My Homepage   

Contact Info:

     Welcome to Rowan County Middle School.  My name is Ms. Crump and I teach Communication, Speech/Theatre, and also coach the RCMS Speech Team!

Google Classroom Codes:

Introduction to Theatre   56pqxyc

Speech Activities   pnptf2z

Rcms Speech Team (Hangout/Information/Announcements) zakbyt2

     This year marks my 26th year here at Rowan County Middle School.  I feel very blessed and fortunate to teach here at Rowan County Middle School!  We have a great Arts and Humanities Department and very talented young people!

     I first fell in love with speaking and acting when I was in the 7th grade!  I have the opportunity to compete in Middle and High School Speech, as well as College Speech/Forensics.  I've also had the opportunity to coach in all of those areas too.  I must say that the energy and the excitement that Middle School Students bring to Speech and Drama makes my job always interesting and most days, very entertaining!

     In Oral Communication we cover a variety of topics and contents of study during the six weeks.  We explore everything from Pantomime to Japaneese Puppet Theatre to Greek, Roman and Medieval Theatre, to Performance from Colonial and Civil War Eras! 
    Our top priority in Oral Communication is not just to cover the various historical periods, but also allow each student the opportunity to find his or her strengths as an actor or actress, and more importantly his or her strengths as a speaker.  For no matter what our future vocations may be, we will all indeed be life long speakers.  For that reason, we strive every 9 weeks to get each student to a place where he or she feels more comfortable speaking in front of groups with effective delivery techniques!

     For no matter our age, race, ethnic background, economic status, we are all communicators, we are all life long listeners and speakers!  It has been said time and time again, that Communication is the basis of everything else.  May each of us everyday, use our communication to help others and leave the world in a little better shape than we found it!

     Our Class Goal is to Empower our 6th, 7th, and 8th Grade Oral Communication Students at Rcms to be Effective Speakers and Communicators with their Family Members and Friends in their Homes, Our School, and in Our Community!

RCMS Weekly Lesson Plan 

2020 – 2021 School Year

K. Crump – Communication

6th, 7th, and 8th Grade

Google Classroom Codes:

Introduction to Theatre   56pqxyc

Speech Activities   pnptf2z

Rcms Speech Team (Hangout/Information/Announcements) zakbyt2

Course: Communication 

 

Date: 8/23 - 8/27/2021

Unit: Communication Keys To Success with Public Speaking

Instructor: K. Crump

 

Period(s): 1-6

If this plan relates to a program review, please check it below and send to appropriate designee:

 

__X_Writing

___Practical Living 

__X_Arts and Humanities

___GC 

 

Standard(s): #6 I can convey meaning through my own original or artistic work.  #10 I can synthesize and relate knowledge.  #11 I can utilize societal, historical and cultural knowledge to create original performance or artistic work.

 

Essential Vocabulary/Questions:  Impromptu, Extemporaneous, Performance Elements, Main Points, Sub-points, Analysis, Structure, Source Citation, Research Based, Researched Opinion/Analysis

 

What current events are influencing domestic and foreign policies and issues?

 

What does the Research lead me to believe?

 

What three important points do I need to emphasize to answer my current events question?

​​​​

Day/Date

Plan: 

 

What is Your Learning Target?

Do: 

 

What Will You Do to Engage Students in the Learning Process? What Will Students Do?

 

Ideas to include: Literacy/Reading/Writing strategies, cooperative learning strategies, formative assessments, etc. You might include student voice and choice in determining your learning process.

Study:

 

What does the formative data tell you? 

 

 

 

Act:

 

Based on the formative data, how will you provide additional supports such as reinforcement, re-teaching, or enrichment opportunities for students in this lesson and/or the next? Interventions: This is a new group of students for the first nine weeks. Teacher has prepared to use teacher and one on one assistance, peer assistance, and small group assistance as interventions if needed this week with our new group of students. Extensions: teacher will provide the opportunity for students to add visual aids, professional attire, sound with microphone,  background music, and podiums, tables, or chairs to their speeches and discussions. Students ready for extensions can also be provided opportunities to assist other individuals and/or groups with their speech and debate performances.

Monday and Tuesday

 

 

 

Date: 8/23-8/24

I can: I can discuss the historical and cultural importance of communication as it pertains to a  speech of current events, a current event question speech. (Preparing for a congressional debate

 

Introduction: Public Speaking and its foundation 

 

 

 

Activities: Examples from National Speakers, Student Response & Class Discussion, Student Interviews, Exemplar Models,  PowerPoint, 

 

Assessment: Exit Slip-What is Personal Communication? What is Professional Communication? What is Public Speaking and where does Public Speaking and Communication Theory Originate from?

 

Reflection: Do Students have an understanding that Communication is more than just talking to friends? That it is part of our everyday lives? That it can connect or separate individuals and groups of people, nations, etc.

 

 

 

Wednesday

 

 

 

Date: 8/25

I can: I can describe how effective communication can connect and bring individuals together

Introduction :Share a funny, sad, or scary incident from your life or that you find from an outside resource

 

 

 

Activities: Examples of stories in speeches, plays, drama, real life, etc, Group discussion, Public Speaking Article and Review, Quotation and Issue Selection, 

 

Assessment: Open Response-Does Communication play a role in our everyday lives? Use 3 supporting details to explain your answer 

 

Reflection: Do Students understand the power of communication for human connectedness, problem solving, and social interaction? 

 

 

 

Thursday

 

 

 

Date: 8/26

I can: I can identify and discuss the literary and performance elements of a public speaking performance for an extemporaneous current events question

Introduction: Student Performance

 

 

 

Activities:  Identifying literacy and performance elements from exemplar models in class discussion, group work identifying literary and performance elements for their own group, individual/group preparation time 

 

Assessment: Students Communication Elements Sheet

 

Reflection: Extensions beyond a student's own individual/group incorporating public speaking skills, team-work, a speech’s message or communication about our world 

 

 

 

 

 

Friday

 

Date: 8/27

 

 

I can: I can rehearse my individual or group current events extemp speech and group discussion incorporating an understanding of the speech/discussion with its literary elements, as well as technical and performance elements.

