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CONCORDIA UNIVERSITY LESSON PLAN (Long Form)

Student Teacher: Tara Larsen


Date: 2/16/16

Grade Level: 6-8 (Language Proficiency 4-6)

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.

Period / Time: 90 minutes (Block

Required Adaptations/
Modifications:

ELL will understand the abstract LA vocabulary and connect


them with the classroom activities
II. Objectives:
Students will be able to recount four specific moments
of how they fulfilled the establishment of character and
emotions during the four class activities.
Students will be able to name at least three of the five
external vocal uses, and three of the four nonvocal uses
by the beginning of the next class period.
Students will be able to distinguish between the vocal
uses and nonvocal uses after each specific activity.

Required Adaptations/
Modifications:

CONCORDIA UNIVERSITY LESSON PLAN (Long Form)


III: Faith / Values Integration:
Required Adaptations/
God created every single one of us as special. Students
Modifications:
will exlpore the manurisms, emotions, and reactions of

characters different from their own beings. This will be


done by developing and honing their God given talents of
speech and movement. Just like there are many
different parts that go into developing a character, God
formed us with unique functions that, together, create
our own being.

IV. Integrated Technology:

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

CONCORDIA UNIVERSITY LESSON PLAN (Long Form)


VI: Procedure:

A. Set / Hook: As students walk into classroom, they will get


out notebooks to write down the terms and definitions that will be
written on the board. These are the terms rate, articulation,
enunciation, projection, and movement, gesture, posture,
pantomime, and emoting.
Warm up game to get kids moving. Today's will be a game called, "Zip,
Zap, Zop," (helps with articulation and enunciation, as well as building
the class's energy levels).
B. Transition: Let's demonstrate!
C. Main Lesson:
I will explain the point of today's warm up game was to get students to
use their diaphram (Projecting), to make particular sounds as well as
working on distinguishing the sounds from one another (Enunciation),
and to get students moving their bodies and gesturing. These are the
basic building blocks of creating a character. I will tie that in with all
the elements that are needed to be thought of when acting out a
character.
Go over the elements of characterization with the students. Break
students into groups of three or four for the next activities.
***With these activities, I will demonstrate how to before I ask them to
begin
Activity #1: The Game of Possibilities (An introduction to FA 8.5.2 B)
Remind students that they unconsciously use the fulfillment of the
vocabulary terms every day (EX: talking with one's hands or pointing gesture - talking faster when excited - rate - describing something
without knowing what to say or showing the size of something pantomiming). Ask them for examples; teacher and students should
model each suggestion.
Remind students that what they are doing is not anything new (take
away the fear of the unknown!). Tell students to be aware of what they
are doing during the acting. Remind them to remember specific
examples for use later in the class period.
Activity #2: Bigger, Larger, Over-the-Top (An introduction to FA 8.5.2 A)
Activity #3: Machine (Combining the learned knowledge of the two
forms of establishing character and emotion)

Required Adaptations/
Modifications:

TESOL: Add to word wall: rate,


articulation, enunciation, projection,
and movement, gesture, posture,
pantomime, and emoting so that each
time the students enter the classroom , they

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.

***MIXED ABILITY GROUPS

CONCORDIA UNIVERSITY LESSON PLAN (Long Form)


VII. Assessment:
I will asses their participation in the classroom activities
as well as their responses in the class circle
(Participation does not mean the student acted well; it
means they tried to follow along with the activities and
were open to trying each one 90-100% of the time).

Required Adaptations/
Modifications:

Assessed their language grasp during the conclusion


activity. Students must use at least one new vocabulary
word in their explanation with 100% accuracy.

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:

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