Montville Township Public Schools Broadway Workshop

MONTVILLE TOWNSHIP PUBLIC SCHOOLS OFFICE OF CURRICULUM & INSTRUCTION

BROADWAY WORKSHOP

Grades 9-12

Credits: 2.5

ABSTRACT This class is for the student interested in learning the history of the Broadway musical, its composers, lyricists, productions and much more. Focus will also be on vocal performance. Students will research the elements and attributes of the Broadway musical, and how it evolved over time.There will be a performance recital at the end of the semester where students will put into practice what they have been researching and studying.

BOE approved 06/19/2018

Unit of Study: The History of American Musical “Give My Regards to Broadway” “Syncopated City” (Title, timeframe, description) Theater – Before Broadway Broadway 1893-1927 Broadway 1919-1933 1774-1885 (2 weeks) (2 weeks) (2 weeks) STAGE 1: Desired Results Established Goals: Visual and Performing Arts Visual and Performing Arts Visual and Performing Arts NJSLS: 1.1.12.A.1, , 1.1.12.B.1, 1.1.12.B.2, 1.1.12.A.1, , 1.1.12.B.1, 1.1.12.B.2, 1.1.12.A.1, , 1.1.12.B.1, 1.1.12.B.2, (include technology and 21st 1.1.12.C.1, 1.1.12.C.2, 1.3.12.A.1, 1.1.12.C.1, 1.1.12.C.2, 1.3.12.A.1, 1.1.12.C.1, 1.1.12.C.2, 1.3.12.A.1, century standards) 1.3.12.A.2, 1.3.12.A.3, 1.3.12.A.4, 1.3.12.A.2, 1.3.12.A.3, 1.3.12.A.4, 1.3.12.A.2, 1.3.12.A.3, 1.3.12.A.4, 1.3.12.B.1, 1.3.12.B.2, 1.3.12.B.1, 1.3.12.B.2, 1.3.12.B.1, 1.3.12.B.2, 1.3.12.C.1, 1.3.12.C.2, 1.4.12.A.1, 1.3.12.C.1, 1.3.12.C.2, 1.4.12.A.1, 1.3.12.C.1, 1.3.12.C.2, 1.4.12.A.1, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.B.1, 1.4.12.B.2, 1.4.12.B.3 1.4.12.B.1, 1.4.12.B.2, 1.4.12.B.3 1.4.12.B.1, 1.4.12.B.2, 1.4.12.B.3 Technology Technology Technology 8.1.12.F.1 8.1.12.F.1 8.1.12.F.1 21st Century Life and Careers 21st Century Life and Careers 21st Century Life and Careers 9.1.12.C.1, 9.1.12.C.5, 9.1.12.C.1, 9.1.12.C.5, 9.1.12.C.1, 9.1.12.C.5,

Enduring ● Musical Theater is a genre of drama ● The individual composers, ● The individual composers, writers, Understandings: in which singing and dancing play writers, lyricists, and lyricists, and actors/actresses of (students will understand . . .) an essential part. actors/actresses of Musical Musical Theater, cause the art ● Art does not exist in a vacuum. It is Theater, cause the art form to form to change and evolve. influenced by the social, political change and evolve. ● Along with composers, specific and economic climate. ● Art does not exist in a vacuum. It songs and styles influenced the ● The art forms of Burlesque and is influenced by the social and direction in which Broadway Pantomime formed the foundation political climate. Musicals evolved. for Musical Comedy. ● As an Art Form evolves new ● Art does not exist in a vacuum. It creations challenge traditional is influenced by the social, patterns. political and economic climate. Essential (Guiding) 1. What is Musical Theater? 1. How do creative individuals affect the 1. How do creative individuals affect the Questions: (What 2. How does Theater communicate evolution of an Art form? evolution of an Art form? provocative questions will with audiences? 2. Why share personal experience 2. How does Art reflect and shape foster inquiry, understanding, 3. How does art reflect and shape through Theater? Culture? and transfer of learning?) culture? 3. How does Theater communicate with 3. Should Theater have a message? 4. Should theater have a message? audiences? 4. How can we learn from the past? Why 5. How do creative individuals affect should we? the evolution of an Art form STAGE 2: Evidence Assessments & Formative Assessments Formative Assessments Formative Assessments Evidence: ● Guided Question and answer ● Guided Question and answer ● Guided Question and answer (Through what authentic discussions discussions discussions performance tasks will students ● Quizzes and tests ● Quizzes and tests ● Quizzes and tests demonstrate the desired understandings?) ● Daily participation ● Daily participation ● Daily participation (By what criteria will ● Self and peer review ● Self and peer review ● Self and peer review performance of understanding Summative Assessment Summative Assessment Summative Assessment be judged?) ● Unit Tests ● Unit Tests ● Unit Tests ● Written Mid-Terms, Finals ● Written Mid-Terms, Finals ● Written Mid-Terms, Finals

