LESSON PLAN TEMPLATE MIT 2018

Lesson Plan Author: Ryan Campeau Content Focus: Theatre Arts / Stagecraft Unit Title: Sound Design Grade level: 9-12 Date: 5/15/18

RELEVANT STANDARDS

TH:Pr5.1.II b. Apply technical elements and research to create a design that communicates the concept of a drama/theatre production.
TH:Pr5.1.I.b. Use researched technical elements to increase the impact of design for a drama/theatre production.

TODAY’S LEARNING OBJECTIVE(S) LANGUAGE DEMANDS

I can justify my sound design choices based Language function: to justify

on evidence from the script and my artistic Vocabulary & Key Concepts: sound, sound plot, recording equipment, microphones, pickup pattern, Foley, sound
choices for concept and mood. design, sound system…

Syntax: bullet-pointed list (verb + object) and oral complex sentences

Discourse: PowerPoint slides (bullet point text) and oral presentation (complex, explanatory sentences)

Big idea/ Essential Questions (How does this lesson fit into the context, lesson sequence and/or unit ?)
How does sound help to tell a story? How can theater artists utilize technology to create original sounds?

ASSESSMENTS/EVIDENCE OF LEARNING/SUCCESS CRITERIA:

Formative Student Voice Opportunities
(what will it look like/sound like for students to meet learning objective) (reflection, metacognition, self-assessment, connections to unit goals and upcoming
What information are you gathering (in what form) to inform your next teaching performance task)
moves towards this objective?

As groups work on their presentations, meet with each individual group to listen and Gots & Wants anchor chart: are they understanding what they need to do to justify their
offer feedback about whether they justify their choices both based on the text and on choices? Do they have any areas that are still unclear, where they would like some more
their intended impact/design concept. clear supports and practice?

Upcoming summative assessment/performance task (Where are you heading?) Students will ultimately design the sound for a 5-page selection from the play
Eurydice by Sarah Ruhl

CLASSROOM ENGAGEMENT AND GROUPING CONSIDERATIONS

Participation Structures Norms, Roles, and Expectations
(think-pair-share, group-work structures, stations, A-B partners)

Whole-class presentation Engagement in group discussion

Small group and individual work Phones away, no side conversations
PROCEDURES - Each row must have a title (word or two) that captures the learning purpose of that chunk of the lesson (WHERETO/UbD - launch, hook, group exploration,
individual reflection time, assessment, etc…….)
Teacher Moves Student Learning Scaffolding & Supports
Purpose What are you doing? What are students doing? Accommodations, supports for
& (name the content, specific questions, how you establish purpose, (e,g, description, analysis, etc) language demands, sentence stems,
Pacing manage transitions, procedures What does it look like/sound like for students to visuals, graphic organizers,
(time) & expectations….) engage in this task ? modeling/think aloud…
Find the middle way between just pointing to activities and How will you stage the supports?
scripting out a full narrative Spell out steps or attach specific
supports!

Launch Agenda: Set schema/expectations/goals for today’s learning Written agenda for ongoing reference
(2 min) - Justify your choices = structure, big picture/timeline, and
- Work time: ELL support (J, C, A, D, M, T)
1. Create/record Foley sound effects
2. Create PowerPoint (share slides)
3. Practice presentation, especially justifying your
choices

Hook Model for students example and non-example of justifying their Students listen to example and non-example of Example and non-example
(5 min) sound design choices. justification
“We tried to create an eerie mood with our sound design because Discussion of WHY, what makes a
we thought it would be cool to try to create eerie sounds, and the Students explain why one is a stronger example of strong justification
play felt creepy when we read it.” OR justification.
“We tried to create an eerie mood with our sound design because
lots of parts of the play felt creepy when we read it. The Interesting
Man, the Underworld setting, and the unsettling ending where
Eurydice’s father and then Eurydice choose to dip themselves in
the river and forget all really support this eerie mood.”
Ask: which is a stronger justification of my choice to create an
eerie mood? Why?

What / Explain that the other day when we talked about what it means to Anchor chart with colors to connect
Where justify, I was worried that we came away thinking justify = evidence from text and from
(10 min) explain, but it really means much more. In both examples I just concept/mood
gave, I explained why I chose the “eerie” mood, but one went
Students listen and watch anchor chart support as it is
beyond explaining to justify my choices based on the text. created. Sentence stems

Project Google slide/image (see picture below) with students, Modeling use of second sentence
adding one line at a time. Complete second sentence stem for stem
students, giving another model of justifying choices.

Instruct students to get together with their Design Team and check
in – do they understand what they need to do to justify their
choices? Do they have any areas that are still unclear, where they
would like some more clear supports and practice? Write requests
Students discuss with their Design Teams whether
they understand what they need to do to justify or
whether they need some more support, and record
 for more supports on sticky notes and post on Gots & Wants chart, requests for support on sticky notes to post on Gots &
or grab Campeau to ask question. Wants chart.
As students move into their groups, pass out hard copies of
JUSTIFY visual, and sticky notes.
Check in with any groups that seem fuzzy.

Revise Students who are still recording sounds, send the Students work in their Design Teams on recording Google Slides template has required
(30 min) Recorder/Technician to me to get sound recording equipment. sounds, creating PowerPoint, or practicing language elements of presentation
Direct students to work on their next steps for their presentation, demands.
Anchor chart with sentence stems
making sure to practice justifying their choices and not just wing it
stays posted for ongoing reference
in the presentation… Groups receive feedback from Campeau to revise for
**Meet with J, J & A group to give feedback to their design their presentation. Individual group check-ins to give
concept/intended impact, give them example from one-act 4 A.M. feedback: justifying, explaining, or
Check in with each group as they prepare their presentations and describing choices. Help them see
ask that they give me an example of how they are justifying their how they are using language and
choices. Give feedback about whether they are clearly supporting orient them towards justifying.
their choices based on both the text and the concept/intended
Example of concept/intended impact
impact, and offer suggestions for improvements.

MATERIALS/INSTRUCTIONAL RESOURCES (graphic organizers, handouts, exit tickets, etc.)

- Extra copies of sound plot, mood/concept graphic organizer, list of common tricks for creating Foley sounds
- Google Slides PowerPoint template posted to Schoology
- Roles for recording sounds written on whiteboard (Recorder/Technician, Director/Writer, Foley Artist, and Sound File Manager)
- Laptops for students to access Schoology and Freesounds.org
- Checklists for safe handling/use of sound recording equipment
- Sound recording equipment
- Justify PowerPoint and copies (see right)
DAILY TEACHER REFLECTION: Can be in the form of a handwritten bulleted list.
Should be up to date & visible in portfolio. The notes must include:
● 2-4 observations regarding strengths/needed refinements questions/wonders
● 1-2 concrete next steps that emerge out of the observation/wonder (e.g. “Next time I teach a lesson like this I should remember to…” or “Tomorrow, I need
to….”).