This document outlines a lesson plan for students to create a biography timeline and tableau depicting important events in the lives of Helen Keller, Bessie Coleman, and Hank Greenberg. Students read biographies of these figures and identified four key dates to include in a timeline. They then worked collaboratively in groups to create a frozen tableau depicting an important event or perspective from the person's life at that date. Students received a rubric to plan and assess their tableaus before presenting them to the class. The lesson integrated standards in creative expression, careers, speaking and listening, and reading comprehension.

1. BIOGRAPHY TIMELINE
TABLEAU
HOW HAS IMMIGRATIONAFFECTED BOTH PEOPLE
AND PLACES, THUS INFLUENCING PERSPECTIVES?
Mrs. Adjinian, Mrs. Lockton
Susan B. Anthony
3rd Grade
Optional—add photo of class or
final project here

2. Standards
• 2.1 Creative Expression
Participate in a cooperative scriptwriting or improvisations
that incorporate the five Ws.
5.2 Careers and Career- Related Skills
Develop problem solving and communication skills by
participating collaboratively in theatrical experiences.
Speaking and Listening
Speaking: 3.1 Engage effectively in a range of collaborative
discussion with diverse partners, building on others’ ideas
and expressing their own clearly.
RI.3.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answer.

3. IntegratedLearningOutcome
After reading the biographies of Helen
Keller, Bessie Coleman and Hank Greenberg,
create a timeline and a tableau that includes
four important events that happened in their
lifetime to influence their perspectives, and
write a caption summarizing what each
tableau represents.

4. Creative Process:
Imagine/Examine/Perceive
• After reading the biographies, students had to create a
tableau using four important dates from the person’s life.
• They brainstormed within their groups, wrote captions for
each ―scene‖ and created a tableau to show their
understanding/interpretation of the person’s feelings and
actions.
First, Hank hit his first major league
home run for the Detroit Tigers.
1933

5. Creative Process:
Explore/Experiment/Develop Craft
• Students used closed reading strategies to create a
timeline.
• Each group self directed the development of the tableau
using a rubric.

6. Tableau Checklist
Every tableau must have the following elements…
• Different Levels – High, Medium, Low
• Different Body Shape – Open/Closed
• Effective use of physical space/Able to see
everyone
• Focus (eye contact) is clear and visible
• Emotion shown through body language and
facial expressions

7. Creative Process:
Create
Students had to create their tableau using their
understanding of the person’s life events that influenced
their perspective.
• After working very hard, Hank Greenberg got his chance in Hank Greenberg decided not to Greenberg agreed to
• Hank Greenberg joined one the first major league. He smashed play when the game was scheduled play a different position
• of the professional teams the ball out of the park – a home on Jewish Holiday. He worked very hard
• Named the Detroit tigers. Run! and practiced every day.
• 1929 1933 1934 1940

8. Creative Process:
Reflect/Assess/Revise
• Students were given a tableau check off sheet and a
rubric to use to reflect on their work before finalizing it.
Every tableau must have the following elements…
• Different Levels – High, Medium, Low
• Different Body Shape – Open/Closed
• Effective use of physical space/Able to see
everyone
• Focus (eye contact) is clear and visible
• Emotion shown through body language and
facial expressions

9. Creative Process:
Time to Share!
• After the students gained mastery of their tableau they
presented them in front of the whole class while the
teacher read the captions for each scene.

10. Authentic Performance-Based Summative
Assessment

11. Summative Reflection:
Student Comments
• ―This project helped me understand how Helen was
feeling.‖
- Juan Diego
• ―This project helped me understand that doing tableau is
fun and helped me understand more about Bessie
Coleman.‖
- Isaiah L.

12. Summative Reflection:
Teacher Comments
What I loved!
• The students were able
to help one another by
giving
reasons/explanations why
they need to make
changes. They trusted
one another and felt safe
to express themselves.
I wonder if I….
Should have taken pictures
first and showed the
students as a form of
assessing/reflecting then
gave them an opportunity to
refine it they would’ve
demonstrated improvements.

13. Rubric for Tableau
Emerging Approaching
Proficiency
Proficient
Performance Skill:
Are the students frozen?
Do the students use and maintain appropriate focal
points?
Communication:
Does the tableau tell a story?
Are the poses and expressions bold and strong?
Creativity:
Are the poses interesting?
Critical Thinking:
Is the tableau balanced? (high/medium/low)
Do the students understand the message being
portrayed?
Collaboration:
Was the group able to form the tableau quickly and
quietly?

15. This lesson was the result of the work
done at the Arts Every Day workshop
offered through the Fresno County Office
of Education.