BIOGRAPHY TIMELINE

TABLEAUHOW HAS IMMIGRATION AFFECTED BOTH PEOPLE

AND PLACES, THUS INFLUENCING PERSPECTIVES?

Mrs. Adjinian, Mrs. Lockton

Susan B. Anthony

3rd Grade

Optional—add photo of class or

final project here

Standards

• 2.1 Creative Expression

Participate in a cooperative scriptwriting or improvisations that incorporate the five Ws.

5.2 Careers and Career- Related Skills

Develop problem solving and communication skills by participating collaboratively in theatrical experiences.

Speaking and Listening

Speaking: 3.1 Engage effectively in a range of collaborative discussion with diverse partners, building on others’ ideas and expressing their own clearly.

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answer.

Integrated Learning Outcome

After reading the biographies of Helen

Keller, Bessie Coleman and Hank Greenberg,

create a timeline and a tableau that includes

four important events that happened in their

lifetime to influence their perspectives, and

write a caption summarizing what each

tableau represents.

Creative Process:

Imagine/Examine/Perceive• After reading the biographies, students had to create a

tableau using four important dates from the person’s life.

• They brainstormed within their groups, wrote captions for

each ―scene‖ and created a tableau to show their

understanding/interpretation of the person’s feelings and

actions.

First, Hank hit his first major league

home run for the Detroit Tigers.1933

Creative Process:

Explore/Experiment/Develop Craft• Students used closed reading strategies to create a

timeline.

• Each group self directed the development of the tableau

using a rubric.

Tableau Checklist

Every tableau must have the following elements…

• Different Levels – High, Medium, Low

• Different Body Shape – Open/Closed

• Effective use of physical space/Able to see

everyone

• Focus (eye contact) is clear and visible

• Emotion shown through body language and

facial expressions

Creative Process:

CreateStudents had to create their tableau using their

understanding of the person’s life events that influenced

their perspective.

• After working very hard, Hank Greenberg got his chance in Hank Greenberg decided not to Greenberg agreed to

• Hank Greenberg joined one the first major league. He smashed play when the game was scheduled play a different position

• of the professional teams the ball out of the park – a home on Jewish Holiday. He worked very hard

• Named the Detroit tigers. Run! and practiced every day.

• 1929 1933 1934 1940

Creative Process:

Reflect/Assess/Revise• Students were given a tableau check off sheet and a

rubric to use to reflect on their work before finalizing it.

Every tableau must have the following elements…

• Different Levels – High, Medium, Low

• Different Body Shape – Open/Closed

• Effective use of physical space/Able to see everyone

• Focus (eye contact) is clear and visible

• Emotion shown through body language and facial expressions

Creative Process:

Time to Share!• After the students gained mastery of their tableau they

presented them in front of the whole class while the

teacher read the captions for each scene.

Authentic Performance-Based Summative

Assessment

Summative Reflection:

Student Comments

• ―This project helped me understand how Helen was

feeling.‖

- Juan Diego

• ―This project helped me understand that doing tableau is

fun and helped me understand more about Bessie

Coleman.‖

- Isaiah L.

Summative Reflection:

Teacher Comments

What I loved!

• The students were able

to help one another by

giving

reasons/explanations why

they need to make

changes. They trusted

one another and felt safe

to express themselves.

I wonder if I….

Should have taken pictures

first and showed the

students as a form of

assessing/reflecting then

gave them an opportunity to

refine it they would’ve

demonstrated improvements.

Rubric for TableauEmerging Approaching

Proficiency

Proficient

Performance Skill:

Are the students frozen?

Do the students use and maintain appropriate focal

points?

Communication:

Does the tableau tell a story?

Are the poses and expressions bold and strong?

Creativity:

Are the poses interesting?

Critical Thinking:

Is the tableau balanced? (high/medium/low)

Do the students understand the message being

portrayed?

Collaboration:

Was the group able to form the tableau quickly and

quietly?

Did the group appear to work well together?

This lesson was the result of the work

done at the Arts Every Day workshop

offered through the Fresno County Office

of Education.