Embedded Files
Block 1: The Antonio/Shein and Bell Ensembles
Block 1: The Antonio/Shein and Bell Ensembles
Social Studies / Science: How does where we live affect how we live?
Social Studies / Science: How does where we live affect how we live?
The 3rd Grade teachers were interested in tackling cross-curricular topics: the role of children in Native American tribes and cloud-related weather events. Both classes studied these topics by reading historical and informational texts, as well as traditional Iroquois myths. Students also studied the structures that Iroquois built and how those structures helped protect them from weather. Using the myths and the factual information they learned, students wrote and performed an original play.
The 3rd Grade teachers were interested in tackling cross-curricular topics: the role of children in Native American tribes and cloud-related weather events. Both classes studied these topics by reading historical and informational texts, as well as traditional Iroquois myths. Students also studied the structures that Iroquois built and how those structures helped protect them from weather. Using the myths and the factual information they learned, students wrote and performed an original play.
October 2018 - November 2018
"The students were offering knowledge they had learned in class, and writing it into the script in a dynamic, theatrical way."
"The students were offering knowledge they had learned in class, and writing it into the script in a dynamic, theatrical way."
-- Lucas Pinner, Teaching Artist
-- Lucas Pinner, Teaching Artist
Our play was about....
Our play was about....
"Thunder Boy"
"Thunder Boy"
An Iroquois Myth
Alvin: Once, in a storm just like this one, an Iroquois person was magically transported into the land of the Thunder People!
Davony, Rachel & Maireen: The storm is getting powerful!
Jhiram: Those are stratonimbus clouds. They look flat like a blanket.
Rachel: No, those are cumulonimbus because they are tall and puffy and they have…
All: Thunder and Lightning!!!
"The Seven Dancers"
"The Seven Dancers"
An Iroquois Myth
Adair: Their hearts were happy and their feet were dancing, and by some magic these children ascended into the sky.
Justin, Mia and Delmis: In the sky, they became shooting stars!
Pamela: At least, this is what we Iroquois say. This is how we think shooting stars came to be.
Byron: The stars remind us to work hard in the coming year and to celebrate our accomplishments!
" The students were more open to participating and sharing their ideas with the class . They had a confidence boost after standing in front of other classes saying their lines."
" The students were more open to participating and sharing their ideas with the class . They had a confidence boost after standing in front of other classes saying their lines."
-- Haley Shein, Educator
-- Haley Shein, Educator
Block 3: The Gurierrez, Moreira, and Rose Ensembles
Block 3: The Gurierrez, Moreira, and Rose Ensembles
Social Studies / ELA: How does an ensemble of actors use figurative language to deepen their understanding of the First Amendment?
Social Studies / ELA: How does an ensemble of actors use figurative language to deepen their understanding of the First Amendment?
The classroom teachers were adamant that their students understand the ways in which people can make a change by using their freedoms of speech and assembly. In order to accomplish this curricular goal, each class created an original play connected to American Rights and Responsibilities. In culmination, the classes shared their plays in a timeline of how these rights came to be (the formation of the Constitution) and how groups of people throughout our nation's history used them to stand up for what was right (the Newsboy Strike of 1899 and March for Our Lives in 2018). Each class demonstrated a deep understanding of the significance of these freedoms and how they could use them in their lives today and in the future.
The classroom teachers were adamant that their students understand the ways in which people can make a change by using their freedoms of speech and assembly. In order to accomplish this curricular goal, each class created an original play connected to American Rights and Responsibilities. In culmination, the classes shared their plays in a timeline of how these rights came to be (the formation of the Constitution) and how groups of people throughout our nation's history used them to stand up for what was right (the Newsboy Strike of 1899 and March for Our Lives in 2018). Each class demonstrated a deep understanding of the significance of these freedoms and how they could use them in their lives today and in the future.
May 2019 - June 2019
"Our play revolved around some heavy subject matter, because we had confidence in their ability to present it with respect. My kids understood and felt deeply honored by this. I know that our faith in their ability to put on this amazing show inspired them to live up to our expectations."
"Our play revolved around some heavy subject matter, because we had confidence in their ability to present it with respect. My kids understood and felt deeply honored by this. I know that our faith in their ability to put on this amazing show inspired them to live up to our expectations."
-- Rebecca Rose, Educator
-- Rebecca Rose, Educator
Our play was about....
Our play was about....
The Constitution
The Constitution
Narrator: And so, the leaders of the 13 colonies sent their constitution to their people.
Narrator: The people loved the idea of a new government! But they wondered if the leaders could create more rights that directly impacted the people.
Pamela: The people want to have freedom of speech! They want to speak freely without anyone saying they cannot.
George Washington: I agree. The people should have freedom of speech!
The Newboys Strike of 1899
The Newboys Strike of 1899
Drivers and Truck: Move out of the way!
Newsies: We’re not moving until the price of newspapers goes back down!
Edelyn: It was not our choice to change the price!
Angelly: It was Mr. Hearst and Mr. Pulitzer!
Police: Stop this fighting! Go home or you’re coming with us!
Newsies: No!
Majory-Stoneman Douglas High School
Majory-Stoneman Douglas High School
Brandon: We’re going to walk out of school for our safety, it is our right to have freedom of assembly!
Keyli: Never again do we want school shootings.
Aylin: Never again do we want to feel unsafe in our schools.
Nick: Never again do we want to see people die.
All: We want change, freedom and peace!
"The important part to me was when all the students used their voices to change the world."
"The important part to me was when all the students used their voices to change the world."
-- Abraham
-- Abraham
"When I heard that 17 people died I was shocked... I would do anything so school shooting don't happen anymore."
"When I heard that 17 people died I was shocked... I would do anything so school shooting don't happen anymore."
-- Jadiel
-- Jadiel
"Hearing that school shootings have happened before made me cry because of how emotional it would be for a parent."
"Hearing that school shootings have happened before made me cry because of how emotional it would be for a parent."
-- Brian
-- Brian
Leah Antonio, Haley Shein, David Bell, Nilda Gutierrez, Tamara Moreira, and Rebecca Rose, Educators
Leah Antonio, Haley Shein, David Bell, Nilda Gutierrez, Tamara Moreira, and Rebecca Rose, Educators
Lucas Pinner and Angela Peletier, Teaching Artists
Lucas Pinner and Angela Peletier, Teaching Artists
Daniel Goodstein, Vice Principal
Daniel Goodstein, Vice Principal
Ellen Treadway, Principal
Ellen Treadway, Principal
Photos by Angela Peletier
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