The document provides lesson plans for teaching students about James Forten, an influential African American abolitionist who fought as a privateer during the American Revolution. Students will read about Forten's life, then work collaboratively in small groups to create tableaux and pantomime scenes depicting key events from the text. They will also summarize the main ideas of their scenes in writing. An extension activity gives students the opportunity to improvise dialogue for their scenes to demonstrate inferences about the characters and events.

1. Lesson Title: James Forten: Now Is Your TimeEssential Question: Who were the people who helped create the United States during the American Revolution? What role did African-Americans have during the War for Independence?Integrated Student Objectives:Students will determine the main idea and summarize supporting details from a text. Students will collaborate in small groups to create an informal theatre performance. Students will demonstrate their understanding of the main idea through tableau and pantomime. (Extension) Students will improvise and write dialogue based on inferences, generalizations, and conclusions from the text. Reading/Language ArtsTheatre or Visual ArtStandard(s)Reading Comprehension 2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.(Extension) Reading Comprehension 2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.Creative Expression2.3 Collaborate as an actor, director, scriptwriter, or technical artist in creating formal or informal theatrical performances.Connections, Relationships, Applications5.1 Use theatrical skills (pantomime, tableau, dialogue) to dramatize events and concepts from other curriculum areas, such as reenacting the signing of the Declaration of Independence in history social science.Resources5th Grade-Theme 3 Selection 3James Forten: Now Is Your TimePirates and Privateers: the History of Maritime Piracy at http://www.cindyvallar.com/forten.html Images of ships also available online http://www.delicious.com/kmorinCSUF/AEDlesson Student Performance or ArtworkStudents will collaborate in small groups to create and perform scenes using tableaux and pantomime to depict the life of James Forten and the role of African Americans in the Revolutionary War. (Extension) Students will improvise and/or write dialogue that demonstrates the ability to draw inferences based on a text. Criteria for SuccessHow will teachers and students know that they have met the full rigor of the standard?Completion of KWL ChartHM Teacher’s Resource Blackline Master End-of-Selection Test to assess comprehension Written response (p 328) Answer Question 1 (2.3) or Question 2 (2.4)Write a Caption (p 329) (2.3)Write a Dialogue (p 328) (2.4)Tableau Pantomime Scene Checklist (Main Idea/ Supporting Details) Does the tableau show the main idea of the selection from the story? Did all parts of the scene fit together?(Concentration) Are the students frozen when they do the tableau? Do the students use and maintain appropriate focal points?(Body/Facial Expression) Are the poses and expressions bold and strong? (Stage Position) Is the tableau balanced? Are there multiple physical levels?(Cooperation) Did the group work well together? Can each person in the group explain what the scene is about?MaterialsStudent Anthology; pen and paper; KWL worksheetVocabulary context cards related to lesson“The Life of a Privateer” Activity and images of American sloops of warPhysical Space Requirements andGrouping(s)Students at desks; Individual and partner sharingWhole group, small group and partner work. Need space to move, practice, and perform. Desks can be moved aside or students can re-locate to an auditorium or multi-purpose room<br />Reading/Language ArtsTheatre Arts or Visual ArtsINTRODUCEDescription of Practice (ELA)Description of Practice (VAPA)Create Context Why does the objective matter in student lives?The ability to determine the topic and main idea of a story helps you summarize the key points and leads to better understanding.Acting out scenes based on what you read will help the text come to life; you will also develop your ability to collaborate on a project with other students.Anticipatory Set“Get Set for Background and Vocabulary”“Fighting For Freedom” (310-311)“KWL” ChartConnect Prior Knowledge and SkillsRemind students that this theme conveys the spirit of the Revolution and the people who lived back then. This story is about a free African American man who fought as a privateer during the war and then became an influential abolitionist.Model using context clues to figure out the meanings of words.Review terms pantomime (action without words) and tableau (A silent and motionless depiction of a scene created by actors)Review Pantomime skills – “Space Bubble”Review Tableau - Look through illustrations from the story