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 

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.)  

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. 6^th grade students need more help with direction and blocking for scenes. 7^th and 8^th grade students need more re-enactment time for the introduction to Lysistrata and Manachmeuss. 8^th grade need more experience and repetition with Roman and Medieval content knowledge. More preview time with Theatre Vocabulary for each unit. 6^th 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.

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. 6^th grade students need more help with direction and blocking for scenes. 7^th and 8^th grade students need more re-enactment time for the introduction to Lysistrata and Manachmeuss. 8^th grade need more experience and repetition with Roman and Medieval content knowledge. More preview time with Theatre Vocabulary for each unit. 6^th 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.

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. 6^th grade students need more help with direction and blocking for scenes. 7^th and 8^th grade students need more re-enactment time for the introduction to Lysistrata and Manachmeuss. 8^th grade need more experience and repetition with Roman and Medieval content knowledge. More preview time with Theatre Vocabulary for each unit. 6^th 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.

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. 6^th grade students need more help with direction and blocking for scenes. 7^th and 8^th grade students need more re-enactment time for the introduction to Lysistrata and Manachmeuss. 8^th grade need more experience and repetition with Roman and Medieval content knowledge. More preview time with Theatre Vocabulary for each unit. 6^th 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.

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. 6^th grade students need more help with direction and blocking for scenes. 7^th and 8^th grade students need more re-enactment time for the introduction to Lysistrata and Manachmeuss. 8^th grade need more experience and repetition with Roman content knowledge

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 Cl