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ECH/435 v4

Drama/Performing Arts Lesson Plan Template

ECH/435 v4

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Drama or Performing Arts Lesson Plan Template

Create a standards-based drama or performing arts integrated lesson plan that requires students to engage in a form of dramatic expression or performance and that integrates with an academic subject area.

Complete the template below to develop your drama or performing arts integrated lesson plan. An example has been provided for you.

Lesson Components

Description of Lesson Components EXAMPLE ONLY

Description of Lesson Components

Art Discipline Integrated

Drama or Performing Arts

Grade Level

Grade 2

Subject Area

Literature

State

Arizona

Title of Lesson

Short Stories

Timeframe for Completion

5 days

Anticipatory Set or Motivation

Students have read and written a few short stories and have studied several authors. The teacher, an older student, or an actor from a local college presents an example of a dramatized short story with costumes and movement.

Vocabulary: characters, setting, conflict, plot, scenery, theme, characterization, mood, projection

Standards

Arizona: TH.CR.1.2a, TH.CR.1.2b, TH.CR.1.2c, TH.CR.2.2a, TH.CR.3.2a, TH.CR.3.2b (artistic process – creating)

TH.PR.4.1a, TH.PR.4.2b, TH.PR.6.2 (artistic process - performing)

(also related writing content standards)

Objectives

The student will apply dramatic principles and performance skills to effectively perform a short story. The student will explain the creative process used and the choices made to effectively bring an author’s words and meaning to an audience.

Materials

Short story collections, costumes, and props (or the materials to make these)

Warm-Up Activity

Read several short stories.

Discuss the different parts of a short story, including characters, setting, conflict, plot, and theme.

Procedures

· Introduction: anticipatory performance, discussion, and vocabulary

· Discuss the importance of scenery in a play.

· Discuss the importance of sound and movement in a play.

· Teach performance skills such as characterization, mood, and projection.

· Select a short story to perform.

· Select roles.

· Create scripts.

· Create the scenery.

· Rehearse.

· Provide early critiques based on assessment standards.

· Present to class or invited audience.

· Administer critique and assessment.

Assessment Ideas

Indicate whether the assessment is formative or summative.

Early performance critique (formative): use final critique rubric

Final performance critique (summative): rubric identifying skill set; performance skills taught in class

Reflective writing (summative): based on AZ 2.W.1 standards

Analytical writing: based on observation and critique of other students

Scenes (formative)

Adaptation Ideas for Diverse Learners

Requirements are flexible. Students select short stories—a variety of reading levels and complexity can be offered. The teacher guides students to develop scripts that meet student abilities and needs.

Display or Performance Opportunities for the Art Discipline

Public performances in other classrooms, whole-school assemblies, parent performances, and visits to community groups—such as senior centers or daycare centers; Archival display opportunities include class podcasts, DVDs, and video blogs.

Online Resources, Technology, and Community Resources

Guest actors to present examples and mentor students.

Find short stories by favorite authors online.

Create class podcast or video blog.

Record for class DVD.

Post online.

Copyright 2020 by University of Phoenix. All rights reserved.

Copyright 2020 by University of Phoenix. All rights reserved.