Professional Documents
Culture Documents
Title
Tableau
For the integrated lesson, the students will be exploring how the Revolutionary War caused the
movement of people. I will be having each table group look into different battles that were in the
war. After each group completes the writing and the map assignment I’m giving them, I will be
having them do tableau to show key points in their battles to the other groups.
Drama, and the type of tableau we’re doing today, requires teamwork.
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
Benchmark SS.5.7.1: Explain how the Revolutionary War caused the movement of people.
I can create a visual to represent how a specific song makes me feel.
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)
TABLEAU ME MP DP WB
Frozen shapes Always frozen Mostly frozen Sometimes Rarely or never
frozen frozen
Poses Poses are clear, Poses are clear Poses are clear Poses are
dynamic and and expressive and easy to missing clarity
expressive interpret and
expressiveness
Use of levels Various levels Various levels Levels are Levels are never
are consistently are mostly used sometimes used used
used
Communicates a Poses Poses mostly Poses sometimes Poses never
story consistently communicates a communicates a communicates a
communicates a story story story
story
Collaboration Student Student mostly Student Student never
consistently (and collaborates sometimes collaborates
appropriately)col (appropriately) collaborates (appropriately)
laborates with with their group (appropriately) with their group
their group with their group
Academic Vocabulary:
Tableau: In drama, a frozen picture consisting of actors
Level: In drama and dance, the height of the performer’s shape in relation to the
floor. Referred to as high, middle, and low. Position along a vertical axis.
Language Supports:
Dictionaries
Chart paper with the definitions on it
Language Modalities:
Some of my students speak Japanese but understand English fairly well. If they are
struggling, I will quickly pull them to the side to have 1-1 instruction in order to better
explain what we’re doing.
Use drum sticks to tap out a familiar rhythm or bang on the table in a familiar rhythm
Lesson One: Ten Minute Miracle (or merge with your Integrated Lesson)
Teacher Will Student Will
Introduce tableau (2-3 minutes): Today
we are going to do a drama lesson dealing Answer if they’ve heard or done tableau
with tableau. Has anybody heard about or
done tableau before? (Call on a couple of
students) So tableau is when you freeze,
but you’re not just frozen. When you
freeze, you have to freeze in a way that
shows a specific scenario. For example, if
the scenario was I got 100% on a test, I
could freeze like this *freeze* Say what they noticed
What did you guys notice about my pose?
*Call on a couple of students*
Ok great! Tableau can help you practice
to think on your feet and concentrate
because you need to focus in order to stay
completely still.
Introduce activity (1 minute): The activity Listen to instruction
we’re going to do today is called musical
tableau. I’m going to play 4 different
songs and I want you to work with the
groups that you’re currently with, to
freeze in a way that represents how the
music makes you feel or what you think
could be happening in the song.
Introduce warm-up (1-2 minutes): Before
we do that, we’re going to practice.
When you’re doing tableau, the people in
your group should use different levels.
This means that you’re not just standing
straight up or slightly crouched. When
you’re body is at different levels, your Show high, medium, and low
body will be high (show high and ask
students to show high), medium (show
medium and ask students to show
medium) or low (show low and ask
students to show low). Different levels
are important because using levels can
help you to better express certain
situations. Also, be expressive in your
movements and your face. Make sure that
whatever pose you’re freezing in
communicates a story.
Ok, let’s practice tableau.
Warm-up (1-2 minutes): The scenario I
want you to freeze in is birthday party Birthday party tableau
*allow students to freeze and side coach*
Good!
The next one is playing at recess *allow Recess tableau
students to freeze and side coach*
Great! Last one!
You’re eating at a fancy restaurant *allow Restaurant tableau
students to freeze and side coach*
Good job everybody! Let’s do what we
just did with the music.
Transition to activity (1-2 minutes):
Before we start, I want everybody to work
together. I don’t want one person doing
all of the work. I also want appropriate
behavior. If I see you acting up or not
following directions, I will give you 2
warnings. If I have to give you a third
warning, you will have to do the activity
all by yourself
I’m going to be looking for clear poses
that are expressive and tells a story. Make
sure that you’re completely frozen! Even
your eyes should be frozen
Activity (about 3-5 minutes): Have each Work with their groups to do the tableau
group come up with a scenario to activity
represent with tableau. Have the students
create 2 or 3 different poses to freeze in to
represent their scenario.
Walk around and have quick discussions Discuss with me about their tableau
with each group about their tableau (side
coach)
Closure (3-5 minutes): Have the students
present their tableaus with the class and
have the other groups guess what their
tableau is about.
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.)
ELL/MLL:
Chart paper with definitions on it (maybe add pictures to ensure better understanding)
1-1 or small group instruction/demonstration. Arts integration allows them to express
themselves in a way that doesn’t make them struggle to speak English.
Struggling:
1-1 or small group instruction/demonstration
Arts integration will help with communicating social studies concepts
504/IEP:
1-1 or small group instruction/demonstration
Accelerated:
More detailed tableau
Assist classmates with tableau
Include a Student Assessment Data Table for each benchmark being assessed.
(The students all have specific numbers, I will fill in the names when I go to field
Grading will be ME, MP, DP, and WB)
Student Frozen Poses Use of Communicates Collaboration
Number Shapes Levels a Story
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27