Benchmark: Benchmark: Benchmark: ● Performance based assessment ● Performance based assessment ● Benchmark assessment after 1st after 1st and 2nd marking after 1st and 2nd marking period and 2nd marking period period Alternative Assessment: Alternative Assessment: Alternative Assessment: ● Student self and group ● Student self and group assessment. ● Student self and group assessment. ● Optional: Student composition assessment. ● Optional: Student composition ● Optional: Student composition STAGE 3: Learning Plan Learning Activities: ● Within small groups, research ● Begin the unit by watching the ● Begin the unit by watching the (What specific activities will each burlesque and pantomime section of Broadway: The section of Broadway: The students do and what skills will “musicals”. American Musical PBS American Musical PBS students know as a result of the unit?) ● Read and examine the influence Documentary. Documentary. of Edward E. Rice, Edward ● Within small groups, research ● Within small groups, research each Harrigan, and Tony Hart on each of the people listed below: of the people listed below: George early musical theater. Florenz Ziegfeld, George M. and Ira Gershwin, Rodgers and ● Identify and discuss reasons for Cohan, Irving Berlin, Bert Hart, Marilyn Miller, and Al creating musical theater – why Williams, Fanny Brice, and Doris Jolson. stray from straight plays and Eaton Travis. ● Listen to and watch dramas? ● Read and examine the impact of videos/recordings of the songs and ● Watch and evaluate a variety of WWI on American Musical musical styles: Shuffle Along, The examples from burlesque and Theater as well as the Actors Charleston, Swanee, Fascinating pantomime. Equity Strike of 1919. Rhythm, and The Jazz Singer. ● Students will learn about the ● Identify and discuss reasons as to ● Class discussion based on function of musical theater in why “Show Boat” was a theater historical aspects and their society based on the above spectacle of its time. influence on musical theater from information. 1919-1933 (Stock Market Crash, Prohibition) and how this ● Students will research the encouraged a migration towards essential qualities of musical Hollywood by Broadway actors theater and how they are and actresses. displayed in a performance or ● Students will research how music practice. progressed from the Gershwins to ● Students will understand the Rodgers and Hart and what was basis for evolution of American different about their musical Musical Theater as we know it, writing styles what has shaped and changed the material. Resources: 1. Broadway: The American Musical 1. Broadway: The American Musical 1. Broadway: The American Musical (PBS Documentary DVD) (PBS Documentary DVD) (PBS Documentary DVD) 2. Broadway: The American Musical 2. Broadway: The American Musical 2. Broadway: The American Musical (PBS Documentary guide book) (PBS Documentary guide book) (PBS Documentary guide book) 3. John Kenrick: Musicals101.com 3. John Kenrick: Musicals101.com 3. John Kenrick: Musicals101.com 4. Drama Projects – textbook from 4. Drama Projects – textbook from 4. Drama Projects – textbook from Theater Arts Theater Arts Theater Arts Interdisciplinary Technology Education Technology Education Technology Education Connections: (e.g. writing, ● 8.1.12.F.1 Evaluate the ● 8.1.12.F.1 Evaluate the strengths ● 8.1.12.F.1 Evaluate the strengths literacy, math, science, history, strengths and limitations of and limitations of emerging and limitations of emerging st 21 century life and careers, emerging technologies and their technologies and their impact on technologies and their impact on technology) impact on educational, career, educational, career, personal and educational, career, personal and personal and or social needs. or social needs. or social needs.

