Session Four. Children s Club Lesson Plans

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1 Session Four Children s Club Lesson Plans

2 Standards, Outline, and Materials Inspired by the book: Pretend You re a Cat by Jean Marzollo Art Standard: Acting Children will assume roles and use variations of locomotor and non-locomotor movements and vocal pitch, tempo, and tone for different characters. Literacy Standard: Children will listen to and follow two-, three-, and four-step directions Outline for Children s Club: 8 minutes Warm-Up Activity (Word Toss!) 30 minutes Book Activity (Story Imitations) 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: Pretend You re a Cat Optional props that suggest animals (such as hats, wings, rabbit ears, balls, plastic flowers) Optional animal sounds on tape Optional tape player

3 Title of Warm-Up Activity: Word Toss Length of Time for Activity: 8 minutes Format of Activity: This is a circle game used to bring a group together. Note to Teacher: Warm-Up Flexibility - You need to read the groups energy and dynamic right from the start. In order for the group to settle into the lesson planned, they must be brought together as a group and calmed. It is important to be familiar with all the activities ahead of time. If a group seems overactive, allowing them to exert energy with a physical activity is a great way to start out. Materials: none Directions: 1. Ask the children to stand in a circle. 2. Tell children that they are going to do an activity called Word Toss. 3. Ask the children to show you what it looks like to toss something. Provide modeling and assistance as needed. 4. Ask the children to show you what it looks like to catch something. Provide modeling and assistance as needed. 5. Tell the group that they are going to take turns pretending to toss and catch something while calling out words so they are tossing and catching words. 6. Inform the children that you are going to do a performance for their families in a few minutes so you want them to toss words that are names of people in their families. 7. Instruct the group that when it is their turn to toss a word, they must look at the child they are throwing the word to. 8. Explain to children that when they catch the name, they must then think of another person s name to toss to someone else. 9. Continue the process allowing many children to have a chance to toss and catch family names.

4 Title of Warm-Up Activity: Story Imitations Length of Time for Activity: 30 minutes Format of Activity: Children should be seated on the floor facing the teacher with room to move around. Note to Teacher: Use the props that suggest animals or animal sounds on tape to aid in imitations Materials: Pretend You re a Cat; optional props that suggest animals, animal sounds on tape, tape player Directions: 1. Show the cover of Pretend You re a Cat and ask, What do you think these children are doing? 2. Explain that the children are pretending to be different animals. 3. Tell children that they will also have a chance to imitate the animals. Explain that some of the imitations will use their bodies and some imitations will use their voices. 4. Point out to the children that when they perform an imitation using ONLY their bodies and making no sound they are performing a pantomime. 5. Show students the page with the cat and ask the following questions: a. What are the children doing? b. Are the children happy or sad? c. How can you tell? 6. Tell students you are going to read the words about pretending to be a cat. Invite them to listen to the story and act out the story events by pretending to be the cat. Remind them to stay in their own space when moving like the cat. 7. Read the story page. Allow students to pretend to be a cat. Give prompts such as, Hiss like a cat. Let s try it. Show me. Now let s purr. Now without a sound, let s stretch. Remember stretching and making no sound is an example of a pantomime. 8. Show students the page with the dog and ask the following questions: a. What are the children doing? b. Do they look like dogs?

5 c. How do the children feel? d. How can you tell? 9. Read the story page. Allow students to pretend to be the dog. Give prompts such as, We are going to stay in our space and bark like a dog. Let s try it. Show me. Now let s beg. Now without a sound, performing a pantomime, let s dig. 10. Show students the page with the bee and ask the following questions: a. What is the little girl doing? b. How does she feel? c. What sound do you think she is making with her mouth? 11. Read the story page. Allow students to pretend to be the bee. Give prompts such as, We are going to stay in our space and pretend to buzz. Let s try it. 12. Turn back to the story page showing the dog. Give the following prompts to children: a. Let me hear you bark. b. Now, let me hear you bark like you are a BIG dog. c. This time, let me hear you bark like you are a LITTLE dog. d. What was the difference about your barking as a BIG dog versus a LITTLE dog? 13. Explain to children that they changed the pitch of their voice using a low pitch to imitate a BIG dog and using a high pitch to imitate a LITTLE dog. 14. Turn back to the story page showing the cat. Give the following prompts to children: a. Let me hear you meow. b. Now, use a high pitch to meow like a kitten. c. This time, use a low pitch to meow like a tiger. d. Do you see how you change the pitch of your voice to imitate different animals?

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 acting like a dog? b. Do you like imitating a cat? c. Do you like pretending to fly around like a bee? d. Do you like doing a pantomime? e. Did you like barking like a little dog using a high pitch? f. Did you like meowing like a big cat using a low pitch?

7 MODIFICATIONS: How will the activities be modified for various ages - 5 and up (5-8 years, 9-12years)? Warm-Up Activity: Word Toss vocabulary children use could be expected to be more sophisticated; older children should be expected to think of a word more quickly than younger children Book Activity: Story Imitation children could be encouraged to use more complexity with their animal movements and story imitations such as a cat chasing a mouse. Closing Activity: Yes, No, Maybe questions could be more challenging; older children could be allowed to create the questions to ask the other children. 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. These prototype materials are still indevelopment and refinement and should be used with this caution in mind. 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.

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.

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