January
1/3 #NewYearNewMe
-New Seating
-School Rules
-Class Rules
Neoclassical Work/Comic Opera Unit (7 Classes)
Objective: Students will demonstrate their understanding of French Neoclassical playwriting by taking a comprehensive assessment and stage reading their final script.
http://tedb.byu.edu/?courses=french-neo-classical-theatre-by-meagan-wright
1/5 Neoclassical Work/Comic Opera Unit
Objective: Students will demonstrate their understanding of the French Neoclassical “Three Unities” by modifying a fairytale to have one plot, set in one place, happening in one day.
1/9 Neoclassical Work/Comic Opera Unit
Objective: Students will demonstrate their understanding of the French Neoclassic ideal “verisimilitude” by modifying their fairytale to be “true to life”.
1/11 Neoclassical Work/Comic Opera Unit
Objective: Students will demonstrate their understanding of the French Neoclassical “genre” guideline by modifying their fairytale to strictly either be a tragedy or comedy.
1/13 Neoclassical Work/Comic Opera Unit
Objective: Students will demonstrate their understanding of the French Neoclassical guideline “decorum” by modifying their fairytale’s characters to ensure they is propriety in manner and conduct.
ASSIGNMENT: By the end of the class period, each group must turn in a piece of paper identifying
1/18 Neoclassical Work/Comic Opera Unit
Objective: Students will demonstrate their understanding of the French Neoclassical guideline “decorum” by modifying their fairytale’s characters to ensure they is propriety in manner and conduct.
1/18 Neoclassical Work/Comic Opera Unit – need lab
Objective: Students will demonstrate their ability to assimilate what they’ve learned about French Neoclassical playwriting by working on their scripts.
Notify students that next class period they will be:
Taking their final assessment test
Filling out group-member evaluations
Stage-reading their script
Turning in their final scrip after their stage-reading performance
Step 2:
Pass out rubric
Review the rubric
Ask if there are any questions
Closure:
Take students to the computer lab
Give students the remainder of the time to revise and type out their scripts.
1/20, 1/24 Neoclassical Work/Comic Opera Unit – need lab
Objective: Students will demonstrate their understanding of French Neoclassical playwriting by taking a comprehensive assessment and stage reading their final script.
1/24 Neoclassical Work/Comic Opera Unit
Realism Unit (6 Classes)
Objective: Students will understand and apply the elements and principles of “Realism” – stories that do more than entertain with complex issues.
http://teachers.yale.edu/curriculum/viewer/initiative_05.03.01_u#h1num-3
1/30 Realism Unit
Objective: Working in groups, the students will read and analyze the text; they will create provocative questions and/or point out provocative phrases and lead the class in discussing them.
-New Seating
-School Rules
-Class Rules
Neoclassical Work/Comic Opera Unit (7 Classes)
Objective: Students will demonstrate their understanding of French Neoclassical playwriting by taking a comprehensive assessment and stage reading their final script.
http://tedb.byu.edu/?courses=french-neo-classical-theatre-by-meagan-wright
1/5 Neoclassical Work/Comic Opera Unit
Objective: Students will demonstrate their understanding of the French Neoclassical “Three Unities” by modifying a fairytale to have one plot, set in one place, happening in one day.
- Go over timeline of French Neoclassical Theatre
- Draw for fairy tale in assigned group
- Go over “three unities”
- Groups make modifications to fairy tale to adhere to unities
- Share with the class – Assignment turn in time/place/action of the revised version
1/9 Neoclassical Work/Comic Opera Unit
Objective: Students will demonstrate their understanding of the French Neoclassic ideal “verisimilitude” by modifying their fairytale to be “true to life”.
- Play “The Bear of Poitiers” – see lesson plan
- Go over definition of “verisimilitude” – criteria for a “good” play
- Verisimilture WS – identify and record realistic options to replace fantastic elements
1/11 Neoclassical Work/Comic Opera Unit
Objective: Students will demonstrate their understanding of the French Neoclassical “genre” guideline by modifying their fairytale to strictly either be a tragedy or comedy.
- Charades of 6 terms
- Find connections to those terms (tragedy and comedy are the two genres existing during French Neoclassical theatre, never mixed)
- Groups must decide if their play will be a tragedy or comedy – must make revisions to ensure that it’s not both
- 2 minutes to determine falling action – perform in 30 seconds, discuss genres seen
- Remainder of class to work on script
1/13 Neoclassical Work/Comic Opera Unit
Objective: Students will demonstrate their understanding of the French Neoclassical guideline “decorum” by modifying their fairytale’s characters to ensure they is propriety in manner and conduct.