I can use practice and rehearsal time to ensure that my individual current events extemp speech and group discussion/debate is performance ready for my class audience

 

 

Introduction: Teacher example 

 

Activities: Review literacy, literary, technical, performance elements, Creating and gathering visual aids, professional attire, Practice and  Rehearsal time for groups, Rehearsal time with Teacher, Rehearsal time with another group

 

Assessment: Rehearsal Score-card

 

Reflection: Use of Rehearsal time, Are presentations and performances audience 

 

 

 

Monday

 

Date: 9/21

I can: I can present an individual current events extemp speech and a group discussion/debate for my class audience incorporating successful technical and performance elements.

I can critique my own artistic original work; as well as the performance work of others identifying performance strengths and areas for help and improvement in a positive and constructive format.

Introduction: Students will answer the question, "What do I need to focus on for my individual current events performance and group discussion/debate today."

 

Activities:  Gather props, costumes, and scripts, Rehearsal Time; Evaluation forms for self and peer assessments. Group performances, Turn in evaluation forms, Clean-up

Assessment: Student Self and Peer evaluations, Teacher evaluation form

 

Reflection: Finish remaining performances, Pass back Peer evaluations, Conference with each group to discuss strengths of their presentations and performances with their individual impromptu quotation speeches and group discussions/debates constructive feedback for future presentations and performances, Discuss with class our rehearsal and performance time, any improvements for our process 

 

 

 

 

TEACHER ON-GOING SELF-REFLECTION (based on data analysis of formative/summative data, student voice, etc.)  

 

 

 

 

 

     

 

 

 

 

 

Theatre/Speech Activities for the Week of…..

Monday, March 30th – Friday, April 3rd, 2020

Hello and Hope You and Your Family are Staying Safe!!!

Do: Monday 3/30 – Create a PSA on the Subject of Entertaining Ourselves While School is Out! Videotape if you wish!

Do: Tuesday 3/31 – Create a News Show from a Place of Your Choice. Include a Sign On, News, Commercial, Sports, Weather, and Sign Off. Can be Funny or Serious.

Do: Wednesday 4/1 – Create a Speech of Introduction About Yourself. Introduction. Include 5 Items that Others May Not Know About You. Conclusion. May Include Humor!

Do: Thursday 4/2 – Draw/Sketch a Scene from Your Favorite Movie, Play, Tv Show, Video, etc.

Do: Friday 4/3 – Create a Joke, a Story, a Poem, a Dance/Song, a Skit about a Funny Story from Your Childhood, a Misunderstanding that was Funny, or a Talk Show where Comedy Breaks Out!

Please email if you need anything at all! Glad to help you in any way! If you would like to go into our google classroom use 56PQXYC for 6th, 7th and 8th grade students. There you can access fun lessons about “Harry Potter and the Cursed Child,” the Broadway play; as well as “Beetlejuice the Musical!” Also there are improv topics below!

Kellie.Crump@rowan.kyschools.us

 

IMPROV TOPICS

A Little Kid at an Eye Doctor Appointment for the First Time

An Elementary School Field Trip

Interview for a New Job

Family Camping Trip

Car Shopping

A Private Detective in Training

Construction Crew Building a New House

A Hair Salon

A Fancy Dinner

Wedding Planning

A Secret Spy Mission Kind Of

Astronauts Discover What They Believe is a New Planet

Getting a Celebrity Autograph

Finding Buried Treasure

Inventing a New Flavor of Bubblegum

A Not Great Escape from the Hometown Police

An Episode of Amnesia

A Breaking News Event

Trapped in Little Sister’s Barbie Jeep

An Adventure on a Train

At an Awards Banquet

A Cab Ride

Cowhands Rounding Up the Herd

An Exterminator Called to a New Apartment Complex

Servicing an Office Copier

Babysitting for the First Time

Models on a Deserted Island

Drama in the Chicken Coop

Coyote and the Road Runner at a Therapy Session

An Exciting New Drama Class

On a Family Vacation

Something is Falling from the Sky

Roadkill Restaurant

A Second Rate Ninja Movie in Production

A Garage Sale

A Fashion Make-Over Disaster

Auditioning for a Commercial

In the Middle of a Forest

The Next Great Wax Figurine

The Next Great Toy

Creating an Action Packed Movie

Batman’s Next Adventure

In Training for “Riverdance”

A Shortage of Chocolate

A Sort of Alien Invasion

Winning a Million Dollars on a Game Show

A Lemonade Stand

First Day Working at Pizza Hut

The Last Purple Polka Dotted Scarf in the Store

Playing in the Tree-House

 

 

 

2019/2020 Rowan County Middle School Lesson Plan 

Week of: 2/24-2/28/2020 

Teacher: K. Crump 

Subject: Introduction to Theatre, Week 9 The Eras of Early Twentieth Century Theatre and Modern Theatre

PLAN:  (a)Goal Objective/(b)Learning Target –   (What do students need to learn)  The Contributions of Shakespearean Theatre, the Renaissance Period, and Colonial Drama to Modern Theatre and Drama?)                                                              

Standard being taught/assessed:     AS1: Generate and conceptualize artistic ideas and work.  TH:Cr1.1.8c Develop a scripted character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.  AS3: Refine and complete artistic work.  TH:Cr3.1.8b Use repetition and analysis while developing physical, vocal, and physiological traits for an original scripted work.  AS6: Convey meaning through the presentation of artistic work. TH:Pr6.1.8 Perform a rehearsed drama/theatre work for an audience. AS11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. 

 

Pre-Planned Questions: (2-3) What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and purpose of the work? In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood? What does the research reflect about modern societal and cultural issues? 

﷟HYPERLINK "http://www.ncpublicschools.org/accountability/testing/technicalnotes" 

Modern Theatre Youtube 3:43, “” -  The National Theatre Youtube 6:19, The Life of Twentieth Century Actors – The Royal Shakespeare Conservatory, The Fashion, 2010 edition. “Seven Brides for Seven Brothers,”  BBC. “The Big Bang,” Jed Furer and Boyd Graham.

