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: 8/8 – 8/15
Fall 2016
MYP Unit Title: Theatre Arts – Who am I? Who are You? Who are We? / Approaches to Learning:
SELF-MANAGEMENT: Reflection skills
- Consider ethical, cultural and environmental implications / Global Context:
Personal and Cultural Expression
- Human nature and human dignity; moral reasoning and ethical judgment; consciousness and mind
MYP Unit Statement of Inquiry: / The process of artistic creation can lead to self-discovery (GC: Identities and relationships)
Unit Inquiry Questions:
Factual:
Conceptual:
Debatable: / Factual- What is a play?
Conceptual - How does a theatrical performance portray personal identity and relationships 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
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 the Standards: / TSW analyze and construct meaning from theatrical experience.
TSW develop and communicate characters within a variety of situations and environments.
Opening: / TSW Find assigned seats according to seating chart on board.
Bell Ringer: What’s a “real life” story that you would like to see on stage or screen?
Work Period: / TSW practice entrance and exit procedures.
TSW create Collaborative Gallery using MI categories and IB Profiles.
Ex: “Work Ethic Intelligence is like Diligence because you must have strong work ethic to work diligently and with purpose.” - picture
Transition
TSW take Cornell Notes on Elements of Drama (pt1) PPT
EQ: How can understanding the technical elements of theatre contribute to the “realness” of a play or movie?
Technical elements: History, Stage Directions, Types of Dramatic Speech
YouTube videos on stage directions and dramatic speech.
Closing: / Review/Questions
TSW answer Exit question in journal "How can understanding the technical elements of theatre contribute to the “realness” of a play or movie?"
Homework: / None
DOK Level: / Grouping:
6 groups of 6
Grouping by MI / 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 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
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 the Standards: / TSW analyze and construct meaning from theatrical experience.
TSW develop and communicate characters within a variety of situations and environments.
Opening: / Bell Ringer: Draw a stage. Label the 9 parts.
Work Period: / TSW take Cornell notes on Storytelling
EQ: How do the elements of storytelling contribute to the “realness” of a play or movie?
Elements of Drama (part 2) PPT
Characterization, Conflict, Narrative Structure
YouTube Vids for conflict and characterization
Closing: / Final Thoughts: How do the elements of storytelling contribute to the “realness” of a play or movie?
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
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 the Standards: / TSW analyze and construct meaning from theatrical experience.
TSW develop and communicate characters within a variety of situations and environments.
Opening: / TSW get assigned folders and grade update
Bell Ringer What have you done to earn the grade you now have? What will you do to improve it?
Work Period: / TTW read and present PPT on “The Princess and the Tin Box”
TSW complete fill-in-the-blank worksheet on character/conflict/narrative structure
TSW review notes from Day 1 and 2
Closing: / Exit note: "What was the climax of “The Princess and the Tin Box?” Why was it the most dramatic moment in the story?”
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 the Standards: / TSW analyze and construct meaning from theatrical experience.
TSW develop and communicate characters within a variety of situations and environments.
Opening: / Bell Ringer: Review your notes and write down one question that you have regarding the elements of drama and/or storytelling.
Work Period: / TSW complete open note test on “The Elements of Drama”
IMPROV! - Yes, and… / Offer, Expand, Advance / ABC and Questions / Get Off My Bench!
Closing: / Final Thoughts: How do you think you did on the test? What could you have done to do better?
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 5 / 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 the Standards: / TSW analyze and construct meaning from theatrical experience.
TSW develop and communicate characters within a variety of situations and environments.
Opening: / Bell Ringer: Have you ever watched a TV show or movie from the 1960s? What do you think looks different? What do you think looks the same? Can it still reflect real life now?
Work Period: / TSW read script of “The Hitchhiker”
TSW watch Twilight Zone “The Hitchhiker” and complete narrative worksheet
Closing: / Final Thoughts: How was reading the script different from watching the show?
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.