- Play clips of Penelope and Remember the Titans
- Every “good” play must teach a lesson – modern day examples?
- Determine a moral taught in the fairy tale
- Decide what lesson will be taught in their script
- Remainder of class to work on script:
ASSIGNMENT: By the end of the class period, each group must turn in a piece of paper identifying
- each group member and the lesson they thought of
- the official lesson that was decided on to be used throughout the script
- a 3-5 sentence justification of why/how their script can support the chosen moral
1/18 Neoclassical Work/Comic Opera Unit
Objective: Students will demonstrate their understanding of the French Neoclassical guideline “decorum” by modifying their fairytale’s characters to ensure they is propriety in manner and conduct.
- Play a variation of Augusto Boal’s theatre game, The Embassy Ball (see lesson plan)
- Decorum: Explain that decorum is “a term which meant that all dramatic characters should behave in ways based on their age, profession, sex, rank, and the like. Each Character should follow this set behavior.”http://tedb.byu.edu/lesson/ - _ftn1 http://homepage.smc.edu/adair-lynch_terrin/TA%205/FrenchNeoClass.htm
- Connect experience with the hook: How did this activity explore decorum? When did you experience decorum? How did you know how to act?
- As a group, identify each character from fairy tale and fill out the Decorum worksheet
1/18 Neoclassical Work/Comic Opera Unit – need lab
Objective: Students will demonstrate their ability to assimilate what they’ve learned about French Neoclassical playwriting by working on their scripts.
- Identify the five guidelines of French Neoclassical playwriting reviewed throughout the unit
Notify students that next class period they will be:
Taking their final assessment test
Filling out group-member evaluations
Stage-reading their script
Turning in their final scrip after their stage-reading performance
Step 2:
Pass out rubric
Review the rubric
Ask if there are any questions
Closure:
Take students to the computer lab
Give students the remainder of the time to revise and type out their scripts.
1/20, 1/24 Neoclassical Work/Comic Opera Unit – need lab
Objective: Students will demonstrate their understanding of French Neoclassical playwriting by taking a comprehensive assessment and stage reading their final script.
- Test (30-35 mins)
- Peter and the Starcatcher
1/24 Neoclassical Work/Comic Opera Unit
Realism Unit (6 Classes)
Objective: Students will understand and apply the elements and principles of “Realism” – stories that do more than entertain with complex issues.
http://teachers.yale.edu/curriculum/viewer/initiative_05.03.01_u#h1num-3
1/30 Realism Unit
Objective: Working in groups, the students will read and analyze the text; they will create provocative questions and/or point out provocative phrases and lead the class in discussing them.
- Stage Reading of Plays
- Group Evaluations
- Split the class into groups of three, half will read The Court Material of Jackie Robinson and the other will read The Story of Franz Jagerstatter.
- All individuals will annotate while reading with annotation WS (in library) - due next class
- Each group will explain to the class a section of the story, bring out its important points, and lead discussion about its contentious issues.
February
2/1 Realism Unit
Objective: Working in groups, the students will read and analyze An Enemy of the People. Students will create a presentation in groups and lead discussion through performance and questioning techniques.
2/3 Realism Unit – Need a Lab 2nd Half
Objective: Working in groups, the students will read and analyze An Enemy of the People. Students will create a presentation in groups and lead discussion through performance and questioning techniques.
2/7 Realism Unit - Need a Lab
Objective: Students will search the Internet for an article that pertains to people being abused. They will analytically read the article and, in a coherent essay, and explain their judgment of it.
1.DUE GROUP ANSWERS TO QUESTIONS WS
2/9 Realism Unit – need a lab
Objective: Students will revise their essay, and evaluate each other's essay based on a rubric.
2/13 Realism Unit
Objective: Students will understand and apply the elements and principles of “Realism” – stories that do more than entertain with complex issues.
Finish An Enemy of the People with Realism – Given Circumstances, Objective, Super Objective, Adaptations WS
ISM Unit (6 Classes)
Objective: Students will teach the elements and principles of different “ISMs” in theatre
http://www2.sunysuffolk.edu/kankelj/SCCC/THR%20101/notes/The%20Modern%20Theatre.pdf
http://faculty.uca.edu/gregb/isms.html
2/15 ISM Unit – need lab
Objective: Students will teach the class about:
2/17 - ISM Unit – need lab
Objective: Students will teach the class on an ism
2/22 - ISM Unit – need lab
Objective: Students will teach the class on an ism
2/24 - ISM Unit
Objective: Students will teach the class on an ism
2/28 - ISM Unit
Objective: Students will teach the class on an ism
2/1 Realism Unit
Objective: Working in groups, the students will read and analyze An Enemy of the People. Students will create a presentation in groups and lead discussion through performance and questioning techniques.