DO: Instructional activities each day (How will they learn it) 

Do: Monday 2/24 - Discuss Pretest, Reading aloud Poems, Songs, Speeches,
Stories, Monologues and Duos from Modern Theatre, Discussion of Themes and Language, Theatre History Video Clip with Questions, Class Discussion
 

Do: Tuesday 2/25 - Review Theatre History, Discuss and Share Characters and Plot of Modern Plays, “The Wizard of Oz” and “These Shining Lives”, Watch Video clip with Questions, Cover the Dramatic Elements, Preview Modern Play and Musical Theatre Festival 

Do: Wednesday 2/26- Review “The Wizard of OZ” , Read Text Aloud about Twentieth Century and Modern Theatre, Answer Scavenger Hunt Questions in Pairs, Discuss as a Class, Performance Selection of a Monologue or Scene from “The Wizard of Oz,” By Frank Baum

Do: Thursday 2/27 - Review Plot of “These Shining Lives,”  How would Students Write or Alter the Plot? What would be the next Chapter? Cover Literary, Technical and Performance Elements, Continue with Modern Theatre Monologues and Scene Rehearsals including Good Volume, Vocal Expression, Eye Contact, Facial Expression, Hand Gestures and  
Body Movement, Progress and Next Steps 

Do: Friday 2/28- Self Assessment for Modern Theatre Scenes, Fifteen Minutes for Rehearsal Time, Class Discussion Time Props, Costumes, Lighting, and Sound – Technical Elements. Slides of Pre-Modern Costumes. With Materials Provided Creation of a Modern Costume, Props, Background for Student Scenes. 

MONDAY

TUESDAY 

WEDNESDAY 

THURSDAY 

 FRIDAY

Bell Ringer: Describe the Themes of Modern Theatrical Plays and Performances

 

 

 

Bell Ringer:  Are there similarities between Medieval, Renaissance, Colonial and Modern Theatre/Movies/Shows? 

 

 

Bell Ringer:  What should the New Group of Friends do next in “The The Wizard of Oz?”

 

 

 

Bell Ringer:  Would you have taken the same steps that the characters in “The Wizard of Oz” to have your show produced?

 

 

 

Bell Ringer: What performance elements do you need to focus on for your Modern Theatrical Play Scene from “The Wizard of Oz” or “These Shining Lives?”

 

 

 

 

 

 

 

Assessment:  (How Can We Measure That They’ve Learned It) 

Posters, Brochures, and News Programs of Modern Literature and Plays 

“The Wizard of Oz” by Readings Modern Theatrical Festival, Early Modern Gala Walk with The Wizard of Oz and These Shining Lives as a Culminating Event 

 

 

Interventions:  (What steps are in place if they haven’t learned it) 

Based on assessment data - student specific. Teacher’s assistance, peer assistance. Adaptive activities with artwork, presentation to teacher only, partner activity, discuss clear expectations as set by rubric

Specific Skills (non-negotiables) standard and student need specific 

Student Involvement and Participation, Student Comprehension, Student Confidence and Effort, Student Writing, Student Rehearsals and Performances 

Vocabulary Focus/Word Wall 

(Critical Vocabulary) 

Vaudeville, Realism, Stanislavsky, Modernistic Theories, Arthur Miller, Eugene O’Neil, Colonial, Boothe, Cushman, Aldridge, Barrymore, Royal Tyler, Anna Cora Mowett, Renaissance, William Shakespeare, Hamlet, Horatio, Laertes, Ophelia, Katharina, Petrucchio, Blank Meter, Rhymed Verses, Iambic Pentameter, Everyman, Medieval, Liturgical, Secular, Beauty, Discretion, Wisdom, Athens, Lysistrata, Aristophanes, Skene, Proscenium, Chorus, Dionysus, Colonus, Thebes, Sparta, Peloponnesian, Antigone, Ismene, Sophocles, Amphitheatre, Arena, Jocasta, Oedipus, Creon, Hamaan, Eurydice, Polynices, Eteocles

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mon: Exit Slip – 3 Contributions of the Modern Period  to Theatre 

Tue: Flip Chart Drawing of Main Characters in The Wizard of Oz and These Shining Lives

Wed: Short Open Response, “What would I write next if I were an Modern playwright? If I were the characters in the “Wizard of Oz” or “The Big Bang” 

Thu: Participation Check for Rehearsal Time from Teacher and Student Directors 

Fri: Short Class Progress Check Costumes, Props and Background for Modern Theatrical  Scenes 

 

Differentiated Instruction:  (How do we go deeper if they’ve already learned it)   Be specific.  How are we pushing for growth? Extensions and variations 

Costume, Prop and Background Extensions, Assisting Other Class Members, Modern Day Adaptations, Comparisons with Other Plays, Movies, Shows, Musicals 

 

 

 

Study: (Data driven decisions) What does the data tell you?  What do you need to reteach? )  Share bi-weekly in PLC and do it 

Post-test in class on Thursday 2/20 showed strong foundational leaning and knowledge following our studies of Greek Theatre, Roman, Medieval, and Shakespeare. Review Colonial and Civil War Theatre. Continuing the Study of  Early Twentieth Century and Modern Theatre

 

 

 

Act: (Continuous improvement/How will we do it differently next week?)  This should be included in your next PDSA/Lesson Plan.  What do the students say worked?  What Didn’t work?  Share bi-weekly in PLC 

Successful: Student Engagement, Repetition of Material, Student Choice, Student Creativity

Do Differently: Some Students and Groups needed just a little more teacher or student help. The majority was very successful. 6th grade students need more help with direction and blocking for scenes. 7th and 8th grade students need more re-enactment time for the introduction to Lysistrata and Manachmeuss. 8th grade need more experience and repetition with Roman and Medieval content knowledge. More preview time with Theatre Vocabulary for each unit. 6th grade students doing an excellent job with props and costumes. Everyman Lines with memorization time and adding gestures on Friday went very well. Students worked well with timed rehearsal and audience workshops. More exposure to Shakespearean scenes including Romeo and Juliet, Taming of the Shrew, and A Midsummer Night’s Dream. Also more blocking rehearsal time is needed with teacher. More teacher or peer help with hand gestures and blocking for Colonial, Civil War and Twentieth Century Scenes. Clear rubrics for each performance.

