Standards-Based Lesson Plan

STANDARDS-BASED LESSON PLAN Note: Lesson Plans are tentative and may change at the teacher’s discretion and will be noted. **Typically homework and old business are discussed prior to starting the new lesson.**

Teacher: Holley Grade/Subject: 6/7/8Theatre Arts Dates: 8/29 – 9/9 Fall 2016

MYP Unit Title: Theatre Approaches to Learning: Global Context: Arts – Who am I? Who are SELF-MANAGEMENT: Reflection skills Personal and Cultural Expression You? Who are We? - Consider ethical, cultural and - Human nature and human dignity; moral environmental implications reasoning and ethical judgment; consciousness and mind

MYP Unit Statement of The process of artistic creation can lead to self-discovery (GC: Identities and relationships) Inquiry: Unit Inquiry Questions: Factual - What is a play? Factual: Conceptual: Conceptual - How does a theatrical performance portray personal identity and relationships Debatable: between characters? Debatable - Can a fictional play reflect or represent “real life?”

Learner Profiles: Communicators, Thinkers, Reflective, Risk Takers DAY 1 Standard(s) & Element(s): TAMS(6/7/8).1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media a. Identifies the elements, themes, and structure of drama c. Interprets meaning within the context of a dramatic text d. Explores the connections between theatre and real life

TAMS6.1

Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media

a. Identifies the elements, themes, and structure of drama

b. Identifies, describes, and classifies character traits

c. Interprets meaning within the context of a dramatic text

d. Explores the connections between theatre and real life

e. Compares and differentiates between various forms of media WIN Time: Essential Question(s): Can a theatrical performance reflect the “real world” in a meaningful way?

Vocabulary / Language of TSW analyze and construct meaning from theatrical experience. the Standards: TSW develop and communicate characters within a variety of situations and environments.

Opening: QoD: What are 3 elements of “The Hitchhiker” that would be hard to translate to the stage? Work Period: TSW work as a class to identify Exposition elements for “The Hitchhiker” – Characters, setting, and conflict. TSW take notes on stage vs. screen elements TSW identify and analyze differences between how an audience behaves during stage play/movie/tv/movie at home. Time and place for appropriate audience etiquette. TSW identify and analyze plot points from “The Hitchhker” Closing: Exit Ticket/Discussion Would the resolution scene be easy to translate to the stage? How would you do it?

Homework: None DOK Level: Grouping: 6 groups of 6 Assessment: Grouping by MI Work Sample Pre-test Teacher Observation Quiz Student Self-Assessment Rubric Conference W/Student Post Test Graphic Organizers Differentiation: (What will be done to meet the needs of all students?) SPED and IEP working together in groups of 4-6.

DAY 2 Standard(s) & Element(s): TAMS(6/7/8).1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media a. Identifies the elements, themes, and structure of drama c. Interprets meaning within the context of a dramatic text d. Explores the connections between theatre and real life

TAMS6.11

Engaging actively and appropriately as an audience member in theatre or other media experiences

a. Models appropriate audience behaviors

b. Analyzes the relationship between an audience and a performer

c. Creates guidelines for behaviors appropriate to a theatre experience WIN Time: Essential Question(s): Can a theatrical performance reflect the “real world” in a meaningful way?

Vocabulary / Language of TSW analyze and construct meaning from theatrical experience. the Standards: TSW develop and communicate characters within a variety of situations and environments. Opening: QoD: List 5 proper audience behaviors during a stage play. Why is it important to maintain a certain level of etiquette as an audience member?

Work Period: TSW take Cornell notes on critique PPT – What is it? How to critique? Examples good/bad TSW participate in table read of “The Hitchhiker” Audience will critique performance using guided questions on worksheet and self-critique their own behavior as an audience member. Actors will self-critique acting and critique audience etiquette. Closing: TSW discuss, then turn in Critiques

Homework: None DOK Level: Grouping: 6 groups of 6 Assessment: Work Sample Pre-test Teacher Observation Quiz Student Self-Assessment Rubric Conference W/Student Post Test Graphic Organizers Differentiation: (What will be done to meet the needs of all students?) SPED and IEP working together in groups of 4-6.

