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Stage 1 – Desired Results

 

Content Standard(s)

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NCAS.PR 6.1.7 Participate in rehearsals for a drama/theater work that will be shared with an audience.

Understandings:

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• Theater involves the study of the human condition. We learn how to relate our personal experiences into our theater work.

• We write in our journal in order to reflect on life experience.

• We learn how to connect our own world to a theater production by writing scenes based on real life situations.

• By connecting the elements of personal experience, written senses, and real life situations we can engage the audience and convey real emotion in a theater work.

 

 

Essential Questions:

• How can we use personal situations to convey emotion on stage?

 

• How can theater artists influence audience to pursue personal change?

 

Student Objectives (Outcomes):

 

Students will be able to

• Analyze their theater piece in order to find emotional connections.

• Interpret feedback and allow it to strengthen theater piece.

• Have strong character objectives in order to achieve realistic interpretation.

• Connect to personal situations to allow them to fully emote to the audience.

• Convey meaning to the audience during presentation.

 

Students will build relationships by:

• Working together during class activities.

• Give star/wish feedback during each pre-performance.

• Sharing personal stories in front of the class.

• Discussions on real life events and ways to effect change.

 

 

Stage 2 – Assessment Evidence Directly Aligned to Content Standard

 

Performance Task(s) or Assignment Description(s):

• The goal of this unit is to teach students some of the causes and effects of bullying. By teaching them about the situation and discussing ways to use theater in a way to better shape their future as well as to teach the audience about what they have learned. The unit keeps students engaged by working thru real life situations that the students can relate to and understand.

• Students will participate in writing activities based on videos and stories of bullying. Then they will discuss topics that they have seen in their own lives to connect to each other. The students will also write a senses journal entry in which they describe their personal experiences of bullying and they will read these stories aloud in front of the class. They need to bring this experience with them when they perform answering the essential question “How can we use personal situations to convey emotion on stage?”

 

• By learning about Bullying and going thru this deeper understanding process with each other they will write scenes based on what they have learned but focus on Anti-Bullying.

• This unit will culminate in a performance in which the school is invited and the students will address the essential question “How can theater artists influence audience to pursue personal change?”

•  A rubric will be used to assess the student’s performance during the summative assessment.

 

Self or Peer Assessments

• Students were given a rubric after their formative assessment and will reflect on what goals they did and did not achieve.

• Students will do peer assessments on their group members strengths and weaknesses.

• Students will write a self-reflection in their journal and receive personal feedback from me.

 

Formative Assessments

• Writing senses sentences

• Writing personal story using all 5 senses

• Bully/Victim grid walk activity

• Personal response to Jonah video

• Star/Wish feedback for peers during practice runs of scenes

 

 

Stage 3 – Learning Plan – Directly Aligned to Content Standard AND Assessments

 

Learning Activities:

• Workshop class- Introducing the Bully Experiment and different types of bullying (50 minutes) (Curiosity, Connection, Coherence)

• Pre-assessment: Senses exercise in class and reading of stories following class. (15 Minutes) (Connection, Concentration, Context)

• Unit Plan Learning Targets: Self assessment before (discussion) (Context) during and after (journal) (15 Minutes) (Connection)

• Students will work in a large group by building the physicality of the bully and victim during the grid walk. They will act and react to each other using kinesthetic response. (20 Minutes) (Connection, Coaching)

• During this unit interacting with students happens everyday before class during warm up activities and after every class during group discussion. In addition teacher must keep constant attention to students during this unit and notice any behavioral changes when working on such a difficult topic. One on One conversation is needed with each student throughout the process. (Coaching)

• Tasks are listed on ProNote after each lesson and any needed documents are uploaded for students needs to be met while at home. (Coaching)

• Physical activities are given added variations every ten minutes and discussion is had after each individual performance or presentation in order to break up the lesson and keep students engaged. (Coaching, Coherence, Context)

 

Stage 4 – Feedback Strategies (Entire Unit Plan)

 

Students will know what they need to improve and work towards mastery by…

• National Core Theatre Standards (Goals)

• Personal connection rubric

• Group discussion after each class

• Comments from peers using star and wish after each presentation

• Teacher’s feedback on senses exercise

• Teacher’s feedback before final performance