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Description:

The Lessons in this Companion will give students opportunities to reflect on sections from the script of Funny Girl as well as events within their own lives. The real-life Fanny Brice did not conform to the prevailing notion of feminine beauty. Instead, she tenaciously held on to her conviction that being different was not only ok, it was what would make her a star. In Funny Girl: the Ratios of FACE, PART 1 students will explore a section of the JPAS production of Funny Girl that highlights the real-life Fanny Brice’s beliefs about appearance and individuality. They will use this exploration to consider their own unique appearance and individuality. To deepen this exploration, they will learn about symmetry and use their understanding of polygons and quadrant graphing to make a symmetrically balanced composition—a self-portrait. They will consider the self-portrait they create and their own personal traits, something that makes them “beautiful,” and, emulating the writers of the script for Funny Girl, develop a metaphor to describe this personal characteristic or trait. In Funny Girl: the Ratios of FACE, PART 2 students will build on concepts they developed in PART 1 by further reflecting on their own gifts. This lesson will review a segment from Fanny Brice’s autobiography and compare it to the text of the script for Funny Girl. Fanny Brice had focus, on her unique abilities and where they were going to take her. In this lesson, students will continue to reflect on a quote and a song from the play that illustrate both Fanny Brice’s belief in herself and where those gifts were going to take her. Students will have the opportunity to further reflect on their own gifts and the steps they will need to take to be successful in the future.

Subjects:

  • Mathematics > Equations
  • Mathematics > Geometry
  • Mathematics > Graphing
  • Language Arts > Listening & Speaking
  • Language Arts > Literature
  • Mathematics > Measurement
  • Mathematics > Problem Solving
  • Language Arts > Reading Comprehension
  • Language Arts > Research
  • Language Arts > Story Telling
  • Language Arts > Writing

Education Levels:

    Keywords:

    Language:

    English

    Access Privileges:

    Public - Available to anyone

    License Deed:

    Creative Commons Attribution Non-Commercial
    Update Standards?

    CCSS.ELA-Literacy.RL.K.1: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

    With prompting and support, ask and answer questions about key details in a text.

    CCSS.ELA-Literacy.RL.K.3: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

    With prompting and support, identify characters, settings, and major events in a story.

    CCSS.ELA-Literacy.RL.1.1: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

    Ask and answer questions about key details in a text.

    CCSS.ELA-Literacy.RL.1.3: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

    Describe characters, settings, and major events in a story, using key details.

    CCSS.ELA-Literacy.RL.3.3: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

    Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

    CCSS.ELA-Literacy.RL.4.3: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

    Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

    CCSS.ELA-Literacy.RL.9-10.2: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

    Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

    CCSS.ELA-Literacy.W.K.2: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

    Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

    CCSS.ELA-Literacy.W.K.3: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

    Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

    CCSS.ELA-Literacy.W.1.2: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

    Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

    CCSS.ELA-Literacy.W.2.2: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

    Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

    CCSS.Math.Content.K.G.A.2: Common Core State Standards for Mathematics

    Correctly name shapes regardless of their orientations or overall size.

    CCSS.Math.Content.1.G.A.2: Common Core State Standards for Mathematics

    Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

    CCSS.Math.Content.3.G.A.1: Common Core State Standards for Mathematics

    Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

    CCSS.Math.Content.5.G.A.1: Common Core State Standards for Mathematics

    Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

    CCSS.Math.Content.5.G.A.2: Common Core State Standards for Mathematics

    Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
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    Janet Pinto
    February 26, 2019

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