to find examples of tableaux.VocabularyInfluential, abolitionists, assisted, privateer, conflict, captives, encouraged Facial expression, concentration, focus, collaboration, summarize CFUFirst 2 Columns of KWL ChartObservation of review activitiesTEACHEngage StudentsWarm ups that connect prior knowledge and skills and front load new knowledge and skills.Imaging Exercise – “The Life of a Privateer” Narrative Pantomime- Students pantomime “Workers” from Philadelphia in 1766. Read paragraph 1 p. 314 aloud as Narrative Pantomime Stop and discussRead 2nd paragraph on p. 315 as Narrative PantomimeStop and discuss Character Walkabout- Students establish “Space Bubbles” and explore groups of people from the story:Farmers carrying produceAbolitionistsFree men of African descentPrivateersMembers of the British NavyCount and Freeze – Leader calls out vocabulary from the story and then count 1-2-3-4-5-Freeze! Players start in neutral then grow bigger until the biggest is at the count of 5, then freeze in that pose. Teacher Modeling Find main idea in the first paragraph (see details teacher’s manual p. 315)Create a scene depicting the first paragraph with teacher guiding the whole class. Scene begins with a tableau, has pantomime action in the middle, and ends in tableau.CFUCan students summarize the paragraph? Can they read and understand vocabulary from the story?Is the focus clear? Are there multiple levels? Are faces and bodies engaged? Were students able to stay in character?PRACTICEGuided PracticeStudents read and discuss the entire storyStudents are assigned to small groups. Each group is assigned a page and illustration from the story.Students re-read the page and choose a main idea from the text that they want to portray. Students collaborate to write a summary for the action in their scene.Students develop a beginning tableau, a middle action through pantomime, and an ending tableau that represents the main idea they have selected.CFUDo the scenes match the story? Are the summaries clearly stated?Independent PracticeStudents practice scenes, evaluate, and revise.Students perform their scenes for each other and read or explain the summaries they have written.Extension – add Dialogue (Making Inferences – ELA 2.4)Leader takes one scene as demonstration for “Tapping Out” activity. Leader taps performer on shoulder and the character says what he or she is thinking.Each actor creates a line to say to at least one other character along with one specific action. The emphasis should be on expressing character traits, motivation and emotions.Share the improvised scenesAPPLYAssess Student PerformanceApply Criteria for assessment (KWL sheet, Tableau checklist, etc)Close Restate objectives. Make connections. Discuss student reflections about the story and what they learned.HOMEWORKIndependentPractice“Think About the Selection” Question #1 (328)“Write A Dialogue” (328)“Write a Caption” (329)ADAPATIONSESL Students work primarily from the illustrations to write summaries of the main idea and supporting detailsLDGATE Write a Captain’s log (Reading Card 12) or biography of a privateer Captain on the ship.Connections to other subjects Social Studies (322) The Quakers, led by William Penn settled in Pennsylvania in 1682. The Quakers remained abolitionists and many were involved in the Underground railroad during the Civil War.<br />The Life of a Privateer<br />Imaging exercise <br />Picture of Sloop of War from late 1700’s or Page 322 in Anthology<br />Show picture (or use illustration on page 322) and discuss what comes to mind. Explain “Imaging Exercise”<br />Imaging exercise:<br />In an imaging exercise, you use your imagination to create pictures inside your head as you listen to a story. You try to imagine what it would be like if you were there. You do not need to move at all. You can close your eyes if that makes it easier. It takes practice to see the images clearly in your mind.<br />Narration:<br />“Close your eyes and imagine you are sailing on a war ship. Smell the salt air; feel the waves rocking the deck beneath you; listen to the wind and the creaking wood. This is a long time ago – in fact, it is during the Revolutionary War. You are aboard a 14-gun sloop that is a privateer. The British call you pirates – but you know better – you are proud to be fighting on a privateer ship for the United States colonies. As a privateer you get a share of whatever provisions you capture from a British ship. Off on the horizon, another ship looms ahead. It is sailing right towards you, and soon you will be engaged in battle. This ship is much bigger and has many more guns – what if you lose? You have heard that the British will take you into bondage and sell you as a slave if they capture you. You are nervous and tentative as you prepare for the conflict ahead, but you will be ready when it comes.<br />