21st Century Life and Careers 21st Century Life and Careers 21st Century Life and Careers ● 9.2.12.C.1 Review career goals ● 9.2.12.C.1 Review career goals ● 9.2.12.C.1 Review career goals and determine steps necessary and determine steps necessary for and determine steps necessary for for attainment. attainment. attainment.

ELA ELA ELA ● RST.9-10.4. Determine the ● RST.9-10.4. Determine the ● RST.9-10.4. Determine the meaning of symbols, key terms, meaning of symbols, key terms, meaning of symbols, key terms, and other domain-specific and other domain-specific words and other domain-specific words words and phrases as they are and phrases as they are used in a and phrases as they are used in a used in a specific scientific or specific scientific or technical specific scientific or technical technical context relevant to context relevant to grades 9-10 context relevant to grades 9-10 grades 9-10 texts and topics. texts and topics. texts and topics. ● RST.11-12.4. Determine the ● RST.11-12.4. Determine the ● RST.11-12.4. Determine the meaning of symbols, key terms, meaning of symbols, key terms, meaning of symbols, key terms, and other domain-specific and other domain-specific words and other domain-specific words words and phrases as they are and phrases as they are used in a and phrases as they are used in a used in a specific scientific or specific scientific or technical specific scientific or technical technical context relevant to context relevant to grades 11-12 context relevant to grades 11-12 grades 11-12 texts and topics. texts and topics. texts and topics.

Career Ready Practices Career Ready Practices Career Ready Practices ● CRP1. Act as a responsible and ● CRP1. Act as a responsible and ● CRP1. Act as a responsible and contributing citizen and contributing citizen and contributing citizen and employee. employee. employee. ● CRP12. Work productively in ● CRP12. Work productively in ● CRP12. Work productively in teams while using cultural global teams while using cultural teams while using cultural global competence. global competence. competence. Differentiation: (What 504: 504: 504: type of differentiated instruction ● Accommodations based on ● Accommodations based on ● Accommodations based on will be used for ELL, SP.ED. individual 504 plans individual 504 plans individual 504 plans and G&T students?) ● Preferential seating ● Preferential seating ● Preferential seating ● Extra time for practice and ● Extra time for practice and ● Extra time for practice and rehearsal rehearsal rehearsal ● One-on-one attention ● One-on-one attention after/during ● One-on-one attention after/during after/during school. school. school.

At Risk: At Risk: At Risk: ● Students are paired with a band ● Students are paired with a band ● Students are paired with a band buddy. buddy. buddy. ● Extra time for practice and ● Extra time for practice and ● Extra time for practice and rehearsal rehearsal rehearsal ● Preferential seating. ● Preferential seating. ● Preferential seating. ● One-on-one attention ● One-on-one attention after/during ● One-on-one attention after/during after/during school. school. school.

ELLs: ELLs: ELLs: ● Glossary of terms in different ● Glossary of terms in different ● Glossary of terms in different languages using pictures with languages using pictures with languages using pictures with captions that identifies the captions that identifies the captions that identifies the musical musical term, i.e., piccolo is musical term, i.e., piccolo is term, i.e., piccolo is Italian for Italian for small. Worksheets on Italian for small. Worksheets on small. Worksheets on key phrases key phrases and words for the key phrases and words for the and words for the subject. subject. subject. ● Repeat instructions back to affirm ● Repeat instructions back to ● Repeat instructions back to affirm understanding. affirm understanding. understanding. ● Use of bilingual resources. ● Use of bilingual resources. ● Use of bilingual resources. ● Scaffolded lessons ● Scaffolded lessons ● Scaffolded lessons ● SIOP ● SIOP ● SIOP ● TPR (Total Physical Response) ● TPR (Total Physical Response) ● TPR (Total Physical Response) G&T/Advanced: G&T/Advanced: G&T/Advanced: ● Adaptations will be made ● Adaptations will be made ● Adaptations will be made regarding length of presentation regarding length of presentation regarding length of presentation and depth of content, to be and depth of content, to be and depth of content, to be determined by grade level, breadth determined by grade level, determined by grade level, of talent, and individual needs. breadth of talent, and individual breadth of talent, and individual ● Advanced musical selections needs. needs. ● Solo opportunities ● Advanced musical selections ● Advanced musical selections ● Students are given opportunities to ● Solo opportunities ● Solo opportunities model and demonstrate correct ● Students are given opportunities ● Students are given opportunities form to the other students. to model and demonstrate to model and demonstrate correct ● Partner learning and blended correct form to the other form to the other students. ability groups students. ● Partner learning and blended ● Partner learning and blended ability groups ability groups

