Cultural Stories of the Sun

The retelling of short stories The Sun Girl and the Moon Boy Why the Sun and Moon Live in the Sky Why the Sun Follows the Moon Amaterasu in the Heavenly Cave Maui Captured the Sun

Trineen Lopes La aden !T" #$% &erformin' Arts (nit For !mplementation at )oloa "lementary S hool Mrs* )o'a+s Class #rd Grade Fall $,-.
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Overview
This unit plan was created to be used in Mrs. Koga's 3 rd grade class at Koloa Elementary School. Cultural Stories of the Sun unit contains four indi!idual lessons. " structured this unit as a spin off of the Creation Stories unit that was taught to us during our first #$# in %anuary. Students will be introduced to legends about the sun from different cultures. To incorporate literate and reading into my unit& " will ha!e students brea' up into groups to do a dramati(ation to retell their understanding of the story selected. Students will ha!e a short lesson on two elements of drama& body language and !oice& during the span of this unit. These mini lessons were also ta'en from #$# for our performing arts class. Essential Understanding The essential understanding that " want for my students is that the sun was interpreted by different cultures and areas of the world. Students will de!elop this understanding by recreating the stories in their own interpretation to retell the story using !oice and body. " also want my students to understand the importance of respecting different cultures opinions and perspecti!es. Outline of Lessons )esson *+ "ntroduction of Cultural Stories of the Sun )esson *$ Mini )esson on ,ody )anguage. -antomime acti!ity from #$# . /ehearsal )esson *3 Mini )esson on 0oice. The reading The way " #eel 1cti!ity from #$# . /ehearsal )esson *2 Performance Day

Assessment Students will ha!e an o!erall sumati!e assessment on their performance day. This rubric will document if students ha!e applied what was learned through the unit into their performance. Student 3ame 4sed voice to show emotion during the presentation 4sed proper use of body language in their presentation /etold an interpretation of the literature that was sequential, congruent and made sense.

Hawaii Teacher erformance !tandard

Teacher !tandard A"E# $.% Active engagement in learning 5Candidates use their 'nowledge and understanding of indi!idual and group moti!ation and beha!ior among students at the K67 le!el to foster acti!e engagement in learning& self moti!ation& and positi!e social interaction and to create supporti!e learning en!ironments. " will be meeting this standard by modeling positi!e beha!ior and attitude towards the ideas and opinions of others. " will lead fun and engaging lessons to prepare the students for their performance. " will use encouragement and compliments to moti!ate students and create a safe en!ironment where " am a coach and they are the performers.

&eneral Learner Outcomes

&LO' Effective "ommunicator 8.+ 9 )istens to& interprets& and uses information effecti!ely 8.$ 9 Communicates effecti!ely and clearly through spea'ing& using appropriate forms& con!entions& and styles to con!ey ideas and information for a !ariety of audiences and purposes Students must read and interpret the literature. 1s a group the students must communicate effecti!ely to agree on a way in which they will retell the story for an audience. The end product will be a combination of e!ery one's thoughts& ideas& and effort.

Hawaii "ontent and erformance !tandard in the erforming Arts and Other !elected "ontent Areas
erforming Arts !tandard (A $.$)* Create a dramati(ation based on a story ELA "ommon "ore !tandard $.+L.$ :escribe characters in a story ;e.g.& their traits& moti!ations& or feelings< and e=plain how their actions contribute to the se>uence of e!ents. erformance Assessment #ndicators' :oes the acting in the play help bring the characters to life? 1re students using !oice and body language to show their attitude of the character they are trying to portray? :oes the play show the students understood the te=t? "s it se>uential? :o the students con!ey the same message as the original te=t?

Additional Ob,ectives
Students will be able to create an end product by wor'ing collaborati!ely in a group setting. Students will be able to better comprehend abstract te=t by rereading and retelling. Students will be able to e=plore literature ;fol'tales< from different cultures.

Assessment !trategies
Assessment Tas-s' Students will participate in@ 6 )esson + to learn the importance of characters in a te=t. 6 )esson $ to learn and practice the importance of body language in story telling 6 )esson 3 to learn and practice the importance of !oice in story telling 6 /ehearsals& to learn and practice the importance of wor'ing together to get the Aob done. 6 -erformance :ay& for a formal e!aluation of applied 'nowledge o!er the units teaching. Assessment Tools .(ormative and !umative/' )esson + will be assessed through the completion of two wor'sheets. 1 Sensory Chart and a Character 1nalysis Sheet ;found in attachments<. #ormati!e assessment will be done through class discussion and circulation& including obser!ation of peer con!ersations& and responses to class >uestions. )esson $ and 3 will be mostly assessed through participation. Students may use this chart to monitor their progress during this time.

Answer yes or no the box below the question after completing the assignment :id my partner :id " correctly :id " complete :id " read my Bas " able to correctly guess guess the item the mystery bo= part of the story ha!e fun and still the item that was that was acti!ity without li'e my card said be respectful to remo!ed from my remo!ed from my using words? to? others? .

Student Self Check

mystery bo=?

partners mystery bo=?

)esson 2 will be a sumati!e assessment on their performance. " plan to !ideo record these performances ;as permitted !ia release forms<. The rubric " will use is found on -age $ under 1ssessment.

Lesson lans
Lesson 0) will be my lesson for our "TE 3+3 class. " plan to start my lesson with a short story from the Korean culture titled The Sun Girl and Moon Boy. 1s " am reading to the class& students will ta'e notes on words and graphics that relate to different senses. Students will use a chart to 'eep trac' of their noticings. " will also ha!e the students fill out a character analysis sheet to better understand character roles. "n this lesson " will be loo'ing for comprehension s'ills& character interpretation& as well as student interpretation of figurati!e language and abstract ideas. :uring this lesson " will introduce the obAecti!es and class proAect for this unit. Students will be notified about the groups that they will be in and be gi!en a cultural area that they will co!er. .%1 minuets/ # will... model and gi!e e=amples of how to use the Sensory Chart read The Sun Cirl and the Moon ,oy lead a class discussion on findings during the reading of The Sun Cirl and Moon ,oy pass out a character analysis wor'sheet collect wor'sheets for data collection They will... participate in the class reading by ta'ing notes using their Sensory Chart wor'sheet ha!e the opportunity to tal' with their peers about what they noticed in the story complete a character analysis wor'sheet

Lesson 02 will open our drama practice. Students will meet with their group and read
the story they are assigned for the first time. ,efore ha!ing the students wor' together on their performance& " want to do a short acti!ity on pantomime. " plan to engage my students in the mystery bo= acti!ity that we did during our #$#. " will ha!e students sitting in their groups and " will hand out an in!isible bo= and ha!e them open it using their imagination to show their group members whats inside. Students must pull out the item and use their body language and facial e=pressions to show their group what was inside without using any /

words. My goal for this lesson is to get students comfortable with acting and wor'ing with the members of their group. The rest of the lesson time will be used for students to rehearse their play. . %1 minuets/ # will.... begin the lesson with the pantomime mystery bo= e=perience groups students in groups of 2 or 8 introduce the piece of literature that each group will focus on The students will... e=perience communication without words e=plore different ways to show e=pression and representation meet with their group and ha!e the opportunity to re!iew their story and start planning their performance.

Lesson 0$ will open with a lesson on !oice. " will begin by showing a mentor te=t !ideo of a children's poetry slam. Be will ha!e a >uic' class discussion on what was noticed about the !ideo. 3e=t& " want to run through the acti!ity reading of The Bay " #eel by %anan Cain with my class each reading a different part of the story with an emotion card. :uring our last #$# one group did a presentation on reading fluency. " want to adapt this short lesson to help the class practice reading with emotion. " want e=plain that e!en if the short play is narrated& the narrator should read the te=t with emotion. The rest of the lesson time will be used for students to rehearse their play. . %1 minuets/ # will... show a mentor film on using !oice to show emotion ;children's poetry slam< lead the class reading acti!ity The Bay " feel by %anan Cain lead a short class discussion on how !oice helps impro!e a performance The students will... watch a short clip of students in a poetry slam apply what they learned in a class acti!ity6 class reading The Bay " #eel use the rest of the class period to continue to rehearse for their performance focusing on their use of !oice to show emotion. Lesson 0% will be the big day for the students. " thin' it will benefit them to ta'e the first +D min. to do a short final rehearsal with their group and prepare for the show. 3ot only will they be performing their short story retell in front of their peers& but " will also be in!iting my field super!isor to stop by and do my $nd obser!ation at this time. Bhile students are performing& " hope to !ideo tape our show. " plan to end our lesson with a class discussion on what we learned during this unit. " hope to ha!e students share their feelings and e=periences during this time. . 34 minuets/ # will... pro!ide time for students to run through their performance one last time before the show
0

circulate around the room and chec' in with the different groups& pro!iding moti!ation and encouragement use a camera to film the e!ent ;as much as allowed !ia release forms< conclude the lesson with a short class discussion on what we learned and similarities and differences in the stories. The students will... finali(e their performance perform their play for their peers& their teacher& myself& and Ms. Mary Capwell debrief on our unit after their performances.

5aterials 6eeded
Lesson ) Mentor te=t The Sun Cirl and Moon ,oy $ wor'sheets6 Sensory Chart& Character 1nalysis Lesson 2 Copies of each groups short story Lesson $ Copies of each groups short story )in' for mentor te=t !ideo Copies of The Bay " #eel Emotion cards for acti!ity Student self Chec' Chart Lesson % Camera Sumati!e /ubric -rops?

+esources
Lesson #1:
Mentor te=t& Story Choi& Eangsoo'. The Sun Girl and the Moon Boy. 3ew Eor'@ 1.1. Knopf& +FFG. -rint. ,oth wor'sheets modified from@ )aulima6 /esources6 Comprehension6 Scholastic Strategy Building Bookmarks to Use with Any Text ,y ,ernadette )ambert

Lesson 02'
Short Stories modified from@

7a8an
,eec'en& Masa'o. H%apan@ 1materasu in the Iea!enly Ca!e.H Examiner.com. 3.p.& ++ Mar. $D+D. Beb. $J Mar. $D+2. H1materasu.H , Ja anese Sun Goddess. 3.p.& n.d. Beb. $J Mar. $D+2.

(ili8ino
HBIE TIE S43 #K))KBS MKK3.H !hy Sun "ollows Moon. 3.p.& n.d. Beb. $J Mar. $D+2.

African
HBhy the Sun and the Moon )i!e in the S'y.H A#rican "olktales $. 3.p.& n.d. Beb. $J Mar. $D+2.

olynesian
McCutchan& 1nn. HIow Maui Captured the Sun.H %aleakala. 3.p.& n.d. Beb. $J Mar. $D+2.

Lesson 0$' Mentor te=t& youtube !ideo 1merica SCK/ES -oetry Slam $D++ htt8'99www.youtube.com9watch:v; ,uno&<m5)A Mentor te=t& class reading Cain& %anan. The !ay & "eel. Seattle& B1@ -arenting& $DDD. -rint.

Attachments
These are the two wor'sheets that " will use during )esson +. This lesson is integrated with E)1 standards and is also being used to complete my assignment to "TE 3+3.
Name: _____________

Character Analysis
-* What kind of hara ter was the mother in the story2 Good or Bad2 How Can you tell2 My Thoughts
Evidence from the text

$* What kind of hara ter was the tiger in the story2 Good or Bad2 How Can you tell2 My Thoughts
Evidence from the text

#* What kind of hara ters were the children (brother & sister) in the story2 Good or Bad2 How Can you tell2 My Thoughts
Evidence from the text

.* Whi h hara ter did you like 4est2 !f you were to put on a play for the lass what would you do to 4rin' this hara ter to life2

The Scoring Checklist for Self-Assessment of the Performing Arts Unit Pl n 5(se this as a 'uide for the formattin' of your unit plan6 7877Title P ge for the &erformin' Arts (nit &lan 777the title of the (nit &lan written in a 9uestion format 5":ample; How does nature inspire us to reate a dan e26 7787your name 7787'rade level the unit plan is developed for implementation 787 ! !"er"ie# of the (nit &lan that des ri4es 5one pa'e < who= what= how= why= when6 > 7787who the unit is desi'ned for and what the unit is a4out 7787the essenti l $nderst nding %o$ # nt for %o$r st$dents 7787a des ription of what the students will do in ea h of the four lessons that in ludes what will happen in the ulminatin' event 7787how you will assess student learnin' 7 87how it is related to the urri ulum 'oals and when it will 4e implemented 787 !!* & # ii Te cher Perform nce St nd rds that you are meetin' throu'h your work with students as part of this unit plan that in ludes the definition of the HT&S sele ted and how you are meetin' this standard throu'h your work with students in this unit* 787 !!!* 'ener l Le rner !$tcomes that are evident in student performan e as part of this unit plan that in ludes the definition of the GL? and how students will demonstrate they are meetin' this GL? throu'h their work in this unit* 787 !@* & # ii Content nd Perform nce St nd rd in the Performing Arts nd !ther Selected Content Are 7877(enchm rks that students will meet throu'h the e:perien es provided in this unit plan* 7877Perform nce Assessment )ndic tors that the student work will demonstrate* These are dire tly related to the e:perien es in your unit and are reated to demonstrate how the 4en hmark is 4ein' met throu'h the e:perien es in the unit* This is what you will assess with the assessment tools you reate* 787 @*Addition l !b*ecti"es of your unit that are learly stated and in lude hi'h level thinkin' skills* These should 4e stated as the students will 4e a4le to> and then start ea h phrase with an a tive ver4* This is often used 4e ause the students will 4e doin' more than Aust meetin' the HC&S !!! in the performin' arts* 787 @!* Assessment Str tegies you will use durin' this unit to assess student learnin' in the performin' arts and other ontent identified* Assessment Strate'ies are typi ally divided into two ate'ories that in lude< 77877Assessment T sks that lists what students will do throu'hout the unit* 77877Assessment Tools su h as a ru4ri or a he klist to help students reate a 9uality produ t 4y identifyin' spe ifi riteria you are lookin' for that e:emplifies 9uality* 787 @!!* Lesson Pl ns that in lude a tive student learnin' 5More information a4out these lessons will follow online6 77877Lesson !ne a summary with 4ullets that fo us on what the students will do 77877Lesson T#o a summary with 4ullets that fo us on what the students will do ++,++Lesson Three a summary with 4ullets that fo us on what the students will do ++,++Lesson -o$r a summary with 4ullets that fo us on what the students will do 7777Addition l lessons 5optional6 7787@!!* Perform nce )de for elementary students in an elementary lassroom* 7787!8* . teri ls you will need to implement this unit 7787 8*/eso$rces you used to plan and tea h this unit*

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