                   

 

 

 

 

 

 

 

 

 

 

2019/2020 Rowan County Middle School Lesson Plan 

Week of: 2/18-2/21/2020 

Teacher: K. Crump 

Subject: Introduction to Theatre, Week 8 The Eras of Early Twentieth Century Theatre and Modern Theatre

PLAN:  (a)Goal Objective/(b)Learning Target –   (What do students need to learn)  The Contributions of Shakespearean Theatre, the Renaissance Period, and Colonial Drama to Modern Theatre and Drama.                                                              

Standard being taught/assessed:     AS1: Generate and conceptualize artistic ideas and work.  TH:Cr1.1.8c Develop a scripted character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.  AS3: Refine and complete artistic work.  TH:Cr3.1.8b Use repetition and analysis while developing physical, vocal, and physiological traits for an original scripted work.  AS6: Convey meaning through the presentation of artistic work. TH:Pr6.1.8 Perform a rehearsed drama/theatre work for an audience. AS11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. 

 

Pre-Planned Questions: (2-3)  What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and purpose of the work? In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood? What does the research reflect about modern societal and cultural issues? 

﷟HYPERLINK "http://www.ncpublicschools.org/accountability/testing/technicalnotes" 

Modern Theatre Youtube 3:43, “” -  The National Theatre Youtube 6:19, The Life of Twentieth Century Actors – The Royal Shakespeare Conservatory, The Fashion, 2010 edition. “Seven Brides for Seven Brothers,”  BBC. “The Big Bang,” Jed Furer and Boyd Graham.

DO: Instructional activities each day (How will they learn it) 

Do: Monday 2/18 - Discuss Pretest, Reading aloud Poems, Songs, Speeches,
Stories, Monologues and Duos from Modern Theatre, Discussion of Themes and Language, Theatre History Video Clip with Questions, Class Discussion
 

Do: Tuesday 2/19 - Review Theatre History, Discuss and Share Characters and Plot of Modern Plays, “The Big Bang” and “Everything I Needed to Know I Learned in Kindergarten”, Watch Video clip with Questions, Cover the Dramatic Elements, Preview Modern Play and Musical Theatre Festival 

Do: Wednesday 2/20- Review “The Big Bang” , Read Text Aloud about Twentieth Century and Modern Theatre, Answer Scavenger Hunt Questions in Pairs, Discuss as a Class, Performance Selection of a Monologue or Scene from “The Big Bang,” by Jed Furor and Boyd Graham

Do: Thursday 2/21 - Review Plot of “Everything I Needed to Know I Learned in Kindergarten,” by Robert Fulgruhm– How would Students Write or Alter the Plot? What would be the next Chapter? Cover Literary, Technical and Performance Elements, Continue with Modern Theatre Monologues and Scene Rehearsals including Good Volume, Vocal Expression, Eye Contact, Facial Expression, Hand Gestures and  
Body Movement, Progress and Next Steps 

Do: - Self Assessment for Modern Theatre Scenes, Fifteen Minutes for Rehearsal Time, Class Discussion Time Props, Costumes, Lighting, and Sound – Technical Elements. Slides of Pre-Modern Costumes. With Materials Provided Creation of a Modern Costume, Props, Background for Student Scenes. 

TUESDAY

TUESDAY 

WEDNESDAY 

THURSDAY 

 FRIDAY

Bell Ringer: Describe the Themes of Modern Theatrical Plays and Performances

 

 

 

Bell Ringer:  Are there similarities between Medieval, Renaissance, Colonial and Modern Theatre/Movies/Shows? 

 

 

Bell Ringer:  What should the Producers do next in “The Big Bang?”

 

 

 

Bell Ringer:  Would you have taken the same steps that the characters in “The Big Bang” to have your show produced?

 

 

 

Bell Ringer: What performance elements do you need to focus on for your Modern Theatrical Play Scene from “The Big Bang” or “Everything I Needed to Know I Learned in Kindergarten?”

 

 

 

 

 

 

 

Assessment:  (How Can We Measure That They’ve Learned It) 

Posters, Brochures, and News Programs of Modern Literature and Plays 

“The Big Bang” by Readings 

Modern Theatrical Festival, Early Modern Gala Walk with The big Bang and Everything I Needed to Know I Learned in Kindergarten as a

Culminating Event 

 

 

Interventions:  (What steps are in place if they haven’t learned it) 

Based on assessment data - student specific. Teacher’s assistance, peer assistance. Adaptive activities with artwork, presentation to teacher only, partner activity, discuss clear expectations as set by rubric

Specific Skills (non-negotiables) standard and student need specific 

Student Involvement and Participation, Student Comprehension, Student Confidence and Effort, Student Writing, Student Rehearsals and Performances 

Vocabulary Focus/Word Wall 

(Critical Vocabulary) 

Vaudeville, Realism, Stanislavsky, Modernistic Theories, Arthur Miller, Eugene O’Neil, Colonial, Boothe, Cushman, Aldridge, Barrymore, Royal Tyler, Anna Cora Mowett, Renaissance, William Shakespeare, Hamlet, Horatio, Laertes, Ophelia, Katharina, Petrucchio, Blank Meter, Rhymed Verses, Iambic Pentameter, Everyman, Medieval, Liturgical, Secular, Beauty, Discretion, Wisdom, Athens, Lysistrata, Aristophanes, Skene, Proscenium, Chorus, Dionysus, Colonus, Thebes, Sparta, Peloponnesian, Antigone, Ismene, Sophocles, Amphitheatre, Arena, Jocasta, Oedipus, Creon, Hamaan, Eurydice, Polynices, Eteocles

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mon: Exit Slip – 3 Contributions of the Modern Period  to Theatre 

Tue: Flip Chart Drawing of Main Characters in The Big Bang and Everything I Needed to Know I Learned in Kindergarten