Unit of Study: “I Got Plenty o’ Nuttin” “Oh, What a Beautiful Mornin” “Tradition” (Title, timeframe, description) Broadway 1930-1942 Broadway 1943-1960 Broadway 1957-1979 (2 weeks) (2 weeks) (2 weeks) STAGE 1: Desired Results Established Goals: Visual and Performing Arts Visual and Performing Arts Visual and Performing Arts NJSLS: 1.1.12.A.1, , 1.1.12.B.1, 1.1.12.B.2, 1.1.12.A.1, , 1.1.12.B.1, 1.1.12.B.2, 1.1.12.A.1, , 1.1.12.B.1, 1.1.12.B.2, (include technology and 21st 1.1.12.C.1, 1.1.12.C.2, 1.3.12.A.1, 1.1.12.C.1, 1.1.12.C.2, 1.3.12.A.1, 1.1.12.C.1, 1.1.12.C.2, 1.3.12.A.1, century standards) 1.3.12.A.2, 1.3.12.A.3, 1.3.12.A.4, 1.3.12.A.2, 1.3.12.A.3, 1.3.12.A.4, 1.3.12.A.2, 1.3.12.A.3, 1.3.12.A.4, 1.3.12.B.1, 1.3.12.B.2, 1.3.12.B.1, 1.3.12.B.2, 1.3.12.B.1, 1.3.12.B.2, 1.3.12.C.1, 1.3.12.C.2, 1.4.12.A.1, 1.3.12.C.1, 1.3.12.C.2, 1.4.12.A.1, 1.3.12.C.1, 1.3.12.C.2, 1.4.12.A.1, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.B.1, 1.4.12.B.2, 1.4.12.B.3 1.4.12.B.1, 1.4.12.B.2, 1.4.12.B.3 1.4.12.B.1, 1.4.12.B.2, 1.4.12.B.3 Technology Technology Technology 8.1.12.F.1 8.1.12.F.1 8.1.12.F.1 21st Century Life and Careers 21st Century Life and Careers 21st Century Life and Careers 9.1.12.C.1, 9.1.12.C.5, 9.1.12.C.1, 9.1.12.C.5, 9.1.12.C.1, 9.1.12.C.5, Enduring ● The individual composers, ● Broadway had a great influence ● Art does not exist in a vacuum – Understandings: writers, lyricists, and on the new medium of television. the social and political climate of (students will understand . . .) actors/actresses of Musical ● Art does not exist in a vacuum. It this time period molded and Theater, cause the art form to is influenced by the social and shaped musicals in a unique way. change and evolve. political climate. ● The individual composers, writers, lyricists, and actors/actresses of Musical Theater, cause the art form to change and evolve. Essential (Guiding) 1. What if theater didn’t exist? 1. How can theater be used to initiate 1. How does art reflect and shape culture? Questions: (What 2. Why share personal experience changes in the political and social 2. How does culture reflect and shape art? provocative questions will through theater? climate. 3. Should theater have a message? foster inquiry, understanding, 3. How do creative individuals affect 2. What if theater didn’t exist? 4. How can we learn from the past? and transfer of learning?) the evolution of an Art form 3. Where can we find theater? 5. How can theater be used to initiate 4. How does theater communicate changes in the political and social with audiences? climate. STAGE 2: Evidence Assessments & Formative Assessments Formative Assessments Formative Assessments Evidence: ● Guided Question and answer ● Guided Question and answer ● Guided Question and answer (Through what authentic discussions discussions discussions performance tasks will students ● Quizzes and tests ● Quizzes and tests ● Quizzes and tests demonstrate the desired understandings?) ● Daily participation ● Daily participation ● Daily participation ● Self and peer review ● Self and peer review ● Self and peer review (By what criteria will Summative Assessment Summative Assessment Summative Assessment performance of understanding ● Unit Tests ● Unit Tests ● Unit Tests be judged?) ● Written Mid-Terms, Finals ● Written Mid-Terms, Finals ● Written Mid-Terms, Finals