- Discuss Summary of An Enemy of the People
- Students are split into groups of 4-5, Each group will be assigned about ten pages of the play.
- Groups will prepare a presentation for the class (due next class):
- Their presentation will include dramatically reading and performing the text, leading a discussion of the text, and create three questions to ask the class.
- Students must assign each other a role and practice it. They will be graded on how well they dramatize the parts.
- Students will analyze the text, note important passages, bring up important questions about the text, and lead the class in a discussion of the text.
- GROUP PRESENTATION WS due next class
- GROUP type questions onto Mrs. Strohmaier’s word doc
2/3 Realism Unit – Need a Lab 2nd Half
Objective: Working in groups, the students will read and analyze An Enemy of the People. Students will create a presentation in groups and lead discussion through performance and questioning techniques.
- Group Presentations with performances and questions
- At the end of group's presentation, they will assign the class two questions which the groups will do as homework assignment. When the class returns the assignment next class, the group will evaluate them.
- Begin “writing in pairs” if time (see next day for lesson)
- DUE GROUP PRESENTATION WS
2/7 Realism Unit - Need a Lab
Objective: Students will search the Internet for an article that pertains to people being abused. They will analytically read the article and, in a coherent essay, and explain their judgment of it.
1.DUE GROUP ANSWERS TO QUESTIONS WS
- Watch 30 mins of An Enemy of the People
- Students will be assigned to pairs. Each pair will write about the same article – SEPERATELY on their own computers
- First, they will search the Internet, find an article, download it, and print it. To find an article, the class will come up with the Search phrases for Google.
- Suggestions: "crackdown on dissent," "civil liberties," and "violation of human rights." When the students find a pertinent article, they will show it to me for approval.
- In pairs, the students will read the article, highlight, and notate the pertinent information. Students will summarize the details of the article, focusing on paraphrasing. Hand out An Enemy of the People Article Writing
- Print draft and turn in by the end of class
2/9 Realism Unit – need a lab
Objective: Students will revise their essay, and evaluate each other's essay based on a rubric.
- Watch 20 - 30 more minutes of An Enemy of the People
- The students will give draft to a new partner to evaluate. Their partner should give constructive criticism. Then they will write a final draft and save it. They will print all of their drafts.
- Final draft due
2/13 Realism Unit
Objective: Students will understand and apply the elements and principles of “Realism” – stories that do more than entertain with complex issues.
Finish An Enemy of the People with Realism – Given Circumstances, Objective, Super Objective, Adaptations WS
ISM Unit (6 Classes)
Objective: Students will teach the elements and principles of different “ISMs” in theatre
http://www2.sunysuffolk.edu/kankelj/SCCC/THR%20101/notes/The%20Modern%20Theatre.pdf
http://faculty.uca.edu/gregb/isms.html
2/15 ISM Unit – need lab
Objective: Students will teach the class about:
- Naturalism
- Antirealism
- Symbolism
- Futurism
- Theatre of Cruelty
- Surrealism
- Dadaism
- Romanticism
- Existentialism
- Explain assignment – hand out ISM OUTLINE WS
- Students may pair up into twos or may work by themselves
- Draw from a hat for “spots”
2/17 - ISM Unit – need lab
Objective: Students will teach the class on an ism
- Work on assignment in lab
2/22 - ISM Unit – need lab
Objective: Students will teach the class on an ism
- Work on assignment
2/24 - ISM Unit
Objective: Students will teach the class on an ism
- PRESENTATIONS
- Grade based on rubric on outline
2/28 - ISM Unit
Objective: Students will teach the class on an ism
- PRESENTATIONS – day two
- Grade based on rubric on outline
- Teacher will compile a quiz based on questions
March
3/2 - ISM UnitObjective: Students will teach the class on an ism
Objective: Students will understand and apply the elements and principles of “Expressionism” through The Glass Menagerie
https://edsitement.neh.gov/lesson-plan/lesson-1-glass-menagerie-expressionist-theatre#section-29026
Full PDF - https://bragland.wikispaces.com/file/view/the+Glass+Menagerie+full+text.pdf
3/6 - Expressionism Unit
Objective: Students will understand and apply the elements and principles of “Expressionism” through The Glass Menagerie
3/8 – Expressionism Unit
Objective: Relate the literary works of authors to the major themes and issues of their eras.
