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Topic: Stop Motion Storytelling with Sound
Objective: I can use tools to create a stop-motion animation with sounds.
Vocabulary: stop-motion animation, frame, sequence, movement, background, prop
Extensions: 

• Use storyboards to plan a stop-motion animation sequence that addresses an issue or problem. Create a public service announcement (PSA) on a topic of importance to them, such as environmental conservation, kindness, or internet safety.

• Animate a book! Select a favorite children's book or short story and have students create a stop-motion animation adaptation of the text.

• Encourage students to experiment with different animation techniques and styles, such as pixilation (using people as stop motion subjects), cut-out animation, or puppet animation.

• Have students work in small groups to create a collaborative story using stop-motion animation. Each group member contributes a scene to the story, and the scenes are compiled to create a cohesive narrative.

Topic: Select, Perform, Evaluate
Objective: I can select songs and evaluate my performance.
Vocabulary: perform/performer/performance
Vocabulary Review: rhythm, repeat sign, “pear” (one sound on a beat),  “apple” (two sounds on a beat), “shh”/rest (one beat of silence)
Extensions: 

• Discuss or write about a favorite song, explaining why you like it (such as musical characteristics, meaning, mood, etc.).

• After a rehearsal or performance, evaluate strengths and areas of growth (musical or behavioral; personal or group), using music vocabulary.

Topic: Creating Meaning with Text
Objective:  I can create meaning in a scene through character, setting and subtext
Vocabulary: dialogue, open scene, setting, subtext
Extensions:

• Scene Expansion:

  • Provide each student or group with a blank scene similar to the one used in the lesson.

  • Instruct students to expand upon the given dialogue by adding descriptive action and additional lines that develop the characters, setting, and subtext.

  • Encourage students to consider questions such as: What might have happened before this scene? What are the characters thinking and feeling beyond what is explicitly stated? How can they use body language and gestures to convey meaning?

  • Allow time for students to rehearse their expanded scenes.

  • Invite them to perform their scenes for the class, focusing on bringing the added elements to life through their acting.

  • Facilitate a feedback session where students discuss how the expanded scenes deepened their understanding of the characters and enhanced the overall storytelling.

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