Benchmark: Benchmark: Benchmark: ● Benchmark assessment after 1st ● Benchmark assessment after 1st ● Benchmark assessment after 1st and 2nd marking period and 2nd marking period and 2nd marking period

Alternative Assessment: Alternative Assessment: Alternative Assessment: ● Student self and group ● Student self and group ● Student self and group assessment. assessment. assessment. ● Optional: Student composition ● Optional: Student composition ● Optional: Student composition STAGE 3: Learning Plan Learning Activities: ● Begin by watching the unit of ● Begin by watching the unit of ● Begin by watching the unit of (What specific activities will Broadway: The American Broadway: The American Broadway: The American Musical students do and what skills will Musical PBS Documentary. Musical PBS Documentary. PBS Documentary. students know as a result of the unit?) ● Within small groups – discuss ● Within small groups, discuss and ● Within small groups, discuss and the different performers and present on the musicals listed present on the musical listed composers listed below: Ethel below: Oklahoma, On the Town, below: West Side Story, Fiddler on Merman, Ethel Waters, Cole Carousel, Annie Get Your Gun, the Roof, Cabaret, Sweeney Todd Porter, and Irving Berlin. Kiss Me Kate, South Pacific, – and their influence over ● Watch and listen to Guys and Dolls, My Fair Lady, American Musical Theater – as video/recordings of each song and The Sound of Music. well as their comments on listed below: Brother, Can You ● Watch and listen to social/political themes and Spare a Dime, Of Thee I Sing, video/recordings of each of the situations. Night and Day. above musicals – looking for ● Watch and listen to ● Watch short clips of “Anything differences in characters, musical video/recordings of each of the Goes”, “Porgy and Bess” and styles, dance, etc. above musicals – looking for discuss how they helped shape ● Research the impact of WWII on differences in characters, musical musical theater. Broadway and how it led to the styles, dance, etc. ● Discuss as to whether Ethel creation of USO shows. ● Research and observe Bob Fosse Merman or Ethel Waters, was ● Research and discuss (watch clips and Stephen Sondheim and how the more influential actress when finished) shows were first their specific choreography and during this time period and why televised on major hit networks composition styles influenced was this a turning point for all and how they were received by theater at this time actresses on Broadway. major audiences ● Numerous shows and songs ● Discuss the reasons as to why ● Discuss the impact WWII had on specific to 1957-1979 helped mold “The Cradle Will Rock” and Broadway and the American and shape American musical “This is the Army” were Theater theater. controversial amongst the ● Numerous shows and songs ● Specific choreography and musical government specific to 1943-1960 helped writing styles started to take form ● Numerous shows and songs mold and shape American during this era. specific to 1930-1942 helped musical theater. ● mold and shape American ● musical theater. ● The importance and roles of female actresses grew during the 1930’s and 40’s. Focused more as a lead than a supporting role. Resources: 1. Broadway: The American Musical 1. Broadway: The American Musical 1. Broadway: The American Musical (PBS Documentary DVD) (PBS Documentary DVD) (PBS Documentary DVD) 2. Broadway: The American Musical 2. Broadway: The American Musical 2. Broadway: The American Musical (PBS Documentary guide book) (PBS Documentary guide book) (PBS Documentary guide book) 3. John Kenrick: Musicals101.com 3. John Kenrick: Musicals101.com 3. John Kenrick: Musicals101.com 4. Drama Projects – textbook from 4. Drama Projects – textbook from 4. Drama Projects – textbook from Theater Arts Theater Arts Theater Arts Interdisciplinary Technology Education Technology Education Technology Education Connections: (e.g. writing, ● 8.1.12.F.1 Evaluate the ● 8.1.12.F.1 Evaluate the strengths ● 8.1.12.F.1 Evaluate the strengths literacy, math, science, history, strengths and limitations of and limitations of emerging and limitations of emerging st 21 century life and careers, emerging technologies and their technologies and their impact on technologies and their impact on technology) impact on educational, career, educational, career, personal and educational, career, personal and personal and or social needs. or social needs. or social needs. ● 21st Century Life and Careers 21st Century Life and Careers 21st Century Life and Careers ● 9.2.12.C.1 Review career goals ● 9.2.12.C.1 Review career goals ● 9.2.12.C.1 Review career goals and determine steps necessary and determine steps necessary for and determine steps necessary for for attainment. attainment. attainment.

