Title: Orbit The Sun

Subject Area: Science

Grade Level: 4th Grade
Source: Whiley, H. Bates Middle School. (2007). What Works in The Classroom.
Retrieved September 20, 2013. http://www.edutopia.org/pdfs/stw/edutopia-stw-batesartsintegration-lessonplanrotationrev-danceelements.pdf
Description: Students will be broken up into groups of 10. Each student will be assigned
either the sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune or Pluto.
They will then have to think of the characteristics of each of the planets as well as the
sun. The students will then have to use their imagination and the materials in the
classroom to make themselves identify with their planet or the suns characteristics. After
they will have to get in the proper rotation and demonstrate this for the class. The class
should each be able to note one characteristic of each of the planets and the sun. For
example, Saturn has rings.
Title: Spring Walk
Subject: Science
Grade Level: 1st or 2nd Grade
Source: McKay, David. ARTS Partnership: Arts Reaching Teaching in Schools. (2013).
Retrieved September 20, 2013. http://dl.dropboxusercontent.com/u/39905620/Theater
Lesson Plans %28Rebecca%29/Seasons-Weather.pdf
Description: First you have taught a lesson about the type of weather that occurs in
spring with your class. You have created a list of all the weather that occurs and what
type of clothes you wear. Review this list with your students and ask them to all stand up
and line up against the white board in the front of the class. Then have students close
their eyes and imagine they are getting ready to go on a walk on a spring day. Tell them to
remember the list of the type of weather that they have created. Have them open their
eyes and start walking around quietly. Tell them It is a cloudy day. As you walk you feel
a raindrop and then another one. It starts to drizzle. You keep walking. It starts to rain
harder. It's a downpour. You need to find somewhere to keep dry. The rain slows down
and finally stops. The sun peaks out from the clouds a little. You keep walking. You come
across a big puddle right in the middle of the sidewalk. How are you going to get past it?
And now we're getting back to the school. Make sure to wipe your feet when you come
in. Have students sit down at their desks. This activity makes them imagine a spring day
and gives them more of a connection to the weather that occurs.
Title: Dont be the Remainder!
Subject: Math
Grade Level: 5th Grade
Source: Riley, Susan. Educational Closet. (2011). Retrieved September 19, 2013.
http://educationcloset.com/wpcontent/uploads/2011/11/interpretingremainderslesson.pdf
Description: Present a math problem for students that they need to solve without using
their voice tools. IE: get yourselves into groups 3 within 10 seconds. If there is a
remaining student(s), ask students what we could do with that remainder. Have students
gather back together as a group. This time, students will receive 5 minutes in their

groups and they will receive a similar problem. They must depict the definition of
division with their bodies in some way and they must use one of the remainder students
in their definition depiction. Model this for your students (ie: you stand with your arms
straight. A volunteer student stands behind you with their arms in a circle above your
head and a volunteer student stands in front of you with their arms in a circle by your feet
- you just made the division sign with your bodies). Now it is the students turn!
Title: Simplifying Fractions
Subject: Math
Grade Level: 7th Grade
Source: Pope, Susan. (2012). Math Drama Lessons. Retrieved September 19 2013.
http://susanpope.com/lesson-plans/math-drama-lessons.html
Description: Create papers with large digits from 1-9 and distribute one paper to each
student in the class. (Some games may need zeros as well.)Create a large empty playing
area with a sturdy chair upstage center. Students, holding and displaying their digit
papers, stand in a semi-circle facing the chair.Teacher or student MC: Will the first
contestant please come up? (or some such dramatic statement)The first 2 students in the
semi circle create a human fraction: one student holding a digit stands on the chair while
another student holding a digit stands or sits on the floor in front. MC dramatically
pronounces fractions improper or proper or takes votes from the audience (students in
the semi-circle). When the fraction has been judged, MC calls Next! The numerator
goes back to the semi-circle, the denominator moves to numerator spot, and a new
student takes the denominator spot (Students go up in the order they are standing in the
semi-circle). Two digits can combine to make a 2-digit number, if the teacher so directs.
Title: Grammar Boss!
Subject: Language Arts
Grade Level: 4th Grade
Source: Pope, Susan. (2012). Writting Drama Lessons. Retrieved September 19 2013.
http://susanpope.com/lesson-plans/writing-drama-lessons.html
Description: Have the class decide ahead of time on large gestures to accompany the
various marks of punctuation you want to work on including a gesture for capital letters.
Let the period gesture be something celebratory the whole class can do together. Have
students stand in a circle. Begin the game with each person saying a word in succession
to tell a story. When students are comfortable with this, have them add punctuation marks
as well as if they were words. When a student adds a mark of punctuation, he has to do
the large gesture with it that the class has previously decided on. After that, the next
person has to build the sentence appropriately. If someone makes a word or punctuation
choice that cant possibly be made to work, anyone in the circle can call Stop!. Then
that person has to explain why the choice cannot possibly be made to work and how to
fix the grammar problem (comma needed, capital letter, etc.) . Then start the sentence
over.
Title: Spell it Out!
Subject: Language Arts
Grade Level: 2nd or 3rd Grade

