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Goal

Our goal is to integrate Ms. Langston’s VE Modified students within Mrs. Campbell’s Advanced Theatre students to create an all-inclusive project, to create a short fairy tale story. Both teachers will collaborate to build multiple teams following Kagan strategies. By using Kagan strategies and cooperative learning methods, it will structure each group for success and ensure equal participation with simultaneous interaction. Once teams are built, the groups will work together through multiple phases to write a short fairy tale story. They will combine ELA strategies, theatre strategies, multimedia tools, and other materials to edit and produce their self-made, all-inclusive masterpiece. This project will allow all students the opportunity of a hands-on experience to creatively dive deeper into the Theatre, ELA and SEL standards. It will also provide them with a real-world application of ELA/Reading standards combined with the SEL (social emotional learning) skills that align with the realities of future professions.  

 

Category

Other -  

 

What will be done with my students

Students will be placed in groups based on Kagan strategies, to ensure the successful integration of students (SP.PK12.US.20.6). Students will complete multiple phases leading to their end goal of a unique, self-made, real-life fairy tale book. Mrs. Campbell and Ms. Langston will collaborate to build scaffolding and checkpoints into the project to ensure all students have opportunities to achieve success and be guided throughout the process. There will be a mid-point check in, where students will explain their storyline decisions, allowing for immediate feedback to help them as they plan. We know that immediate and responsive feedback is very important to student learning.
Students will begin with the brainstorming phase of their fairy tale short story, all while maintaining behaviors that will help build positive relationships within their group (SP.PK12.US.20.3). They will start by discussing different ideas for their story (TH.68.C.2.3) (SP.PK12.US.19.7b). The next step includes working together as a group to complete their fairy tale story map, determining which ideas and direction of the story they want to use.
The second phase is planning. Students will start with building their character analysis on the protagonist and antagonist of their story (TH.68.C.1.2) (SP.PK12.US.20.4). Then they will dive in deeper as a group, while utilizing basic social communication skills to continue their positive group relationship (SP.PK12.US.20.4), to determine the different elements of the story (TH.68.C.1.3). These elements include: determining the relationship between the character development, setting and plot (ELA.7.R.1.AP.1); determining how the setting impacts the characters and the plot in their story (ELA.6.R.1.AP.1); determining how the interactions of characters contribute to the plot (ELA.6.R.1.AP.1); and determining how to implement figurative language into their story (ELA.7.R.3.AP.1).
The third phase is writing their short story (TH.68.F.1). The groups will work together to create their rough draft collaboratively in a word document (ELA.8.C.5.AP.2). They will need to focus on the sequence of events (TH.68.S.2) while following the rules of standard English grammar, punctuation, capitalization and spelling (ELA.8.C.3.AP.1, ELA.7.C.3.AP.1, & ELA.6.C.3.AP.1). Once their rough draft is complete, they will edit their story together utilizing the following resources: peer editing, editing suggestion in Word Document, as well as teacher editing (ELA.8.C.1.AP.5, ELA.7.C.1.AP.5, & ELA.6.C.1.AP.5).
The fourth phase will be to create their story in Canva, determining the page layouts and where to include illustrations to support their story. Each group will decide if they want to use digital artwork, hand drawn artwork, or a combination of both. In Canva, each member of the group is able contribute to the story (ELA.8.C.5.AP.2).
Finally, students will transform their online story to a real-life book. Students will create and present their final product to the class (TH.68.C.1.4). Each member of the group will get their very own copy. This will allow each group member to have a sense of pride and have physical proof of the hard work of working with others along with persistence (SP.PK12.US.19.7b). This will be a major accomplishment and boost self-confidence and provide each student the opportunity to share their work with other peers outside of the classroom as well as with their family members at home.

Benchmarks:
Theatre:
TH.68.C.1.2 Develop a character analysis to support artistic portrayal.
TH.68.C.1.3 Determine the purpose(s), elements, meaning and value of a theatrical work based on personal, cultural or historical standards.
TH.68.C.1.4 Create and present a design, production concept, or performance and defend artistic choices.
TH.68.C.2.3 Ask questions to understand a peers artistic choices for a performance or design.
TH.68.S.2 Development of skills, techniques, and processes in the arts strengthens or ability to remember, focus on, and sequence information.
TH.68.F.1 Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

ELA:
ELA.8.R.1.AP.1 Explain the relationship between the character development, setting and plot in a literary text.
ELA.7.R.1.AP.1 Explain how the setting impacts the characters and the plot in a literary text.
ELA.6.R.1.AP.1 Explain how the interactions of characters contribute to the plot in a literary text.
ELA.7.R.3.AP.1 Explain how figurative language contributes to tone and meaning of text(s).
ELA.8.C.1.AP.5, ELA.7.C.1.AP.5, & ELA.6.C.1.AP.5 Improve writing by planning, editing, considering feedback from adults and peers, revising for clarity.
ELA.8.C.3.AP.1, ELA.7.C.3.AP.1, & ELA.6.C.3.AP.1 Follow the rules of standard English grammar, punctuation, capitalization and spelling appropriate to grade-level with guidance and support.
ELA.8.C.5.AP.2 Identify two or more digital tools to collaborate with others to produce writing.

SEL:
SP.PK12.US.19.7b: Demonstrate self-esteem, self-confidence, and pride, such as through self-affirmations, persistence, and self-monitoring.
SP.PK12.US.20.3 Identify and maintain behaviors that build positive relationships with peers and adults, including friendships, family relations, and cooperating with peers.
SP.PK12.US.20.4: Use basic social communication skills to build positive relationships with peers and adults, such as eye contact, facial expressions, gestures, posture, proximity, touch, appearance, and listening.
SP.PK12.US.20.6: Work cooperatively in small groups to achieve common outcomes.


 

 

Benefits to my students

The benefits of this project will assist students in continuing to promote excellence at Southwestern Middle School. This will be evident through innovative and positive learning opportunities by creating unique and shared interests in literature; ongoing positive peer relationships inside and outside of the classroom among students; and strengthening communication and presentation skills through multiple shared readings with students and adults on campus. 

 

Budget Narrative

The purpose of this project is to provide middle school students with different backgrounds in general education and self-contained classrooms opportunities to build upon social-emotional learning (SEL) skills through a collaborative effort utilizing learned ELA and theatre skills and strategies to create a short fairy tale story book. The materials needed will assist students’ creativity in bringing their book to life. We will be purchasing materials to create a real-life fairy tale book that students have written and illustrated. These materials include printer paper of all colors to print their stories on; markers, colored pencils and stickers to add to their printed pages; a laminating machine and laminating sheets to preserve each page; glitter glue and other accents to add a final personalized touch; a book binding machine and supplies to create their final book they can physically hold. All items will be purchased on Amazon.  

 

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