Unit of Study: “Putting it Together” “Where are We Now?” Musical Theater Performance (Title, timeframe, description) Broadway 1980-2004 Broadway 2004-Present Practices (2 weeks) (2 weeks) (semester) Established Goals: Visual and Performing Arts Visual and Performing Arts Visual and Performing Arts NJSLS: 1.1.12.A.1, , 1.1.12.B.1, 1.1.12.B.2, 1.1.12.A.1, , 1.1.12.B.1, 1.1.12.B.2, 1.1.12.A.1, , 1.1.12.B.1, 1.1.12.B.2, (include technology and 21st 1.1.12.C.1, 1.1.12.C.2, 1.3.12.A.1, 1.1.12.C.1, 1.1.12.C.2, 1.3.12.A.1, 1.1.12.C.1, 1.1.12.C.2, 1.3.12.A.1, century standards) 1.3.12.A.2, 1.3.12.A.3, 1.3.12.A.4, 1.3.12.A.2, 1.3.12.A.3, 1.3.12.A.4, 1.3.12.A.2, 1.3.12.A.3, 1.3.12.A.4, 1.3.12.B.1, 1.3.12.B.2, 1.3.12.B.1, 1.3.12.B.2, 1.3.12.B.1, 1.3.12.B.2, 1.3.12.C.1, 1.3.12.C.2, 1.4.12.A.1, 1.3.12.C.1, 1.3.12.C.2, 1.4.12.A.1, 1.3.12.C.1, 1.3.12.C.2, 1.4.12.A.1, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.B.1, 1.4.12.B.2, 1.4.12.B.3 1.4.12.B.1, 1.4.12.B.2, 1.4.12.B.3 1.4.12.B.1, 1.4.12.B.2, 1.4.12.B.3 Technology Technology Technology 8.1.12.F.1 8.1.12.F.1 8.1.12.F.1 21st Century Life and Careers 21st Century Life and Careers 21st Century Life and Careers 9.1.12.C.1, 9.1.12.C.5, 9.1.12.C.1, 9.1.12.C.5, 9.1.12.C.1, 9.1.12.C.5, Enduring ● There are many notable ● Many musicals of this era are ● Breath support, vowel Understandings: musicals during this time period examples of how much musical formation/modification, tone (students will understand . . .) that are examples of the vast theater has changed and grown quality, chest and head voice, growth of musical theater from since the 1700’s. stance, and posture are all critical t earliest days. ● Broadway finds subject matter elements for a healthy and ● Composers, lyricists, and from Hollywood. Influences for supported vocal tone. playwrights from other new musicals come from many ● It is essential to research and countries have had a major media. examine a character, before impact on the musical theater ● Music composed for each show performing a song or scene. world. has been greatly influenced by the ● When playing a character, each ● Events unique to this era style and culture of the time individual puts their own imprint (AIDS, 9/11/01) affected the period. on the personality and economy of Broadway theaters. ● The influence of Television on development of the character – in impact on Broadway Theater is conjunction with the director and undeniable, including making other production staff. Broadway more accessible to a larger audience. Essential (Guiding) 1. How does art reflect and shape 1. What if theater didn’t exist? 1. What if theater didn’t exist? Questions: (What culture? 2. Why share personal experience 2. Why share personal experience provocative questions will 2. Should theater have a message? through theater? through theater? foster inquiry, understanding, 3. How can we learn from the past? 3. How does theater communicate with 3. Should theater have a message? and transfer of learning?) 4. How do creative individuals affect audiences? 4. How is feeling or mood conveyed the evolution of an Art form? 4. How do creative individuals affect the visually/non-verbally, and through evolution of an Art form? movement? STAGE 2: Evidence Assessments & Formative Assessments Formative Assessments Formative Assessments Evidence: ● Guided Question and answer ● Guided Question and answer ● Guided Question and answer (Through what authentic discussions discussions discussions performance tasks will students ● Quizzes and tests ● Quizzes and tests ● Quizzes and tests demonstrate the desired understandings?) ● Daily participation ● Daily participation ● Daily participation (By what criteria will ● Self and peer review ● Self and peer review ● Self and peer review performance of understanding Summative Assessment Summative Assessment Summative Assessment be judged?) ● Unit Tests ● Unit Tests ● Unit Tests ● Written Mid-Terms, Finals ● Written Mid-Terms, Finals ● Written Mid-Terms, Finals

