Teaching Theater: Planning to Play

5 Tips to Help You Read a Script

Today is the last day for groups to plan and present their lessons collectively. Students will begin to organize, plan and present their individual lessons in order to develop a hands on sense of what is like to teach a class. They will have 20 minutes to teach their objective by introducing their topic, leading a learning activity and assessing the degree to which students learned the content of the lesson.

Bellow, see lesson plan:

LESSON PLAN 

Instructor: Alexia, , Kennedi, Joe, Danielle, Chelsea

Subject(s) and Grade Level: 4^th Grade 

Unit Topic:  Theater

Lesson Topic: Introduction to expression 

Date(s): 3/7/2018

OBJECTIVE:

The students will be able to learn to tell the difference between stage positions and recognize anti-bullying interventions they can act on. 

LANGUAGE: English 

MATERIALS: Use props in the classroom in they need. 

STANDARDS: Recall and reflect upon past experiences 

ESOL STANDARDS: Demonstrates the ability to perform non-verbally using gestures.

TECHNOLOGY: Something for the teacher to record each performance.

KEY THEATER VOCABULARY (10-15 min.)

Upstage

Downstage

Stage Right

Stage Left

Skit

Projection

Script

PROCEDURE (LESSON SEQUENCE)

1.     Go through slide show in class with handouts about the different stage terminology (up-stage, down-stage, stage right, stage left)

2.     Split them into groups and give each group a 30 second script

3.     Have each group perform the skits, assign each group a different stage position

4.     Next students will be prompted with a short (30 second) skit. Each skit will have 2 phases in which there is a positive ending & 2 in which there is a negative ending. The students will be instructed to use their imaginations to collaborate and make the short skits into their own.

5.     Once the scripts are written each student group will act out their play in front of the class. The grading will be based on how well they collaborated to come up with a unique play that maintained the original subject of the prompt and if they were able to effectively incorporate the new theater words they learnt into their performances.

 Ø   MOTIVATION

  

Their grades

Whichever group does assignment the best will receive candy or alternative incentive

Ø  PRESENTATION OF LESSON (25 min.)

Students will present their skits

Ø  REVIEW, GUIDED PRACTICE and/or INDEPENDENT PRACTICE (20 min.)

At the end, the teacher will review the correct stage positions. After, teacher will say the definition of three terms randomly and each student will have to write the term it corresponds to on paper.

Ø  ASSESSMENT

1. If they move to the correct stage position when prompted.

2. How well they collaborate to come up with a unique play that incorporates their new theater words into their performances.

 FOLLOW – UP EXTENSIONS AND HOME LEARNING

Students will use this in future theaters and skits.

REFLECTION

As a reflection, students will write one paragraph that takes the skills they learned today and how it relates to positive and negative behavior with their peers.

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Instructors:Nate, Angela, Kyra, Marissa, Fortuna

Subject(s) and Grade Level: 5th Grade

Unit Topic: Theatre

Lesson Topic: Improvising Theatre

Date(s) March 8, 2018

LESSON PLAN TEMPLATE

I.              VISION-SETTING	OBJECTIVES  Plays theatre games to build confidence in dramatic activities. Improvises dramatic scenes based upon personal experiences. Implement props available to serve as costumes and to create a setting.	STANDARDS
	LANGUAGE English	ESOL STANDARDS
	MATERIALS: Flash Cards, Timer, Student props	TECHNOLOGY – Computer and projector
LESSON                                       III.LESSO N PROCEDURE (SEQUENCE)                        IV REINFORCEMENT                                                                                                                                LESSON                                    II.  Introducing the Lesson  INTRODUCING III.                                                                                            LESSON                                                                                                                                                   IV.   LESSON    II.     Introducing lesson	KEY THEATER VOCABULARY (_-_ min.) Improvise Drama Comedy Tragedy Protagonist Antagonist Setting
	PROCEDURE (LESSON SEQUENCE) 1)     Teacher comes in with flashcards each having 3 ideas that prompt the student for improvisation 2)     Student break into groups of 3 3)     Each group will receive a flashcard 4)     They have 15 minutes to brainstorm an idea and practice their short skit 5)     Everybody will meet up and perform their skit 6)     The class will guess what was on their flashcard following the skit 7)     The group will tell what was on their card and speak about the purpose of their skit 8)     Class reflection discussion on the activity and make any additional comments on skits they liked and why. 9)     Class is over.
	Ø   MOTIVATION (10__ min.) Ask Students about any personal experiences with theatre and improvisation   Show a video from online about somebody doing stand up comedy Students will find it funny and want to do the activity
	Ø  PRESENTATION OF LESSON (25__ min.) Groups each present, maximum of 5 minutes. Each group goes after another, class can ask questions and comment after each presentation
	Ø  REVIEW, GUIDED PRACTICE and/or INDEPENDENT PRACTICE (_35_ min.) Class discussion after all groups are done.  Discuss about what they like and why they liked it Discuss what they learned
	Ø  ASSESSMENT  Class votes on the best skit. The best one gets candy!
	FOLLOW – UP EXTENSIONS AND HOME LEARNING Creating their own skit without a flashcard to stimulate their thoughts.
	REFLECTION What worked in the lesson, how can it be better next time.