Whole Group > Discussion //
Groupe entier > Discussion
Review the parts of a tree: roots, trunk, branches, leaves, and needles. Post this vocabulary on the Tree of Learning. Brainstorm the purpose of the different parts of a tree (e.g., the roots soak up food and water for the tree; the trunk carries water and food to the rest of the tree; the leaves make food for the rest of the tree with help from the sun; the flowers grow fruit and seeds for new plants). Discuss and record what each of part of a tree does and how it moves.
Example:
- roots: reach, grab, pull, hold on, suck up nutrients, support
- trunk: stand, support, protect, reach
- branches: stretch, twist, carry, hold leaves or needles, crack
- leaves or needles: blow, hold, move, fall, grow, flutter, dance, glide
Passez en revue les parties d'un arbre : les racines, le tronc, les branches, les feuilles et les aiguilles. Affichez ce vocabulaire sur l'Arbre de l'apprentissage. Faites un remue-méninges sur la fonction des différentes parties d'un arbre (par exemple, les racines absorbent la nourriture et l'eau pour l'arbre ; le tronc transporte l'eau et la nourriture vers le reste de l'arbre ; les feuilles produisent de la nourriture pour le reste de l'arbre avec l'aide du soleil ; les fleurs font pousser des fruits et des graines pour de nouvelles plantes). Discutez et notez ce que chaque partie d'un arbre fait et comment elle se déplace.
Exemple :
- racines : atteindre, saisir, tirer, s'accrocher, aspirer les nutriments, soutenir
- tronc : se tenir, soutenir, protéger, atteindre
- branches : s'étirer, se tordre, porter, tenir les feuilles ou les aiguilles, craquer
- feuilles ou aiguilles : souffler, tenir, bouger, tomber, pousser, flotter, danser, glisser
Whole Group, Individual > Guided Imagery and Movement //
Groupe entier, individuel > Imagerie et mouvement guidés
Direct the students to find a personal space somewhere in the open space, at least an arms length away from all other students. Invite the students to listen carefully and and respond,using full body movement, to the following narration:
You are the roots of the tree. You are reaching in all directions, holding on tight to the Earth and pulling in nutrients.
Now you are the trunk. You are tall and strong, connecting the roots and the branches.
You are the branches. You are twisting and bending, holding on tight to your leaves.
You are a leaf. You are holding on tight to the branches, fluttering and blowing in the wind.
Demandez aux élèves de trouver un espace personnel quelque part dans l'espace ouvert, à au moins une longueur de bras de tous les autres élèves. Invitez les élèves à écouter attentivement et à répondre, en bougeant tout leur corps, à la narration suivante :
Tu es une racine de l'arbre. Tu t'étends dans toutes les directions, tu t'accroches fermement à la terre et tu en tires des nutriments.
Maintenant, tu es le tronc. Tu es grand et fort, reliant les racines et les branches.
Tu es une branche. Tu te tords et tu te plies, tu t'accroches à tes feuilles.
Tu es une feuille. Tu t'accroches aux branches, tu voltiges et tu souffles dans le vent.
Whole Class > Revisiting Elements of Dance //
Classe entière > Revoir les éléments de la danse
Refer to the Elements of Dance, and reflect on how the listed elements were applied in the guided movement experience.
Key Questions for Discussion:
- Which elements of dance did you apply when you were the roots, the trunk, the branches, the leaves?
- What qualities of movement did you experience?
- When was your movement strong and direct?
- When was your movement free flowing?
- When was your movement bound?
- (CL) How does movement help us understand our trees?
Référez-vous au PDF#2 : Éléments de la danse, et réfléchissez à la façon dont les éléments énumérés ont été appliqués dans l'expérience de mouvement guidé.
Questions clés pour la discussion :
- Quels éléments de la danse avez-vous appliqués lorsque vous étiez les racines, le tronc, les branches, les feuilles ?
- Quelles qualités de mouvement avez-vous expérimentées ?
- Quand votre mouvement était-il fort et direct ?
- Quand votre mouvement était-il libre et fluide ?
- Quand votre mouvement était-il contraint ?
- (LC) Comment le mouvement nous aide-t-il à comprendre nos arbres ?
Small Groups > Collaborative Poetry Writing //
Petits groupes > Rédaction collaborative de poèmes
Organize the students into groups of 4 or 5 and assign each group one part of a tree. Explain that each group will write a short poem from the perspective of their assigned tree part. Project a sample poem for the students:
We are the roots.
We reach in all directions, holding on tight to the Earth.
We bring nutrients and water into the tree.
The tree is only as strong as we are strong.
When the wind blows, we hold on very tight.
We are the roots.
Draw their attention to the fact that the poem opens and closes with the same line, and direct them to do the same when they compose their poem. Review PDF #1: Writing in Role Poem Checklist with the class, and give each group a copy to use as they create. Circulate as the students are writing their poem, offering suggestions and providing feedback.
Organisez les élèves en groupes de 4 ou 5 et attribuez à chaque groupe une partie d'arbre. Expliquez que chaque groupe écrit un court poème du point de vue de la partie de l'arbre qui lui a été attribuée. Projetez un exemple de poème aux élèves :
Nous sommes les racines.
Nous nous étendons dans toutes les directions, en nous accrochant fermement à la terre.
Nous apportons les nutriments et l'eau à l'arbre.
La force de l'arbre dépend de notre force.
Lorsque le vent souffle, nous nous accrochons très fort.
Nous sommes les racines.
