretend to put on your apron and ask for help tying it.) c. Continue demonstrating how to spread the tomato sauce, sprinkle spices, shake on the cheese, etc. 3. Talk about how your gestures communicated what was happening. 4. Give each child a stuffed animal to act out the story. 5. Read Pete s Pizza again and have the children act out each page with their stuffed animal. 6. Pretend to eat the pizza. 7. As an extension of the activity serve real pizza.

6 Title of Closing Activity: Yes, No, Maybe Length of Time for Activity: 7 minutes Format of Activity: Divide the room into three sections and label them one for yes, one for no, and one for maybe. Materials: none Directions: 1. Ask the children to stand in a line across the back of the room. 2. Explain that you are going to ask questions and each child s answer will be yes, no, or maybe. 3. Show children how the room is divided into YES MAYBE NO three areas. Explain that after you ask each question they should move to the area of the room that matches their answer either yes, no, or maybe. 4. Before asking a question, remind the children that they should move calmly to their answer since they will all be moving at the same time. 5. Ask one question at a time (suggested questions are listed below). 6. Allow older children to create questions to ask the other children. Suggested Questions: a. Do you like eating pizza? b. Do you like pepperonis on your pizza? c. Do you like pretending to make a pizaa? d. Do you like acting out a story with no props? e. Did you like the story Pete s a Pizza? f. Do you know how to make a pizza? g. Have you ever made your own pizza?

7 MODIFICATIONS: How will the activities be modified for various ages - 5 and up (5-8 years, 9-12years)? Warm-Up Activity: Boom Chicka Boom older children could be invited to be the caller; older children should be expected to say the chant more quickly than younger children Book Activity: Kneading a Story older children could read the book; children could be divided into a parent/child team where the older child functions as the parent; the parent demonstrates a gesture and the child imitates; the pair could act out the story Pete s a Pizza with the parent coaching the child as he/she transforms the stuffed animal into a pizza. Closing Activity: Yes, No, Maybe questions could be more challenging; older children could be allowed to create the questions to ask the other children.

8 DRAMA and STORYTELLING Glossary of Terms Creative dramatics A form of play that asks children to use movement, mime, and dialogue to answer dramatic questions or solve dramatic problems. Pantomime (mime) Telling a story without words but by using movement and facial expression. Improvisation Making up dialogue and/or movement without any planning, thinking fast on your feet. Leader The person who sets the rules, teaches the games and side-coaches giving structure to the group. Side-coaching instructional phrases encouraging the players to be involved which are called out as the group is engaged with an activity. It helps the student to learn how to listen without stopping the momentum of the game. Player A person who is participating in the creative play. Term used instead of actor. Narrator-- The person who tells a story with expression in their voice. Audience a group of people who watch and listen to the story or game being shown by a troupe of players. Director In more formal theater settings, the person who interprets the play or story and oversees everything the actors do. Making the invisible, visible By using pantomime and focus, the player shows an activity or uses a make-believe prop in a specific way so that the audience can see that which is not there. Playing area The space where the players move in. There should be a definite perimeter to help define the area. Prop A tangible object used by the player to help tell the story. Setting the Stage Getting ready by pre-placing props and furniture needed for the story ahead of time. Open Up-- In order for a player to be seen by the audience, the player must open up his body like a book. Also, called cheating. This encourages the player not to be in a profile position but rather to face out in a natural manner. Terms about the Stage Backstage - The space behind the playing area where actors enter and exit from. Upstage - The part of the playing area in the rear. Downstage - The part of the playing area that is closest to the audience. The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project, the Department of Health and Human Services, Administration on Children, Youth and Families as part of the Early Learning Opportunities Act/Bringing Education and Support to Teachers, Parents and Children (ELOA/BEST) Project, and the Florida Institute of Education at the University of North Florida. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education, the Department of Health and Human Services, and/or the University of North Florida.