LESSON PLAN TEMPLATE MIT 2018

Lesson Plan Author: Ryan Campeau Content Focus: Theatre Arts Unit Title: One-Act Performance Grade level: 9-12 Date: 4/19/18

RELEVANT STANDARDS

TH:Cr3.1.I. b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
TH:Pr4.1.I.a. Examine how character relationships assist in telling the story of a drama/theatre work.
TH:Cr3.1.II b. Use script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.

TODAY’S LEARNING OBJECTIVE(S) LANGUAGE DEMANDS

Students will be able to…
(include participation objectives here)

- Identify the main relationship for your character, why that Language function: explain
relationship is important, and how the relationship helps to
tell the story Vocabulary & Key Concepts: objective, relationship
- Analyze script for evidence to support character choices
Syntax: complete, complex sentences
- Explore physical and vocal choices to develop a believable
and authentic character Discourse: Relationship/Objective assignment

Big idea/ Essential Questions (How does this lesson fit into the context, lesson sequence and/or unit ?)
Making meaningful physical/vocal character choices and using script analysis to determine character choices are important building blocks for our later
work – students have known because of pictorial introduction that this was coming, and now they are digging into this work for the first time having just
cast the play.

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 performance
What information are you gathering (in what form) to inform your next teaching moves task)
towards this objective?

Observation of warm up and character building exercise.
Responses to prompts on Objective/Relationship assignment.
CLASSROOM ENGAGEMENT AND GROUPING CONSIDERATIONS
Participation Structures
(think-pair-share, group-work structures, stations, A-B partners)
Before releasing them for independent practice on Objective/Relationship
assignment, Fist to five: how well do you understand objective and relationship,
how well do you feel like you can complete this assignment.
Norms, Roles, and Expectations

Whole-group participation Everyone not only participates but meaningfully engages to explore character!
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, manage transitions, (e,g, description, analysis, etc) language demands, sentence stems,
procedures What does it look like/sound like for students visuals, graphic organizers,
Pacing & expectations….) to engage in this task ? modeling/think aloud…
(time) Find the middle way between just pointing to activities and scripting out a full narrative
How will you stage the supports?
Spell out steps or attach specific
supports!

Launch Introduce agenda on board: Introduction to new system of written Written on board to support oral
- announce cast list agenda on board. explanation of agenda: keeping
- warm-ups it on board for students to refer
- character-building exercise Proactive introduction to the day’s back to (supports T, L, & Z
- lesson: objectives and relationships work. especially).
- work time: name character’s Os & Rs
Introduce cast list with explanation that I could have cast this in many What: learn their roles for the
ways and thought about lots of different combinations. I took their production / work for the unit.
preferred roles into consideration but also had to make choices to support
my vision. With the Ensemble role, I hope to craft some moments for
folks who don’t have lines (actors and tech folks, when possible).
**Please let me read the whole cast list and then we’ll have a rip-roarin’
round of applause for everyone! (Read list – cheer.)

Warm- Explain objective for today’s warm-ups: exploring physical and vocal Process purpose of activity.
up choices to develop your character, building ensemble and focus.

Explain and demonstrate Sound/Gesture Echo, play once around. THEN Everyone meaningfully engages in
play again AS CHARACTER (tech folks can choose a character they are order to develop character.
most interested in, or make up a character).

Charact Have students walk the room: just walk naturally, try to cover the space. Physical and movement-based,
er good for Z, L
building Think of your character in the play. Again, tech folks can choose a
games favorite character from the play or make up a character. Everyone meaningfully engages in Many people simultaneously
order to develop character. practicing lowers the stakes: Z,
Explore character body: L, T
- how they walk, Students physically explore their
- lead with a part of their body? character, make choices Peer and teacher model: T, L, C
- any part of their body that is especially important? sore?
 See something that excites you. Explore: what is it? how it makes you
feel, your reaction (could be vocal, or not).
Let that go. Continue to walk as character.

Now, you remember something that you had forgotten, something that
worries you. Again, explore: what, how you feel, your reaction. (let go) Students emotionally explore their
character, make choices
As you walk, you are aware of the people around you. Explore what it is
to run into someone on the street. First, focus on nonverbal greetings.
(How do you greet as this person?) Students vocally explore their
Then, explore how you might greet someone with words. How does your character, make choices
character greet people? How do you greet people differently?

Mini- Review CROW acronym introduced by guest speaker on Tuesday Connect today’s learning to prior
lesson: (Character Relationship Objective Where). Explain we are digging into days’ work
objectiv Relationships and Objectives today as the first part of our goals for script
es & analysis (reference pictorial).
relations CROW acronym
hips Define objective: motivation, what you want, what drives you to act in Clarify vocabulary meaning
order to get something. Definition with synonyms
(Put up objective written on green paper on board.) Visual word on board

Demonstrate for students several different lines and ways to play them Process examples and non-examples
with emotional state (=flat) or with objective (verb, nuanced and more and discuss which are richer choices Examples and non-examples of
interesting). Invite students to discuss with people around them which of and why. objective, written with color
the two would lead to richer performances and why. coding to separate objectives
Line: “how dare you” 1-2 students share out their ideas. from emotional states
Emotional state (written on red paper on board): angry
Objective (written on green paper on board): I want to shame you so Student voice: which is stronger
that you realize you’re wrong and change your behavior. and why
Line: “Is anybody out there? Is anybody listening?”
Emotional state (up in red): worried
Objective (up in green): I want to beg people to call in so I can feel like
my work is important.
Define relationship (put up on board on purple paper): Clarify that Clarify vocabulary meaning Visual
relationship in a play could be a person, a group, a thing!
Examples (write on board): Frankie’s most important relationship Process examples Examples written on board for
could be the vast, unknown public that might be listening to her show… later reference
or it could be her own pride… Jane’s could be the knife company… or
Frankie… or the bullies at school… or the knife itself!
There are more than one relationship for every character, even those who Explain to a person next to you (or Student voice: clarification and
don’t have a scene with another person! ask for clarification) what explaining in own words with
“relationship” means for a play people around them
 Individu Explain Objective/Relationship assignment. Process assignment expectations
al work
time Gauge student understanding with fist to five: how well do you feel you Low-stakes reporting readiness and Student voice
are understanding objective and relationship? How ready do you feel to understanding
complete this assignment?
(gauge responses and individually check in or invite some students to Support individuals (L, T, C,
come sit close to me to work collaboratively.) Independent work. others?)
Students who need support can come
Expectations: use this time well, work independently on this but you work with Campeau.
could quietly clarify or bounce ideas off each other – should be quiet, no
cell phones out. You could finish this and turn it in by the end of today!

Closure Collect any finished assignments. Connect to future work.

Thank students for good work, and explain we will continue to explore
character choices tomorrow.

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

- agenda written on board
- pieces of red, green, and purple paper: objective and examples of strong objectives in green; emotional states written on red; and relationship written on
purple
- graphic organizers for all students for Objective/Relationship assignment

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….”).