Professional Documents
Culture Documents
State Standard: FA 8.5.2 A, "Establish character and emotion through the use of rate,
articulation, enunciation, projection, and movement."
FA 8.5.2 B, "Establish character and emotion through the use of facial expression, gesture,
posture, and body movement (e.g. pantomime, emoting)."
TESOL Standard 2: English Language Learners communicate information, ideas, and concepts
necessary for academic success in the area of language arts
Subject: Theatre/Drama
Name of Lesson: Fitting into Character
Schedule)
I. Goal:
This class will learn to establish character and emotion through
articulation, enunciation, projection, movement, facial
expression, gesture, posture and body movement through
exploration in diverse drama activities.
Required Adaptations/
Modifications:
Required Adaptations/
Modifications:
Required Adaptations/
Modifications:
V. Materials:
Random items, such as a napkin, cup, scarf, ball, etc.
Required Adaptations/
Modifications:
TESOL: When naming each object,
vocally point out which object is which
Required Adaptations/
Modifications:
can be refreshed.
After students write down words,
make sure to verbally go over the
words (describing with a secondary
definition) and describe the words
with actions. Check understanding by
asking students questions, or seeing
them act out the words.
Emphasize vocabulary when
describing the activities to access and
implement their knowledge
I will float around and compliment
students' specific examples of
articulation, movement, projection, etc
(EX: Very good use of enunciation and
projection; I could hear your worlds
clearly from across the words).
Depending on culture and previous
knowledge of ELL's cultural theatre,
bring up examples of ELL's countries
to access background knowledge. (EX:
I will ask everyone to please sit down in a circle on the floor. Questions
will be asked of what they learned, and what they believe makes up a
character.
***Teacher/Student interaction in
D. Transition: Let's review!
transitions and lesson by answering
E. Conclusion: While in the circle, I will ask that each of the
questions
students will take turns giving a specific example of what they did in
***Student/Student in activities as well
one activity to show that they comprehend the vocabulary elements.
The students should refer to the board or their notes so they may vocally use one as student/whole group, student small
or more of the new terms in their example. This shows me that they
group
understand how the term works and completes the language and
content objective review. This is the equivalent of the daily exit ticket. ***Cool down: Student/Whole group
Homework will be given so that the students can be thinking of the
elements outside of class. I will ask them what they remembered of
the elements the next class period, in which they may answer using
their homework as a reference before handing it in.
Required Adaptations/
Modifications:
VIII. Assignment:
Students will use their knowledge from the classroom
activities by recounting four specific moments of how
they fulfilled the establishment of character and
emotions during the four class activities.
Required Adaptations/
Modifications:
TESOL: Remember to have students
USE the new vocabulary when stating
what they did
IX. Self-Evaluation:
X. Coops Comments: