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t
First Name Last Name Email Date
Jovon Lauriano jovonl@hawaii.edu

Semester Year Grade Level/Subject Lesson Duration

Spring 2017 Second Grade 45 minutes

Title
How can snapshots help me better visualize science concepts found in a text?

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)

The enduring understanding I want my students to develop is the ability to visualize the literature text, Gravity. I want the students to be able
to use their imaginations and the body through creating snapshots to bring the science concepts in the text to life. I want my students to use
different body shapes and facial expressions to express different experiences related to the presence or absence of gravity. I want the students
to create different snapshots to express different feelings and characters from the text.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central focus and
address essential understandings, concepts, and skills

Topic: How the Arts are Organized

Benchmark FA.2.3.1: Use physical movements, rhythms, and voice, to express simple feelings, character, and plot.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment

Students will respond to specific prompts to use snapshots to create frozen images to represent the science concept of gravity based on
the content of a story called Gravity, that is read aloud.

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied throughout
the lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any assessment tools)

As a formative assessment I will be using observing the students throughout the lesson and providing feedback on what I see and what I
would like to see more of. For example, I see arms bent, bodies low to the ground, and scared faces. For the second prompt, I will say I would
like to see you get high or low, extend your arms, bend your legs, etc.
For a summative assessment I will be having the students discuss as a group the four traits of a snapshot. I will be reviewing the text and
having the students discuss whether or not snapshots represented the expressions of the characters in the story and if it helped us visualize the
story.

Day 2:
For a summative assessment, I will be asking the question, What makes a good snapshot? I will then have the students get into four
groups and demonstrate in front of their peers a snapshot of a section from the text. Their peers will be given the opportunity to be the teacher
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and tell me, as well as the performers, what they see in that snapshot (I see). I will be using The Drama Performance Rubric to assess their
performances as a group, as well as participation as an audience.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning

The students explored recently vocabulary words such as , movements, rhythm, expressions, and voice. They are familiar with the
meanings to these words and how they are used through different art performances and cultures. The student have also done Readers Theater
as well as acting out different meanings to vocabulary words in front of their peers. This lesson will introduce the students to vocabulary related
to drama, specifically, body shapes, sizes, levels, and directions.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional supports to
help students understand, develop, and use academic language.

Vocabulary that the students need to know for Snapshots:

Body Traits
Extended
High/Low
Angular
Curved
Meaning/Attitude
Depth
Expression
Snapshot
Freeze
Theatrical
Traits
Drama
Vocabulary the students need to know about Gravity:
gravity
force
mass
towards

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation

Introduction:
Teacher will:
Have the students seated at desks
Ask, Who can tell me what they think the word gravity means?
Validate student responses and build on what is shared by the students
Today we are going to read a book called Gravity and we are going to use our imaginations and our bodies to represent some of
these concepts you have already shared that are related to gravity.
Introduce Drama, Body Shapes and Facial Expressions - Have students make different faces (happy, sad, scared, shocked,
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etc.)
Explain traits of a snapshot - shape, size, space, attitude.
Ask the students to name some shapes, sizes, and explain what is attitude.
Introduce Snapshot and the Essential Question: How can snapshots help me better visualize science concepts found in text?
Ask students What are some ways we can shape our bodies to express the concept of gravity?
Explain to students the agenda for the lesson
read book Gravity without illustrations
stop at different parts of the story to create snapshots (visuals) to the text
re-read story showing illustrations
discuss some of the traits we noticed when we were creating our snapshots
Have students sit at carpet in a circle
Students will:
be seated in circle on carpet
ask questions what is drama?
predict what a snapshot is
explain the different body traits ( shape, size, space, attitude)
answer essential question & questions asked
listen to lesson agenda
ask questions
sit at carpet in a circle
Snapshots:
Teacher will:
Set positive and clear expectations for student behavior that stresses what you hope for your students and their engagement. Start
slow and give positive feedback!
I want you to show me using a snapshot about how you would feel if you found out you were going to space?
Demonstrate snapshot example while providing prompts
Have students stand
Have students face inside the circle.
Explain what a neutral position is and demonstrate.
Give students same prompt
Count down 3, 2, 1 .snapshot
Give feedback (I see...expressive (scared is an interpretation rather than a description) faces, arms tucked in, eyes wide open,
knees bent, fingers extended, etc)
Start reading Gravity stopping at different pages
Give prompt for each section of book
Show me how you can shape or freeze your body if
.. you saw objects falling from the sky?
.....you started floating away?
.....we had no sun and it was pitch black and it was cold and you were scared?
.....you were being pulled away from the surface of our planet?
Countdown for each prompt
Have students create snapshots for each prompt
Give feedback that describes what is observed rather than interpreting what is observed.
Have students sit in circle
Ask students, How did making snapshots helped us to visualize the concepts related gravity? (essential question)
Validate student responses
Talk about how snapshots helped us to experience the text with our imaginations and our bodies.
Re-read the book with illustrations
Students will:

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observe model of expectations (frozen image, no talking, hold your pose, use facial expressions) of a snapshot - I will be using
the prompt Show me how you would feel if you saw things falling from the sky What is the prompt for the snapshot you will model?
understand the expectations for behavior
stand in circle
face outward of circle
listen to prompt
turn and create snapshot with the prompt, 3, 2, 1, Freeze
practice holding a frozen image
return to the neutral position
stand in circle facing inward
listen to each part of the story and prompts given throughout the lesson
create snapshot for each prompt
try each prompt more than one way
sit in circle
answer essential question and think about how snapshots can help us visualize the text and concepts related to gravity
Restate the essential question in the lesson plan: How can snapshots help me better visualize science concepts found in a
literature text?
re-listen to story and look at illustrations
End Discussion:
Teacher will:
lead a group discussion
revisit essential question: How can snapshots help us better visualize science concepts in text?
Ask the students what are some traits of a snapshot I was noticing throughout the lesson
Introduce dance lesson and how we will be adding movements to our visuals from the text
Students will:
discuss essential questions
explain traits of a snapshot and what I was noticing throughout the lesson

Day 2: (Possible if time is available)
Group Snapshots :
Teacher will:
Instruct students to get into four groups
Give each group a card with a page or section from the text.
Show me how you can shape or freeze your body if
.. you saw objects falling from the sky? - Gravity, makes objects fall to earth.
.....you started floating away? - Without gravity, everything would float away.The moon would drift away
from the earth, and the earth would drift away from the sun.
.....you were being pulled by something - Luckily, everything has gravity. Massive things have a lot of
gravity and their gravity pulls down on smaller things.
.....we had no sun and it was pitch black and it was cold and you were scared? - Gravity keeps the earth
near the sun, the moon near the earth.
.....you were being pulled away from the surface of our planet? - and makes objects fall to earth.
Instruct students to work together for 5 minutes to create a snapshot for their section of the story
Have groups come up in order by their part of the story and have students in audience look for things they see or notice
Show illustrations in book while students are performing
Connect illustrations from Gravity to their own snapshots of gravity and discuss that there are multiple ways to represent
information and to communicate: illustrations in a book, frozen images, a dance, or a poem. All of these are specific forms of
communication that helps us visualize concepts and stories. These are all creative endeavors and there are endless possibilities.

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Students will:
Get into four groups
Refer to the concept on their card to create a snapshot with their group
Rehearse with their group in response to the part of the text provided by the teacher.
Refine their snapshot with their partner by trying a different body shape and using different levels or directions.
Observe and perform
Groups will come up one by one and perform their snapshot
Peers will sit quietly and observe the pair snapshot.
Peers will give feedback on what they see from the performers. (I see...high levels, straight posture, hands high, and reaching.)

Closure:
Teacher will:
Ask students to turn to their partner to describe the body traits they used to represent the phrase or the concept provided. This
will require the students to use highly descriptive language to describe what they were doing.
Students will:
Contribute to a discussion to make connections about how they used their bodies to represent the concept of gravity.

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

There are two students in the class who need extra support during language arts. One of the students goes to a FSC classroom to receive
that support, while the other has a EA in the classroom. The text I chose is understandable for all students and I will model my expectations so all
the students are able to participate.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

Gravity by Jason Chin

Parts of text on cards
Body Trait Cards/ whiteboard

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed greater support or
challengeto better support student learning?
oWhy do you think these changes would improve student learning? Support your explanation with
evidence of student learning AND principles from theory, recommended practices, and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to support students
learning.

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