Wed: Short Open Response, “What would I write next if I were an Modern playwright? If I were the characters in “The Big Bang” or “Everything I Needed to Know I Learned in Kindergarten” 

Thu: Participation Check for Rehearsal Time from Teacher and Student Directors 

Fri: Short Class Progress Check Costumes, Props and Background for Modern Theatrical  Scenes 

 

Differentiated Instruction:  (How do we go deeper if they’ve already learned it)   Be specific.  How are we pushing for growth? Extensions and variations 

Costume, Prop and Background Extensions, Assisting Other Class Members, Modern Day Adaptations, Comparisons with Other Plays, Movies, Shows, Musicals 

 

 

 

Study: (Data driven decisions) What does the data tell you?  What do you need to reteach? )  Share bi-weekly in PLC and do it 

Post-test in class on Thursday 9/26 showed strong foundational leaning and knowledge following our studies of Greek Theatre, Roman, Medieval, and Shakespeare. Review Colonial and Civil War Theatre. Continuing the Study of  Early Twentieth Century and Modern Theatre

 

 

 

Act: (Continuous improvement/How will we do it differently next week?)  This should be included in your next PDSA/Lesson Plan.  What do the students say worked?  What Didn’t work?  Share bi-weekly in PLC 

Successful: Student Engagement, Repetition of Material, Student Choice, Student Creativity

Do Differently: Some Students and Groups needed just a little more teacher or student help. The majority was very successful. 6th grade students need more help with direction and blocking for scenes. 7th and 8th grade students need more re-enactment time for the introduction to Lysistrata and Manachmeuss. 8th grade need more experience and repetition with Roman and Medieval content knowledge. More preview time with Theatre Vocabulary for each unit. 6th grade students doing an excellent job with props and costumes. Everyman Lines with memorization time and adding gestures on Friday went very well. Students worked well with timed rehearsal and audience workshops. More exposure to Shakespearean scenes including Romeo and Juliet, Taming of the Shrew, and A Midsummer Night’s Dream. Also more blocking rehearsal time is needed with teacher. More teacher or peer help with hand gestures and blocking for Colonial, Civil War and Twentieth Century Scenes. Clear rubrics for each performance.

                   

 

 

 

 

 

 

 

 

 

 

2019/2020 Rowan County Middle School Lesson Plan 

Week of: 2/10-2/18/2019 

Teacher: K. Crump 

Subject: Introduction to Theatre, Week 8 The Era of Colonial Theatre, Civil War Theatre, and Early Twentieth Century Theatre

PLAN:  (a)Goal Objective/(b)Learning Target –   (What do students need to learn)  The Contributions of Shakespearean Theatre, the Renaissance Period, and Colonial Drama to Modern Theatre and Drama.                                                              

Standard being taught/assessed:     AS1: Generate and conceptualize artistic ideas and work.  TH:Cr1.1.8c Develop a scripted character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.  AS3: Refine and complete artistic work.  TH:Cr3.1.8b Use repetition and analysis while developing physical, vocal, and physiological traits for an original scripted work.  AS6: Convey meaning through the presentation of artistic work. TH:Pr6.1.8 Perform a rehearsed drama/theatre work for an audience. AS11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. 

 

Pre-Planned Questions: (2-3)  What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and purpose of the work? In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood? What does the research reflect about modern societal and cultural issues? 

﷟HYPERLINK "http://www.ncpublicschools.org/accountability/testing/technicalnotes" 

Colonial Theatre Youtube 3:43, “” -  The National Theatre Youtube 6:19, The Life of Colonial Actors – The Royal Shakespeare Conservatory, The Fashion, 2010 edition. “Long Days’ Journey Into Night,” Eugene O’Neil, BBC.

DO: Instructional activities each day (How will they learn it) 

Do: Monday 2/10- Discuss Pretest, Reading aloud Poems, Songs, Speeches,
Stories, Monologues and Duos from Colonial Theatre, Discussion of Themes and Language, Theatre History Video Clip with Questions, Class Discussion
 

Do: Tuesday 2/12 - Review Theatre History, Discuss and Share Characters and Plot of Colonial Plays, “The Fashion” and “The Contrast”, Watch Video clip with Questions, Cover the Dramatic Elements, Preview Colonial Festival 

Do: Wednesday 2/13 - Review “Long Day’s Journey Into Night” , Read Text Aloud about Twentieth Century Theatre, Answer Scavenger Hunt Questions in Pairs, Discuss as a Class, Performance Selection of a Monologue or Scene from “Long Day’ Journey Into Night,” by Eugene O’Neil

Do: Thursday 2/14 - Review Plot of “The Doll House,” by Arthur Miller– How would Students Write or Alter the Plot? What would be the next Chapter? Cover Literary, Technical and Performance Elements, Continue with Twentieth Century Theatre Monologues and Scene Rehearsals including Good Volume, Vocal Expression, Eye Contact, Facial Expression, Hand Gestures and  
Body Movement, Progress and Next Steps 

Do: Tuesday 2/18 - Self Assessment for Twentieth Century Theatre Scenes, Fifteen Minutes for Rehearsal Time, Class Discussion Time Props, Costumes, Lighting, and Sound – Technical Elements. Slides of Pre-Modern Costumes. With Materials Provided Creation of a Twentieth Century Costume, Props, Background for Student Scenes. 

MONDAY

TUESDAY 

WEDNESDAY 

THURSDAY 

 TUESDAY

Bell Ringer: Describe the Themes of Colonial and Civil War Plays and Performances

 

 

 

Bell Ringer:  Are there similarities between Medieval, Renaissance, Colonial and Modern Theatre/Movies/Shows? 

 

 

Bell Ringer:  What should the Family do next in “Long Day’s Journey Into Night?”

 

 

 

Bell Ringer:  Would you have taken the same steps that the characters in “Long Day’s Journey Into Night” took to Protect Themselves from their family trials?

 

 

 

Bell Ringer: What performance elements do you need to focus on for your Twentieth Century Theatrical Play Scene from “Long Day’s Journey Into Night” or “The Doll’s House?”