Attirez leur attention sur le fait que le poème commence et se termine par le même vers, et demandez-leur de faire de même lorsqu'ils composent leur propre poème. Passez en revue avec la classe la liste de contrôle du BLM n° 1 : Écrire un poème de rôle, et donnez à chaque groupe une copie qu'il utilisera pour créer son poème. Circulez pendant que les élèves écrivent leur poème, faites-leur des suggestions et donnez-leur votre avis.
Small Groups > Choral Reading //
Petits groupes > Le chant oral
Direct each group to practice chorally reading their poem in unison. Instruct the students to experiment with variations in volume such loud to soft, or soft to loud. Have each group perform a choral reading of the poem in unison, and to reflect on the impact of the words and how the words were read. Prompts: What words made clear pictures in your mind's eye? Who can recall a word or a line that was spoken softly? CL How did that affect the meaning? Who can recall a word or line that was spoken loudly? CL What was the effect?
Demandez à chaque groupe de s'entraîner à lire son poème comme chant oral et à l'unisson. Demandez aux élèves d'expérimenter des variations de volume, par exemple de fort à doux ou de doux à fort. Demandez à chaque groupe de lire le poème comme chant oral à l'unisson et de réfléchir à l'impact des mots et à la façon dont ils ont été lus.
Questions incitatives : Quels mots ont fait naître des images claires dans votre esprit ? Qui se souvient d'un mot ou d'un vers prononcé à voix basse ? (CL)Comment cela a-t-il influencé le sens ? Qui se souvient d'un mot ou d'une phrase prononcée à voix haute ? (CL)Quel en était l'effet ?
Small Groups > Choral Reading and Tableaux with Movement Transitions //
Petits groupes > Le chant oral et tableaux avec les transitions actives
Direct each group to now return to the creative process and add an element of movement to their performance. Ask students to create a tableau which they will use for both the opening and closing line (same line of poetry, same tableau) and another tableau for the middle of their poem.
Have each group perform their choral reading and tableaux with movement transitions. Begin with the roots group, and end with the leaves group, so that the collective performance provides a representation of a full tree. Have them perform in the round, and signal each group to begin after the previous group dissolves from their closing tableau.
Paired Groups > Feedback, Revising and Refining //
Groupes combinés > La rétroaction, révision et raffinement
Explain to the students that it is important to share a draft of their work, and then revise and refine based on feedback, just as they do in the writing process. Model giving constructive feedback to the group by sharing Two Stars: two things the entire group did well; and One Wish: one thing that everyone needs to work on. Emphasize that their piece is intended to teach about the importance of each part of the tree, so they must communicate their message clearly.
Pair two groups together, e.g., roots and trunk; branches and leaves. Have the students perform their choral reading and tableaux with movement sequence for each other. Invite the paired groups to give feedback to each other using:
Two stars: two things you did very well // Deux étoiles
One wish: one thing you could do to improve your poem or performance // Un souhait
Whole Class > Rehearsal and Performance //
Groupe entier > Répétition et le spectacle
Allow time for each group to revise and refine, based on feedback from peers and the teacher. Allow sufficient time to practice, and then have each group perform in sequence. If possible, videotape the performance.
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Assessment for Learning (AfL)
Post and discuss Elements of Dance to encourage students to use a broad range of movement.
Circulate as the students are writing their poem, offering suggestions and feedback.
During the tableaux creation, side-coach the students to establish fluid, seamless transitions. Emphasize the use of levels, body parts, and spatial relationships. Encourage the students to rehearse the sequence numerous times, first without words, and then with the words of the poem.
Give each group a copy of PDF#1: Writing in Role Poem Checklist to guide their creative writing as parts of a tree.
Assessment as Learning (AaL)
Invite students to record new information on the Tree of Learning.
Reflecting on how they have applied the elements of dance will deepen student understanding and competency in movement improvisation and composition.
Two Stars, One Wish: Have students offer peer feedback on each other's draft performances, stating two strengths, and one area for growth they observed.
Assessment of Learning (AoL)
Use PDF#1: Writing in Role Poem Checklist to assess students' writing in role.
Differentiation (DI)
Before writing their poems, some students may find it useful to complete PDF#2: Tree Part Description Chart, to brainstorm the color, size, shape, texture, movement and function of the given part in greater detail.
Notes
Throughout this unit, students should observe their plant each day, noting changes in their Tree Journal. Students could measure the growth of the plant using cm.
It might be useful to view the growth of a tree in fast time. Incorporating a SMART Board would help a wide range of students to understand how trees grow.
Going on a "Tree Walk" around your school yard or neighborhood to look at a variety of species as well as trees at different stages of life would help to make growth more tangible for the students.
During movement improvisation, feel free to use soft music in the background.
Extension Activity:
Another possibility to consolidate this lesson is to observe the effect of depriving a plant or tree of what it needs in order to survive. This could be done by having one plant as the control plant, and the second plant as the plant to be deprived. The two plants should be compared each day over a week period and then the results discussed as a class. Students should also document their findings in their Tree Journal.
The control plant should be watered, be placed in the sun, in fertile soil with enough space at at room temperature. The other plant will experience the following:
1. Water: No water given.
2. Sun: The plant is put in the shade.
3. Air: The bottom of the leaves can be coated with Vaseline in order to prevent it from breathing.
4. Temperature: It can be put in the freezer
5. Soil: The plant's roots can be put in water not soil.
6. Space: The plant can be put in a very tiny pot.
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