Benchmark: Benchmark: Benchmark: ● Benchmark assessments after ● Benchmark assessments after 1st ● Benchmark assessments after 1st 1st and 2nd marking period and 2nd marking period and 2nd marking period

Alternative Assessment: Alternative Assessment: Alternative Assessment: ● Student self and group ● Student self and group ● Student self and group assessment. assessment. assessment. ● Optional: Student composition ● Optional: Student composition ● Optional: Student composition ● In class performances and master class workshops both as groups and individuals. STAGE 3: Learning Plan Learning Activities: ● Begin by watching the unit of ● Students will each be ● Students will be assigned (What specific activities will Broadway: The American assigned/choose a musical from repertoire to research and learn by students do and what skills will Musical PBS Documentary. the list below and present on their the end of the semester (1-2 pieces students know as a result of the unit?) ● Within small groups, discuss specific show – PowerPoint/oral per student) – this will be worked and present on the musicals presentation: Little Shop of on weekly by student and teacher. listed below: The Producers, Horrors, Avenue Q, Spamalot, ● Students will practice in a master nd 42 Street, Cats, Sunday in the Dirty Rotten Scoundrels, Little class type setting with other Park with George, La Cage Aux Women, All Shook Up, The Light classmates watching and observing th Folles, The Lion King, Rent, in the Piazza, The 25 Annual the performance/practice. and Wicked. Putnam County Spelling Bee, ● Students will be able to answer and ● Watch and listen to Jersey Boys, The Wedding demonstrate the following skills: video/recordings of each of the Singer, The Drowsy Chaperone, ● How does one produce and above musicals – looking for Mary Poppins, Spring demonstrate a healthy vocal differences in characters, Awakening, Legally Blonde, In technique while performing? musical styles, dance, etc. the Heights, [title of show], Billy ● Based on the repertoire choice, ● Discuss the lives of Andrew Elliot, Shrek the Musical, Next to how does one interact with the Lloyd Webber and Normal, Memphis, Ragtime, The Claude-Michel Schonberg Addams Family, American Idiot, other performers in the (British and French composers). The Book of Mormon, Sister Act, scene/song? ● What musicals of the time were Godspell, Bonnie and Clyde, ● What elements are included and commenting on social/political Once, Newsies, Peter and the demonstrated in a strong themes and situations Starcatcher, Matilda the Musical, performance vs. weak ● How AIDS and 9/11/01 Jekyll and Hyde, Pippin (revival), performance? affected the Broadway world – Big Fish, Aladdin, A Gentlemen’s ● How has performance practice both on and off the stage Guide to Love and Murder, changed overtime for Broadway If/Then, and The Bridges of actors and actresses – rehearsal Madison County. technique, tone quality, finances, ● Watch and listen to etc. video/recordings from the above musicals as well as NBC productions of: Peter Pan, The Sound of Music, and anything new for 2015-2016 (Fox – Grease, NBC – The Music Man). ● How and when did Broadway begin to rely on films and movies (non-musical) already created to make into musicals and why did they make this move? ● Research and observe the change in musical style over the past 10-15 years and how it was influenced by pop/contemporary music of the times. ● What has television done to make Broadway more affordable/accessible for the majority of the population? Resources: Broadway: The American Musical (PBS John Kenrick: Musicals101.com Various scores and sheet music for Documentary DVD) Drama Projects – textbook from Theater Broadway musicals – both from school’s Broadway: The American Musical (PBS Arts and teacher’s private collection. Documentary guide book) Other online resources Musicnotes.com John Kenrick: Musicals101.com Youtube.com – searching for previous Drama Projects – textbook from Theater performances and original Broadway cast Arts Interdisciplinary Technology Education Technology Education Technology Education Connections: (e.g. writing, ● 8.1.12.F.1 Evaluate the ● 8.1.12.F.1 Evaluate the strengths ● 8.1.12.F.1 Evaluate the strengths literacy, math, science, history, strengths and limitations of and limitations of emerging and limitations of emerging st 21 century life and careers, emerging technologies and their technologies and their impact on technologies and their impact on technology) impact on educational, career, educational, career, personal and educational, career, personal and personal and or social needs.s. or social needs.s. or social needs.s.