3/10 – Expressionism Unit
Objective: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes
3/14 – Expressionism Unit
Objective: ...Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.
3/16 – Expressionism Unit
Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.
3/21 – ACT on 3/21, Expressionism Unit
Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.
3/23 – Expressionism Unit
Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.
3/27 – Theatre of the Absurd Unit
Objective: Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.
Theatre of the Absurd (3 Classes)
Objective: Students will understand and apply the elements and principles of “Expressionism” through two Samuel Beckett plays
3/29 – Theatre of the Absurd Unit
3/31 - – Theatre of the Absurd Unit
Person B: A retired doctor in his late 80’s
Person C: A church minister
Person D: A computer software engineer who does not speak English Person E: A high school history teacher
- Quiz given
- Three groups go: must have a quiz question – turn in when completed
Objective: Students will understand and apply the elements and principles of “Expressionism” through The Glass Menagerie
https://edsitement.neh.gov/lesson-plan/lesson-1-glass-menagerie-expressionist-theatre#section-29026
Full PDF - https://bragland.wikispaces.com/file/view/the+Glass+Menagerie+full+text.pdf
3/6 - Expressionism Unit
Objective: Students will understand and apply the elements and principles of “Expressionism” through The Glass Menagerie
- Class watches a short 6 min preview of preview of The Glass Menagerie – on Youtube: https://www.youtube.com/watch?v=ZOSf8n4SuH8
- Students fill out Background Knowledge and Prediction with Preview Questions
- Discuss results of questionnaire – turn in
- Begin Tennessee Williams A&E Biography (if time): https://www.youtube.com/watch?v=L_cO_71cZxQ
3/8 – Expressionism Unit
Objective: Relate the literary works of authors to the major themes and issues of their eras.
- Finish A&E Bio https://www.youtube.com/watch?v=L_cO_71cZxQ
- Begin reading the play aloud in class.
- Stop at appropriate times to discuss stage directions
3/10 – Expressionism Unit
Objective: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes
- Continue reading The Glass Menagerie aloud
- Discuss Topic areas at appropriate points as the play unfolds through the reading
- Students continue to predict outcomes – attempt to finish ACT 1
3/14 – Expressionism Unit
Objective: ...Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.
- Continue reading The Glass Menagerie aloud
- Discuss Topic areas at appropriate points as the play unfolds through the reading
- Students continue to predict outcomes
- Students fill out and discuss Stages of Plot Handout
- Students fill out Why Expressionism WS
3/16 – Expressionism Unit
Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.
- Finish The Glass Menagerie
- Turn in Why Expressionism WS
- Watch The Glass Menagerie (30 mins)
- Pick a scene with a partner or partners to perform
3/21 – ACT on 3/21, Expressionism Unit
Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.
- Continue watching The Glass Menagerie (30 mins)
- Continue scenework with a partner or partners to perform
3/23 – Expressionism Unit
Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.
- Continue watching The Glass Menagerie (30 mins)
- PERFORM – does not need to be memorized
3/27 – Theatre of the Absurd Unit
Objective: Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.
- Finish skits
- Finish The Glass Menagerie
Theatre of the Absurd (3 Classes)
Objective: Students will understand and apply the elements and principles of “Expressionism” through two Samuel Beckett plays
3/29 – Theatre of the Absurd Unit
- Finish The Glass Menagerie (if necessary)
- Watch Play by Samuel Beckett https://www.youtube.com/watch?v=s2QJ0FYE3pw
- The class is divided in half. Half the class sit and watch while the other half perform. The students who are performing are allocated into pairs who are each given one of the following actions. Each pair is to find their own space in the performance area, face the audience and repeat their action. They are signalled to start and stop their action by the teacher walking around and tapping them on the shoulder. Keep the activity going for two minutes.
- Pair Actions
- Mime getting dressed and packing a bag and leaving, but then changing your mind and unpacking.
- Walk backwards and forwards across the stage very slowly.
- Sit on the floor and draw circles with your fingers on the floor.
- Two people eating dinner where everything is done in unison.
- Repeat the phrase by Socrates “To know, is to know that you know nothing.”
- Repeat the phrase “Learn from yesterday, live for today, hope for tomorrow.”