DAY 3 Standard(s) & Element(s): TAMS(6/7/8).1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media a. Identifies the elements, themes, and structure of drama c. Interprets meaning within the context of a dramatic text d. Explores the connections between theatre and real life

TAMS6.11

Engaging actively and appropriately as an audience member in theatre or other media experiences

a. Models appropriate audience behaviors

b. Analyzes the relationship between an audience and a performer

c. Creates guidelines for behaviors appropriate to a theatre experience WIN Time: Essential Question(s): Can a theatrical performance reflect the “real world” in a meaningful way?

Vocabulary / Language of TSW analyze and construct meaning from theatrical experience. the Standards: TSW develop and communicate characters within a variety of situations and environments. Opening: QoD: What do you think was the most difficult part of “The Hitchhiker” to imagine just from reading/listening to the script? Work Period: TSW split into groups to conceptualize a scene from “The Hitchhiker” for performance. TSW select cast and director as well as stage manager/set designer. Directors must work with set designer to plan for set and props. Actors must rehearse lines to create “real life” feel Set designers must imagine ways to bring set and prop elements to the stage. Closing: Exit note: What was the most difficult part of deciding jobs for this project? Homework: None DOK Level: Grouping: 6 groups of 6 Assessment: Work Sample Pre-test Teacher Observation Quiz Student Self-Assessment Rubric Conference W/Student Post Test Graphic Organizers Differentiation: (What will be done to meet the needs of all students?) SPED and IEP working together in groups of 4-6. DAY 4 Standard(s) & Element(s): TAMS(6/7/8).1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media a. Identifies the elements, themes, and structure of drama c. Interprets meaning within the context of a dramatic text d. Explores the connections between theatre and real life

TAMS (6/7/8).3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments a. Demonstrates effective verbal and non-verbal communication skills e. Explores the variety of relationships between characters

WIN Time: Essential Question(s): Can a theatrical performance reflect the “real world” in a meaningful way?

Vocabulary / Language of TSW analyze and construct meaning from theatrical experience. the Standards: TSW develop and communicate characters within a variety of situations and environments. Opening: Rehearse lines and stage directions in group. Prepare to perform for class.

Work Period: TSW perform their scenes with their groups. Audience will critique performance.

Closing: Final Thoughts: What positive element did you observe most often in the presentations. What negative element was prevalent?

Homework: None DOK Level: Grouping: 6 groups of 6 Assessment: Work Sample Pre-test Teacher Observation Quiz Student Self-Assessment Rubric Graphic Organizers Differentiation: Conference W/Student Post Test (What will be done to meet the needs of all students?) SPED and IEP working together in groups of 4-6.

DAY 5 Standard(s) & Element(s): TAMS(6/7/8).10 Critiquing various aspects of theatre and other media using appropriate supporting evidence

a. Identifies the purpose of a critique b. Identifies the role of the audience in theatre and other media TAMS(6/7/8).11 Engaging actively and appropriately as an audience member in theatre or other media experiences a. Models appropriate audience behaviors b. Analyzes the relationship between an audience and a performer c. Creates guidelines for behaviors appropriate to a theatre experience WIN Time: Essential Question(s): Can a theatrical performance reflect the “real world” in a meaningful way?

Vocabulary / Language of TSW analyze and construct meaning from theatrical experience. the Standards: TSW develop and communicate characters within a variety of situations and environments. Opening: Rehearse lines and stage directions in group. Prepare to perform for class.

Work Period: TSW continue to perform their scenes with their groups. Audience will critique performance.

Closing: Final Thoughts: Based on the “preview” of the scene performance, which version of the play would you pay money to see?

Homework: Parent Letter Return DOK Level: Grouping: 6 groups of 6 Assessment: Work Sample Pre-test Teacher Observation Quiz Student Self-Assessment Rubric Conference W/Student Post Test Graphic Organizers Differentiation: (What will be done to meet the needs of all students?) SPED and IEP working together in groups of 4-6.