 

 

 

 

 

 

 

Assessment:  (How Can We Measure That They’ve Learned It) 

Posters, Brochures, and News Programs of Twentieth Century Literature and Plays 

“Long Day’s Journey Into Night,” by Readings 

Early Twentieth Century Festival, Early Modern Gala Walk with Longs Day’s Journey Into Night and Doll’s House Scenes as a

Culminating Event 

 

 

Interventions:  (What steps are in place if they haven’t learned it) 

Based on assessment data - student specific. Teacher’s assistance, peer assistance. Adaptive activities with artwork, presentation to teacher only, partner activity, discuss clear expectations as set by rubric

Specific Skills (non-negotiables) standard and student need specific 

Student Involvement and Participation, Student Comprehension, Student Confidence and Effort, Student Writing, Student Rehearsals and Performances 

Vocabulary Focus/Word Wall 

(Critical Vocabulary) 

Vaudville, Realism, Stanislavsky, Modernistic Theories, Arthur Miller, Eugene O’Neil, Colonial, Boothe, Cushman, Aldridge, Barrymore, Royal Tyler, Anna Cora Mowett, Renaissance, William Shakespeare, Hamlet, Horatio, Laertes, Ophelia, Katharina, Petruchio, Blank Meter, Rhymed Verses, Iambic Pentameter, Everyman, Medieval, Liturgical, Secular, Beauty, Discretion, Wisdom, Athens, Lysistrata, Aristophanes, Skene, Proscenium, Chorus, Dionysus, Colonus, Thebes, Sparta, Peloponnesian, Antigone, Ismene, Sophocles, Amphitheatre, Arena, Jocasta, Oedipus, Creon, Hamaan, Eurydice, Polynices, Eteocles

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mon: Exit Slip – 3 Contributions of the Twentieth Century Period  to Theatre 

Tue: Flip Chart Drawing of Main Characters in The Doll’s House and Long Day’s Journey Into Night

Wed: Short Open Response, “What would I write next if I were an Early Twentieth Century playwright? If I were the characters in “Long Day’s Journey Into Night” or “The Doll’s House?” 

Thu: Participation Check for Rehearsal Time from Teacher and Student Directors 

Fri: Short Class Progress Check Costumes, Props and Background for Twentieth Century  Scenes 

 

Differentiated Instruction:  (How do we go deeper if they’ve already learned it)   Be specific.  How are we pushing for growth? Extensions and variations 

Costume, Prop and Background Extensions, Assisting Other Class Members, Modern Day Adaptations, Comparisons with Other Plays, Movies, Shows, Musicals 

 

 

 

Study: (Data driven decisions) What does the data tell you?  What do you need to reteach? )  Share bi-weekly in PLC and do it 

Post-test in class on Thursday 9/26 showed strong foundational leaning and knowledge following our studies of Greek Theatre, Roman, Medieval, and Shakespeare. Continuing the Study of Colonial Theatre, Civil War Theatre, and Early Twentieth Century Theatre

 

 

 

Act: (Continuous improvement/How will we do it differently next week?)  This should be included in your next PDSA/Lesson Plan.  What do the students say worked?  What Didn’t work?  Share bi-weekly in PLC 

Successful: Student Engagement, Repetition of Material, Student Choice, Student Creativity

Do Differently: Some Students and Groups needed just a little more teacher or student help. The majority was very successful. 6th grade students need more help with direction and blocking for scenes. 7th and 8th grade students need more re-enactment time for the introduction to Lysistrata and Manachmeuss. 8th grade need more experience and repetition with Roman and Medieval content knowledge. More preview time with Theatre Vocabulary for each unit. 6th grade students doing an excellent job with props and costumes. Everyman Lines with memorization time and adding gestures on Friday went very well. Students worked well with timed rehearsal and audience workshops. More exposure to Shakespearean scenes including Romeo and Juliet, Taming of the Shrew, and A Midsummer Night’s Dream. Also more blocking rehearsal time is needed with teacher. More teacher or peer help with hand gestures and blocking for Colonial, Civil War and Twentieth Century Scenes. Clear rubrics for each performance.

2019/2020 Rowan County Middle School Lesson Plan 

Week of: 2/3-2/7/20120

Teacher: K. Crump 

Subject: Introduction to Theatre, Week 5-6 Shakespearean Theatre and the Renaissance

PLAN:  (a)Goal Objective/(b)Learning Target –   (What do students need to learn)  The Contributions of Shakespearean Theatre and Renaissance Periods to Modern Theatre and Drama.                                                              

Standard being taught/assessed:     AS1: Generate and conceptualize artistic ideas and work.  TH:Cr1.1.8c Develop a scripted character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.  AS3: Refine and complete artistic work.  TH:Cr3.1.8b Use repetition and analysis while developing physical, vocal, and physiological traits for an original scripted work.  AS6: Convey meaning through the presentation of artistic work. TH:Pr6.1.8 Perform a rehearsed drama/theatre work for an audience. AS11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. 

 

Pre-Planned Questions: (2-3)  What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and purpose of the work? In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood? What does the research reflect about modern societal and cultural issues? 

﷟HYPERLINK "http://www.ncpublicschools.org/accountability/testing/technicalnotes" 

Shakespearean Theatre Youtube 3:43, “MacBeth” -  The National Theatre Youtube 6:19, The Life of William Shakespeare, Taming of the Shrew – The Royal Shakespeare Conservatory, Hamlet, 2010 edition.

DO: Instructional activities each day (How will they learn it) 

Do: Monday 2/3- Discuss Pretest, Reading aloud Monologues and Duos from “Hamlet”, Discussion of Themes and Language, Theatre History Video Clip with Questions, Class Discussion 

Do: Tuesday 2/4 - Review Theatre History, Discuss and Share Characters and Plot of ‘Taming of the Shrew”, Watch Video clip with Questions, Cover the Dramatic Elements, Preview Renaissance Festival 

Do: Wednesday 2/5 - Review “Taming of the Shrew” , Read Text Aloud about Shakespearean Theatre, Answer Scavenger Hunt Questions in Pairs, Discuss as a Class, Performance Selection of a Monologue or Scene from “Romeo and Juliet”

Do: Thursday 2/6 - Review Plot of “Hamlet” and “Taming of the Shrew” – How would Students Write or Alter the Plot? What would be the next Chapter? Cover Literary, Technical and Performance Elements, Continue with Shakespearean Monologues and Scene Rehearsals including Good Volume, Vocal Expression, Eye Contact, Facial Expression, Hand Gestures and  
Body Movement, Progress and Next Steps 

Do; Friday 2/7- Self  Assessment for Shakespearean Scenes, Fifteen Minutes for Rehearsal Time, Class Discussion Time Props, Costumes, Lighting, Sound – Technical Elements. Slides of Greek Costumes. With Materials Provided Creation of a Roman Costume, Props, Background for Student Scenes. 

