Developed by Kellie Kochensparger
Ascension School, Kettering
Language Arts
Grade Levels: 7-8

Introduction

Every now and then a workshop comes along that changes the way that teachers think about teaching. Ping Chong & Company was brought to Dayton in 2016 by Muse Machine for their Summer Institute. This workshop prompted many of the teachers who attended to take a new look at their instructional processes. Kellie Kochensparger from Ascension School was one of the teachers who was inspired to bring the ideas that she learned at the institute back to her seventh grade students. She provided them with the structure and inspiration that they needed to dig deeply into themselves to write stories and poetry worthy of much older and more experienced students. Muse Machine provides this exemplary lesson plan written by a teacher who cares deeply for her students and for her field of instruction. Our thanks again to Ping Chong & Company for providing the highest level of material and activities that inspired our teachers to do their best work!

Non-Arts Discipline

English Language Arts

Content Statement

Through creating an individual piece of narrative writing and performance art, students will:

Study the importance of precision of language
Practice appropriate actor behaviors using appropriate eye contact, volume, and pronunciation
Include a visual in their presentation to emphasize salient points

Demonstrate the ability to include relative descriptive details and sensory language to capture action and convey experiences and events

Enduring Understandings
Language, in both written and spoken forms, influences the reader or observer and is influenced by the recipient’s own experiences.

Language shapes and reflects the culture in which it is created, and that culture contributes to one individual’s unique experiences.

Progress Points
Pre-assessment, in-class daily observations, thumbs up/down or exit slips daily, final performance observations, and post-assessment

Strand/Process

Note: This lesson plan will cover 5-6 days depending upon student comprehension and writing levels. Since it is my first time presenting it, it will also provide

CCSS.ELA-LITERACY.L.7.3.A
Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

CCSS.ELA-LITERACY.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation

CCSS.ELA-LITERACY.SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

CCSS.ELA-LITERACY.W.7.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

(Source: http://www.corestandards.org/)

Arts Discipline

English Language Arts

Content Statement

Enduring Understandings

See above

Progress Points
Pre-assessment, in-class daily observations, thumbs up/down or exit slips daily, final performance observations, and post-assessment

Strand/Process

See above

Essential Questions

What are important questions to explore related to identity, belonging, place, and cultural and community histories? (Source: www.pingchong.org)

What makes writing worth reading? (Source: http://olc.region10.org/21/wp-content/uploads/2013/07/Essential-Question-and-Enduring-Understanding-Tutorial.pdf)

Personal Narrative: How can I develop a clear and consistent voice in my writing? (Source: http://www.essentialquestions.org/random_questions.lasso)

What makes an audience member pay attention to a performance?

Content Elaborations

Students will learn how:

To choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy
To use appropriate eye contact, adequate volume, and clear pronunciation
To include multimedia components and visual displays in presentations to emphasize salient points
To use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events

Expectations for Learning

Students will demonstrate this learning by:

Participating daily in class
Completing exit slips daily
Bringing in a representative item
Writing and editing personal narratives and creating a visual performance art piece which includes descriptive details and sensory language based on teacher and peer feedback
Performing their written piece so that all audience members can easily follow (see, hear, understand)their work

Instructional Strategies

Students will be engaged and supported in learning by:

Being given non-threatening “low risk” opportunities to participate daily in class.
Being able to openly share their feedback during daily observations/group work and thumbs up/down or exit slips.
Selecting a representative item when given a list of suggestions and brainstorming together.
Receiving individual feedback on their written personal narratives and creation of the visual performance art piece from the teacher and peers.

Assessment (Pre and/or Post)

Students will know how well they are learning by:

Ongoing peer and teacher feedback
Intrinsically knowing how they feel about the material they are writing and sharing
Self-assessment
Being able to articulate the changes they are incorporating to strengthen their writing and performance
Audience feedback during the performance (applause or lack of audience attention) and post-performance feedback as well as discussion

Materials & Resources

Materials list for Teachers:

MUSE Summer Institute packet
Ping Chong Company website resources: www.pingchong.org
Chart paper or poster boards
Own River Story
Copies of “Where I’m From” by George Ella Lyon
SmartBoard and YouTube clip of “Where I’m From” by George Ella Lyon
Exit slips
Pre- and post-assessment links for Survey Monkey
Showcase items to use as examples for students
Music stands and chairs if available for performance

Materials list for Students:

Copy of “Where I’m From” by George Ella Lyon
Paper and pencil
Chrome books
Item representing own self or culture
Printed work

Key Vocabulary

Precision of language
Community
Culture
Cultural Sensitivity

Career Connections

Public Speaking
Self-confidence for any career
Writing competency

Diverse Learners

How will instruction be differentiated according to learner needs?

Students will be able to participate to the extent that they individually feel comfortable.
Translation tools will be available for ELL students.
Show and discuss “Where I’m From” by George Ella Lyon
Brainstorm list of representative items.
Discuss vocabulary
Writing time within Study Island – graphic organizer, brainstorm, writing session, revision with teacher then revision with peers.
Performance rehearsal time with feedback from teacher and peers.
Ordering and staging the final performance pieces.
Performing for an audience.

Interdisciplinary Connections

How can the lesson be integrated with activities from the SI 2016 to strengthen student learning? (Identity, belonging & space)

Specific activities that I plan to incorporate into the classroom work include:

Community group norms chart.
Community building game “That’s What Happened Since I Saw You Last” with 1 group sharing out.
River Stories
Sharing items that represent own culture and sense of identity, belonging, and space.
Writing assignment and revisions for performance piece.
Performance for peers based on student writing to showcase their cultural identities, belongings, places, and cultural and community histories.
Post-performance feedback and discussion.

Technology Connections

Ideas for using technology in conventional or novel ways to facilitate/assess/document learning.

Ways in which technology will be incorporated in the lesson include:

Students will complete a pre- and post-assessment via Survey Monkey.
Projected copy and distribute copies of “Where I’m From” by George Ella Lyon
YouTube performance of “Where I’m From” by George Ella Lyon
Photo documenting work with the I-Pad.
The performance piece writing assignment and revisions will be completed through Study Island on-line teacher-created assignment component.

Home/At Work Connections

Describe work that will be assigned to students outside the classroom.

Work students will be assigned outside the classroom includes:

Reflecting on classroom work surrounding issues of identity, belonging, and space.
Bringing in an item to share that represents them. (ex. a photo, object, or musical selection)
Working on their narratives and narrative edits outside the classroom.
Practicing their performance pieces.

Create pre- and post-assessment:

Language, in both written and spoken forms, influences the reader or observer and is influenced by the recipient’s own experiences.
Language shapes and reflects the culture in which it is created, and that culture contributes to one individual’s unique experiences.