- One person is using their phone while listening to music. The other person is trying to get their attention.
- One person is making the ticking sound of a clock. The other person is moving their arms around like a clock.
- Mime turning on a tap, but nothing coming out in unison.
- Answer Day 1 questions
3/31 - – Theatre of the Absurd Unit
- Watch Krapp’s Last Tape by Beckett (30 mins) https://www.youtube.com/watch?v=otpEwEVFKLc
- Divide the class into groups of five. Students are to perform the following scenario. Five people have taken refuge in a bunker after the end of the world. However, there is only enough food and supplies for four people. One person must leave the bunker. Decide who must go outside into the dead world.
Person B: A retired doctor in his late 80’s
Person C: A church minister
Person D: A computer software engineer who does not speak English Person E: A high school history teacher
- Answer Day 2 Questions WS
April
Film Unit (13-16 Classes)
4/11 – Film Unit
Objective: Students will learn and apply the elements and principles of cinema
1. RECAP DAY
4/13 - Film Unit
Objective: Students will learn and apply the elements and principles of cinema
1. Go over the How Movies Are Made PPT with Notes
2. Watch Making Nemo and Answer Questions
3. Go over Camera Techniques PPT with Notes if time
4/17 - Film Unit
Objective: Students will learn and apply the elements and principles of cinema
1. Continue Camera Techniques (if needed)
2. Watch 12 scenes (get on a flash drive from Mrs. Strohmaier if absent) and analyze – pause for understanding
4/19 - Film Unit
Objective: Students will learn and apply the elements and principles of cinema
1. Continue 12 scenes if needed (pause for understanding)
2. Watch a film with short analysis (film may be used for final project as well.)
4/21 - Film Unit
Objective: Students will learn and apply the elements and principles of cinema
1. Continue watching a film (analysis due when finished)
2. Explain final project (if time)
4/25 - Film Unit
Objective: Students will learn and apply the elements and principles of cinema
1. Continue watching a film (analysis due when finished)
2. Explain film project
4/27 - Film Unit – need lab
Objective: work on your project
Film Unit (13-16 Classes)
4/11 – Film Unit
Objective: Students will learn and apply the elements and principles of cinema
1. RECAP DAY
4/13 - Film Unit
Objective: Students will learn and apply the elements and principles of cinema
1. Go over the How Movies Are Made PPT with Notes
2. Watch Making Nemo and Answer Questions
3. Go over Camera Techniques PPT with Notes if time
4/17 - Film Unit
Objective: Students will learn and apply the elements and principles of cinema
1. Continue Camera Techniques (if needed)
2. Watch 12 scenes (get on a flash drive from Mrs. Strohmaier if absent) and analyze – pause for understanding
4/19 - Film Unit
Objective: Students will learn and apply the elements and principles of cinema
1. Continue 12 scenes if needed (pause for understanding)
2. Watch a film with short analysis (film may be used for final project as well.)
4/21 - Film Unit
Objective: Students will learn and apply the elements and principles of cinema
1. Continue watching a film (analysis due when finished)
2. Explain final project (if time)
4/25 - Film Unit
Objective: Students will learn and apply the elements and principles of cinema
1. Continue watching a film (analysis due when finished)
2. Explain film project
4/27 - Film Unit – need lab
Objective: work on your project
- Split into groups of 5-6
- Students must pick one of the 12 scenes or their own 5 minute scene – must be school appropriate
- Need a copy of students’ script by end of class
May
5/1 - Film Unit – need lab
Objective: work on your project
5/3 – Film Unit
Objective: work on your project
5/5 - Film Unit
Objective: work on your project
5/9 - Film Unit
Objective: work on your project
5/11 - Film Unit
Objective: work on your project
5/15 - Film Unit
Objective: work on your project
5/17 - Film Unit
Continue FILM VIEWING DAY!!!
5/19 - Film Unit
Continue FILM VIEWING DAY!!!
Objective: work on your project
- Need a copy of students’ script by end of class with FILM ANGLES
5/3 – Film Unit
Objective: work on your project
- Film time
5/5 - Film Unit
Objective: work on your project
- Film time
5/9 - Film Unit
Objective: work on your project
- Film time
5/11 - Film Unit
Objective: work on your project
- Film time
5/15 - Film Unit
Objective: work on your project
- Film time
5/17 - Film Unit
Continue FILM VIEWING DAY!!!
5/19 - Film Unit
Continue FILM VIEWING DAY!!!