MONDAY

TUESDAY 

WEDNESDAY 

THURSDAY 

FRIDAY 

Bell Ringer: Describe the Poetic Nature of Shakespearean Comedy, Tragedy, and History Plays

 

 

 

Bell Ringer:  Are there similarities between Medieval, Renaissance, and Modern Theatre/Movies/Shows? 

 

 

Bell Ringer:  What should the friends of Hamlet do to appease the Death of Laertes and Ophelia’s Father?

 

 

 

Bell Ringer:  Would you have taken the same steps that the character Hamlet did to protect Laertes and his Mother?

 

 

 

Bell Ringer: What performance elements do you need to focus on for your Renaissance Play Scene from Hamlet or Taming of the Shrew

 

 

 

 

 

 

 

Assessment:  (How Can We Measure That They’ve Learned It) 

Posters, Brochures, and News Programs of Shakespearean Literature nd Plays 

“Hamlet,” by Readings 

Medieval Festival Renaissance Gala Walk with Shakespearean Scenes

Culminating Event 

 

 

Interventions:  (What steps are in place if they haven’t learned it) 

Based on assessment data - student specific. Teacher’s assistance, peer assistance. Adaptive activities with artwork, presentation to teacher only, partner activity 

Specific Skills (non-negotiables) standard and student need specific 

Student Involvement and Participation, Student Comprehension, Student Confidence and Effort, Student Writing, Student Rehearsals and Performances 

Vocabulary Focus/Word Wall 

(Critical Vocabulary) 

Renaissance, William Shakespeare, Hamlet, Horatio, Laertes, Ophelia, Katharina, Petruchio, Blank Meter, Rhymed Verses, Iambic Pentameter, Everyman, Medieval, Liturgical, Secular, Beauty, Discretion, Wisdom, Athens, Lysistrata, Aristophanes, Skene, Proscenium, Chorus, Dionysus, Colonus, Thebes, Sparta, Peloponnesian, Antigone, Ismene, Sophocles, Amphitheatre, Arena, Jocasta, Oedipus, Creon, Hamaan, Eurydice, Polynices, Eteocles

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mon: Exit Slip – 3 Contributions of the Shakespearean and Renaissance Periods  to Theatre 

Tue: Flip Chart Drawing of Main Characters in Everyman, Hamlet and Taming of the Shrew, Romeo and Juliet, MacBeth

Wed: Short Open Response, “What would I do next if I were Katharina Hamlet” 

Thu: Participation Check for Rehearsal Time from Teacher and Student Directors 

Fri: Short Class Progress Check Costumes, Props and Background for Shakespearean Scenes 

 

Differentiated Instruction:  (How do we go deeper if they’ve already learned it)   Be specific.  How are we pushing for growth? Extensions and variations 

Costume, Prop and Background Extensions, Assisting Other Class Members, Modern Day Adaptations, Comparisons with Other Plays, Movies, Shows, Musicals 

 

 

 

Study: (Data driven decisions) What does the data tell you?  What do you need to reteach? )  Share bi-weekly in PLC and do it 

Post-test in class on Friday 8/30 showed strong foundational leaning and knowledge following our studies of Greek Theatre, Roman, and Medieval Theatre. Continuing the Study of Shakespearean Plays

 

 

 

Act: (Continuous improvement/How will we do it differently next week?)  This should be included in your next PDSA/Lesson Plan.  What do the students say worked?  What Didn’t work?  Share bi-weekly in PLC 

Successful: Student Engagement, Repetition of Material, Student Choice, Student Creativity

Do Differently: Some Students and Groups needed just a little more teacher or student help. The majority was very successful. 6th grade students need more help with direction and blocking for scenes. 7th and 8th grade students need more re-enactment time for the introduction to Lysistrata and Manachmeuss. 8th grade need more experience and repetition with Roman and Medieval content knowledge. More preview time with Theatre Vocabulary for each unit. 6th grade students doing an excellent job with props and costumes. Everyman Lines with memorization time and adding gestures on Friday went very well. Students worked well with timed rehearsal and audience workshops.

2019/2020 Rowan County Middle School Lesson Plan 

Week of: 1/27 - 1/31/2020

Teacher: K. Crump 

Subject: Introduction to Theatre, Week 4 The Middle Ages and Medieval Theatre

PLAN:  (a)Goal Objective/(b)Learning Target –   (What do students need to learn)  The Contributions of the Roman/Medieval Times to Modern Theatre and Comedy.                                                                 

Standard being taught/assessed:     AS1: Generate and conceptualize artistic ideas and work.  TH:Cr1.1.8c Develop a scripted character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.  AS3: Refine and complete artistic work.  TH:Cr3.1.8b Use repetition and analysis while developing physical, vocal, and physiological traits for an original scripted work.  AS6: Convey meaning through the presentation of artistic work. TH:Pr6.1.8 Perform a rehearsed drama/theatre work for an audience. AS11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. 

 

Pre-Planned Questions: (2-3)  What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and purpose of the work? In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood? What does the research reflect about modern societal and cultural issues? 