Source: Roggers, Carolynn. Drama Lesson Plans for Math. (2008). Retrieved on
September 18 2013. http://ezinearticles.com/?Drama-Lesson-Plans-For-Math?
&id=1325184
Description: Practicing spelling can be more fun when students are asked to use the
various dramatic methods when spelling their words. Before this game review the list of
spelling words on the board and make sure that all the students have review the spelling
list. Then have the students stand up and form a circle in the middle of the classroom. Tell
each student a word to spell along with a voice/body action to spell it in. For example,
say spell this word and pretend you have a mouth full of jelly beans, or spell this word
and pretend you have spiders crawling all over your body! Think of different prompts for
each word. Go around the circle until each student has had a chance to spell a word from
the list using s funny voice or body movement!
Title: Different Areas, Different Cultures!
Subject: Social Studies
Grade Level: 7th Grade
Source: McKay, David. ARTS Partnership: Arts Reaching Teaching in Schools. (2013).
Retrieved September 20, 2013. http://dl.dropboxusercontent.com/u/39905620/Theater
Lesson Plans %28Rebecca%29/Social Studies Unit.pdf
Description: Students will havejustlearnedabouthowdifferentgeographicareashave
differentcultures.TheteacherwillpresentthedifferentNationalGeographicpicturesto
theclass.Thentheinstructorwillexplainthattheyaregoingtolookatsomephotographs
ofpeopleindifferentpartsoftheworld.Astheteachermovesthrougheachphoto,he/she
willbepromptingthestudentstothinkabouthowthesepeoplemightliveandhowthey
mightseetheworldinadifferentwaythanwedo.Askthemtoobservethetypeofland
theylivearound.Howdoesthataffectthewaytheylivetheirlives?Invitestudentsto
sharewhattheythink.Aftereachpicture,instructthestudentsingroupstocreatean
imageofwhatatypicaldaymightlooklikeforsomeoneinthatarea.Itcanbeaseriesof
imagesoreachmemberinthegroupportrayingadifferentpartoftheday.Thiswillshow
thatthestudentsdounderstandthedifferentcultureofthedifferentgeographysthatthey
learnaboutinworldhistory.
Title: Timeline It!
Subject:SocialStudies
Source:HaleySiegel,September22,2013
Description:Afterahistoryunitalotofeventshaveoccurred.Thiscanbedifficultfor
thestudentstokeepstraight,sotimelinesoftheseeventscanreallyhelpful.Firstthe
teacherandthestudentscreatealistofallthemajoreventsthathappenedinthishistory
unit.Thenasaclasstheteacherandstudentswillcreatealargetimeline.Afterthesetwo
activitiesarecompletedasaclasstheteacherwillthendistributeeachstudentaslipof
paperthathasaneventorimportantpersonfromthistimeperiodonit.Theteacherwill
thentelltheclassthattheywillhavethirtyminutestoorderthemselvesintheproper
humantimeline.Thetimelineyoucreated,asaclasswillbecovered.Theywillhaveto
workasaclasstoarrangetheirbodiesintheproperorder.Attheendofthethirty
minutestheteacherwillcheckifthetimelineisinthecorrectorderasandwillaskthe

studentswhytheirevent/personwasimportant.
Title: Vocabulary Freeze
Subject: Special Education
Grade Level: 3rd grade and up!
Source: Haley Siegel, September 22, 2013
Description: In a special education classroom you can have students that are non-verbal
that physical handicaps, and students that have trouble expressing emotion. So in this
game I would have all my students form a circle and whatever students needed to sit in
the circle that would be fine! The teacher would then introduce the game of Vocabulary
Freeze. The teacher would tell the students there will be music playing, when the music is
playing all the students will do their favorite dance move or crazy facial expressions, the
teacher would then demonstrate this. A word will than appear on projector and the music
will stop. All the students will have to freeze in their funny face or dance move. The
student who doesnt freeze will have to define the term. This game is really beneficial for
children with special needs so they learn to have better control over their body while
using their mind!
Title: Let It Roar
Subject: Special Education
Source: Riley, Susan. Educational Closet. (2011). Retrieved September 19, 2013.
http://educationcloset.com/wp-content/uploads/2011/04/animal-action.pdf
Description: Tell the students that they will be listening and viewing to the
Lion/Elephant selections. Through discussion as- What do the animals/their surroundings
look like? What are they doing? Are they moving? How are they moving? Chart any
additional descriptive words that the music brings to mind. Ask students to pantomime
the lion/elephant when the music plays again. Add more descriptive words to the chart. In
groups, have the children come up with several sentences using descriptive language
about one of the animals. They can then illustrate their writing.