Differentiation: (What 504: 504: 504: type of differentiated instruction ● Accommodations based on ● Accommodations based on ● Accommodations based on will be used for ELL, SP.ED. individual 504 plans individual 504 plans individual 504 plans and G&T students?) ● Preferential seating ● Preferential seating ● Preferential seating ● Extra time for practice and ● Extra time for practice and ● Extra time for practice and rehearsal rehearsal rehearsal ● One-on-one attention ● One-on-one attention after/during ● One-on-one attention after/during after/during school. school. school.

Special Education: Special Education: Special Education: ● Accommodations and ● Accommodations and ● Accommodations and modification modification based on IEPs modification based on IEPs based on IEPs ● Collaborate with peers ● Collaborate with peers ● Collaborate with peers ● Students will be placed into ● Students will be placed into ● Students will be placed into groups groups of similar ability and groups of similar ability and skill of similar ability and skill to help skill to help self-monitor and to help self-monitor and motivate self-monitor and motivate skill motivate skill development. skill development. development. ● Exemplars ● Exemplars ● Exemplars At Risk: At Risk: At Risk: ● Students are paired with a band ● Students are paired with a band ● Students are paired with a band buddy. buddy. buddy. ● Extra time for practice and ● Extra time for practice and ● Extra time for practice and rehearsal rehearsal rehearsal ● Preferential seating. ● Preferential seating. ● Preferential seating. ● One-on-one attention ● One-on-one attention after/during ● One-on-one attention after/during after/during school. school. school.

ELLs: ELLs: ELLs: ● Glossary of terms in different ● Glossary of terms in different ● Glossary of terms in different languages using pictures with languages using pictures with languages using pictures with captions that identifies the captions that identifies the captions that identifies the musical musical term, i.e., piccolo is musical term, i.e., piccolo is term, i.e., piccolo is Italian for Italian for small. Worksheets on Italian for small. Worksheets on small. Worksheets on key phrases key phrases and words for the key phrases and words for the and words for the subject. subject. subject. ● Repeat instructions back to affirm ● Repeat instructions back to ● Repeat instructions back to affirm understanding. affirm understanding. understanding. ● Use of bilingual resources. ● Use of bilingual resources. ● Use of bilingual resources. ● Scaffolded lessons ● Scaffolded lessons ● Scaffolded lessons ● SIOP ● SIOP ● SIOP ● TPR (Total Physical Response) ● TPR (Total Physical Response) ● TPR (Total Physical Response) G&T/Advanced: G&T/Advanced: G&T/Advanced: ● Adaptations will be made ● Adaptations will be made ● Adaptations will be made regarding length of presentation regarding length of presentation regarding length of presentation and depth of content, to be and depth of content, to be and depth of content, to be determined by grade level, breadth determined by grade level, determined by grade level, of talent, and individual needs. breadth of talent, and individual breadth of talent, and individual ● Advanced musical selections needs. needs. ● Solo opportunities ● Advanced musical selections ● Advanced musical selections ● Students are given opportunities to ● Solo opportunities ● Solo opportunities model and demonstrate correct ● Students are given opportunities ● Students are given opportunities form to the other students. to model and demonstrate to model and demonstrate correct ● Partner learning and blended correct form to the other form to the other students. ability groups students. ● Partner learning and blended • ● Partner learning and blended ability groups ability groups