﷟HYPERLINK "http://www.ncpublicschools.org/accountability/testing/technicalnotes" 

Medieval Theatre Youtube 3:43, “Everyman,” a Morality Play -  The National Theatre Youtube 6:19 

DO: Instructional activities each day (How will they learn it) 

Do: Monday 1/27- Discuss Pretest, Reading aloud Monologues and Duos from “Everyman”, Discussion of Themes and Language, Theatre History Video Clip with Questions, Class Discussion 

Do: Tuesday 1/28 - Review Theatre History, Discuss and Share Characters and Plot of ‘Everyman”, Watch Video clip with Questions, Cover the Dramatic Elements, Preview Medieval Festival 

Do: Wednesday 1/29 - Review “Everyman” , Read Text Aloud about Medieval Theatre, Answer Scavenger Hunt Questions in Pairs, Discuss as a Class, Performance Selection of a Monologue or Scene from “Everyman”

Do: Thursday 1/30- Review Plot of Everyman – How would Students Write or Alter the Plot? What would be the next Chapter? Cover Literary, Technical and Performance Elements, Continue with Everyman Monologue and Scene Rehearsal including Good Volume, Vocal Expression, Eye Contact, Facial Expression, Hand Gestures and  
Body Movement, Progress and Next Steps 

Do; Friday 1/31 - Self  Assessment for Everyman Scenes, Fifteen Minutes for Rehearsal Time, Class Discussion Time Props, Costumes, Lighting, Sound – Technical Elements. Slides of Greek Costumes. With Materials Provided Creation of a Roman Costume, Props, Background for Student Scenes. 

MONDAY

TUESDAY 

WEDNESDAY 

THURSDAY 

FRIDAY 

Bell Ringer: Compare and Contrast the death of Antigone and the death of Everyman.

 

 

 

Bell Ringer:  Are there similarities between Medieval and Modern Theatre/Movies/Shows? 

 

 

Bell Ringer:  What should the friends of Everyman  do to appease the Death Character?

 

 

 

Bell Ringer:  Would you have taken the same steps that the character Good Deeds did to help Everyman?

 

 

 

Bell Ringer: What performance elements do you need to focus on for your Medieval Play Scene from Everyman or based on Everyman?

 

 

 

 

 

 

 

Assessment:  (How Can We Measure That They’ve Learned It) 

Posters, Brochures, and News Programs of Medieval Like and Plays 

“Everyman,” by Readings 

Medieval Festival Culminating Event 

 

 

Interventions:  (What steps are in place if they haven’t learned it) 

Based on assessment data - student specific. Teacher’s assistance, peer assistance. Adaptive activities with artwork, presentation to teacher only, partner activity 

Specific Skills (non-negotiables) standard and student need specific 

Student Involvement and Participation, Student Comprehension, Student Confidence and Effort, Student Writing, Student Rehearsals and Performances 

Vocabulary Focus/Word Wall 

(Critical Vocabulary) 

Everyman, Medieval, Liturgical, Secular, Beauty, Discretion, Wisdom, Athens, Lysistrata, Aristophanes, Skene, Proscenium, Chorus, Dionysus, Colonus, Thebes, Sparta, Peloponnesian, Antigone, Ismene, Sophocles, Amphitheatre, Arena, Jocasta, Oedipus, Creon, Hamaan, Eurydice, Polynices, Eteocles

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tue: Exit Slip – 3 Contributions of the Middle Ages or Medieval Times to Theatre 

Tue: Flip Chart Drawing of Main Characters in Everyman

Wed: Short Open Response, “What would I do next if I were Everyman” 

Thu: Participation Check for Rehearsal Time from Teacher and Student Directors 

Fri: Short Class Progress Check Costumes, Props and Background for Everyman Scenes 

 

Differentiated Instruction:  (How do we go deeper if they’ve already learned it)   Be specific.  How are we pushing for growth? Extensions and variations 

Costume, Prop and Background Extensions, Assisting Other Class Members, Modern Day Adaptations, Comparisons with Other Plays, Movies, Shows, Musicals 

 

 

 

Study: (Data driven decisions) What does the data tell you?  What do you need to reteach? )  Share bi-weekly in PLC and do it 

Post-test in class on Friday 8/30 showed strong foundational leaning and knowledge following our studies of Greek Theatre and Roman Theatre.

 

 

 

Act: (Continuous improvement/How will we do it differently next week?)  This should be included in your next PDSA/Lesson Plan.  What do the students say worked?  What Didn’t work?  Share bi-weekly in PLC 

Successful: Student Engagement, Repetition of Material, Student Choice, Student Creativity

Do Differently: Some Students and Groups needed just a little more teacher or student help. The majority was very successful. 6th grade students need more help with direction and blocking for scenes. 7th and 8th grade students need more re-enactment time for the introduction to Lysistrata and Manachmeuss. 8th grade need more experience and repetition with Roman content knowledge

                   

 

 

 

 

 

2019/2020 Rowan County Middle School Lesson Plan 

Week of: 1/21 - 1/27/2020

Teacher: K. Crump 

Subject: Introduction to Theatre, Week 3 Greek and Roman Comedy

PLAN:  (a)Goal Objective/(b)Learning Target –   (What do students need to learn)     The Contributions of the Greeks/Romans to Modern Theatre and Comedy.                                                                 

Standard being taught/assessed:     AS1: Generate and conceptualize artistic ideas and work.  TH:Cr1.1.8c Develop a scripted character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.  AS3: Refine and complete artistic work.  TH:Cr3.1.8b Use repetition and analysis while developing physical, vocal, and physiological traits for an original scripted work.  AS6: Convey meaning through the presentation of artistic work. TH:Pr6.1.8 Perform a rehearsed drama/theatre work for an audience. AS11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. 

 

Pre-Planned Questions: (2-3)  What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and purpose of the work? In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood? What does the research reflect about modern societal and cultural issues? 

﷟HYPERLINK "http://www.ncpublicschools.org/accountability/testing/technicalnotes" 

Greek Theatre Youtube 3:43, Lysistrata The National Theatre Youtube 6:19 

DO: Instructional activities each day (How will they learn it) 

Do: Tuesday 1/21 - Discuss Pretest, Reading aloud Monologues and Duos from “Lysistrata” by Aristophnaess, Discussion of Themes and Language, Theatre History Video Clip with Questions, Class Discussion 

Do: Wednesday 1/22- Review Theatr