Names and Weather Patterns

Goal: Learn everyone’s names and pronouns; Bring imagination into the room; Become observant of the world around us; Learn a bit about how each person in the group feels and expresses their emotions.

Names and Weather Patterns
  • Intro

Names and Weather Patterns

Contributed by Marisol Rosa-Shapiro

Goal

Learn everyone’s names and pronouns; Bring imagination into the room; Become observant of the world around us; Learn a bit about how each person in the group feels and expresses their emotions.

Directions

  • Introduce yourselves around the circle. By sharing your name, your pronouns, and describe the way you feel today as a weather system.
  • Describe what you see outside the window
  • Show printed, laminated images of a variety of weather patterns–Sunshine, a rainbow, a tornado, etc.
  • If there’s time and will, the group may do this activity a second time. With each participant repeating their name and pronouns, and incorporating a gesture or movement with the description of their weather pattern.
  • Teaching Artists or a Classroom Teacher should scribe everyone’s answers somewhere where they can be seen by the whole group.  This will help us with our reflection at the end of the activity/lesson plan.
  • Reflection –  After all the sharing, reflect on a scale of zero to five, how well do you know everyone else’s name in the room.
    • At the end of the class/day together, Teaching Artists might also revisit these weather patterns. To find out whether they are any different than they were at the beginning of class.  This can be accomplished, again, via finger poll.
      • At the beginning of class today, these were our weather patterns: [Teaching Artist reads the list of names and weather patterns out loud]. Using your fingers, show how you know feel.
    • Teaching Artists notice where students fall on this scale and give some students the opportunity to share why they picked the number they picked. 

Transition into Activity

Students transition into the activity with an introduction from the Teaching Artists, a statement of objectives, and an agenda for the day.

Transition out of Activity

Students transition out of the activity by “balling up” their weather patterns like snowballs made of soft, fluffy snow and tossing or blowing them up into the air so that they rain down beautiful soft snow on everyone’s heads over a countdown from 10 to 0.  When Teaching Artists reach zero, we’re ready to transition to the next activity.

Classroom Arrangement

Preferably in a circle in an open space.  This can also happen at desks, as long as everyone can see everyone else, or on seating spots, with gestures only performed with the upper body.

Supports/Adaptive Materials/Tools

  • Teaching Artists present the day’s agenda at the top of the class.  Once this activity is complete, it can be crossed off the agenda.
  • Teaching Artists should have the “script” for this activity written in big, bold letters on chart paper posted somewhere in the room where everyone can see it.  The chart paper should read.  “My name is _________.  I use [she/her; he/him; they/them] pronouns.  And today I feel like [a weather pattern].”
  • Teaching Artists should have on hand a stack of laminated images of weather patterns, with big, bold-lettered descriptions such as “BRIGHT SUNNY DAY” or “A THUNDER AND LIGHTNING STORM.”  Alternatively, these could be presented/projected via smartboard–perhaps even with animation or video!
  • Teaching Artists may choose to share with the group that they are using simile and/or metaphor to describe how they feel today.  The words “SIMILE” or “METAPHOR” may be added to the group’s word wall or arts vocabulary bank.
  • Depending on the group, the Teaching Artists might offer the participants a minute to think independently, write down, draw, or talk to a partner about how they’re feeling and what their weather pattern might be, before sharing in the whole group.
  • Rather than a gesture or movement to represent the weather pattern, participants might draw their weather pattern. Point to one of the Teaching Artist’s provided examples, or offer the sound of their weather pattern–a loud *crash* for lightning, a whistle for tornado, a chirping bird for a sunny day, etc.!
  • Instead of a “five alive”-style finger poll on the scale of zero to 5. Students may choose to respond verbally, to write or draw the number on a piece of paper, or to share their answer with a neighbor who can amplify any shy or uncomfortable voice.

Role of the Teachers and Paraprofessionals

  • Participate in the activity and share how you’re feeling
  • Scribe the students’ responses regarding their weather patterns.
  • Alert the Teaching Artists if they have mispronounced any of the names or used the incorrect pronouns.

Remote Adaptation

Unmutes everyone and calls on students to participate and takes attendance.

Art forms

Time

10-15 mins