yearonesurvivalnotebook.wikispaces.com · Web viewSection 6: Lesson Plans (30 Days) Day 1 Introduction to the Unit. Purposes . Major Concepts. Introduce Background of . A Midsummer

Section 6: Lesson Plans (30 Days)

Day 1 Introduction to the Unit

Purposes 1. Major Concepts

a. Introduce Background of A Midsummer Night’s Dream2. Learning Goals

a. Discover the relevance of Shakespeare3. Learning Objectives

a. Discover that Shakespeare can be fun

Rationale: This lesson is vital to the student’s understanding of the unit. This background information will get students prepared to become hands on with Drama. Learning the background of Shakespeare will help them better understand their upcoming play A Midsummer Night’s Dream, which will be the main text of their unit. This lesson relates greatly to Before-Reading Strategies (King-Shaver, 27).

Handout Worksheet for Before/After Shakespeare At the beginning of the class we make a list on the board of what we

already know about Shakespeareo What we know will include fears that we have or excitements

we have about Shakespeare We will then talk about movies that Shakespeare

inspired such as: 10 Things I Hate About You

o Taming of the Shrew

*Separate Worksheet for each student with both versions Sonnet 141 and a compare/contrast chart

She’s the Mano Twelfth Night

West Side Storyo Romeo and Juliet

Were the World Mineo A Midsummer Night’s Dream

The Lion Kingo Hamlet

The Lion King II o Romeo and Juliet

Gnomeo and Julieto Romeo and Juliet

Get Over It o A Midsummer Night’s Dream

High School Musical o A Midsummer Night’s Dream

High School Musical 2o A Midsummer Night’s Dream

Dead Poet’s Societyo www.youtube.com/watch?v=1OhgUM9zv4o

Gargoyles TV showo A Midsummer Night’s Dream

“Puck”o Musical Score in Haloo A Midsummer Night’s Dream

We will also go over the 10 Shakespeare Cool Facts http://www.folger.edu/Content/Teach-and-

Learn/Shakespeare-for-Kids/Cool-Facts/ And Idioms coined by Shakespeare

http://www.phrases.org.uk/meanings/phrases- sayings-shakespeare.html

http://www.folger.edu/template.cfm?cid=2035 12 Days of Shakespeare

http://www.folger.edu/template.cfm?cid=2034 Shakespeare Phrases (Folger’s Curriculum Guide)

o After the students learn some more about Shakespeare and his influence, they will be asked to write one new exciting thing they didn’t know about Shakespeare on the board. We will then have both before and after written on the board.

Students will then copy the before and after into their journal. When they are done they will pick one thing that they learned and react to it with the following question:

http://www.folger.edu/template.cfm?cid=2034

http://www.folger.edu/template.cfm?cid=2035

http://www.phrases.org.uk/meanings/phrases-sayings-shakespeare.html

http://www.phrases.org.uk/meanings/phrases-sayings-shakespeare.html

http://www.folger.edu/Content/Teach-and-Learn/Shakespeare-for-Kids/Cool-Facts/

http://www.folger.edu/Content/Teach-and-Learn/Shakespeare-for-Kids/Cool-Facts/

http://www.youtube.com/watch?v=1OhgUM9zv4o

o How does what we learned today change your opinion on Shakespeare?

Homework- Finish Journal if not yet finished.

Day 2 Shakespeare Retold

Purposes:

1. Major Conceptsa. Introduce the play in a visual form

2. Learning Goalsa. Discover a modern version of A Midsummer Night’s Dream

3. Learning Objectivesa. Become familiar and comfortable with the major plot lines of A

Midsummer Night’s Dream

Rationale: This lesson will help make students comfortable with the play A Midsummer Night’s Dream by relating it to modern day. Students will be able to think back to this movie when reading the difficult language of Shakespeare and have a better understanding of what is going on in the play as to not get lost in the content.

Watch Shakespeare Retold Fill Out Movie Worksheet Collect movie worksheet as a ticket out the door

Day 3 Act 1 Scene 1 Beginning

Purposes:

4. Major Conceptsa. Introduce the major text of the unit

5. Learning Goalsa. Discover how Drama differs from narrativeb. Creatively implement action in performance

6. Learning Objectivesa. Act out the playb. Discuss performance and the aspects of Directing and acting

Rationale: This lesson will introduce the play to the students in a hands-on manner. Students will discover how Drama differs from Narrative. Students will learn about the different ways that Drama becomes an art through performing.

Read and Act Out Act 1 Scene 1 of A Midsummer Night’s Dreamo Start with a few lines and then Discuss as a class the

differences between how plays and narratives are written These discussions of the play throughout the unit are

supported as DI (King-Shaver, 104). “Turn-taking” discussion (Milner, 29).

o While acting, make students think about how the characters would stand, think about body position, location compared to other characters, etc.

Students can volunteer to be actors or choose to direct In a diverse classroom, “teachers offer diverse

instructional approaches concurrently” (Milner, 20).

Class will mimic “Actor’s Approach” (Milner, 259), class will “brainstorm what an actor might have to do in order to bring a character to life.”

o Students who are kinesthetic learners can benefit from acting or from thinking about the body motion of the actors

o Spatial learners will benefit from telling us how far apart the actors should be from one another at different times of the play

o Interpersonal people will benefit from the social interaction of this activity

o Musical learners can think about the tone that the characters will use when saying different lines

o Intrapersonal learners will make great actors because they can memorize lines or add insight about their own characters

o Logical/Mathematical learners will add out-of-the-box insight to different aspects of the class performance

o Linguistic learners will be able to translate the text into modern-day understanding for other types of learners who struggle with the language and will be able to add insight about the metaphors and other complex uses of language in the play

Day 4 Act 1 Scene 1 Finish

Purposes:

1. Major Conceptsa. Continue with major text of unit

2. Learning Goalsa. Discover further how Drama differs from narrativeb. Creatively implement action in performancec. Enhance creativity through acting

3. Learning Objectivesa. Act out the playb. Discuss performance and the aspects of Directing and actingc. Watch Movied. Journal Prompt

Rationale: This lesson will continue to foster the education of Drama. Students will also be able to compare a movie to their performance to help them learn more about how directors tell actors to move to help create a convincing scene. Students will then be able to reflect on what they learned so far.

Finish Acting out Act 1 Scene 1 Watch Act 1 Scene 1 of A Midsummer Night’s Dream

o Discuss how our scene looked versus their scene “Turn-taking” Discussion (Milner, 29).

Journal Prompt: Did the differences and similarities between how you staged the scene and how the director of A Midsummer Night’s Dream staged it surprise you? How so? What might you change if you could re-direct the scene again?

Homework- Finish Journal if not already finished.

Day 5 Start Act 1 Scene 2

Purposes:


2. Learning Goalsa. Discover further how Drama differs from narrativeb. Creatively implement action in performancec. Enhance creativity through actingd. Reflect on work done so far with the play.

3. Learning Objectivesa. Act out the playb. Discuss performance and the aspects of directing and actingc. Journal Prompt

Rationale: Students will continue to learn about acting and directing and will read the main text of the class. Handouts will be given to help students understand the plot further. Students will later reflect on what they learned.

Handouts Act 1 Scene 1 and Act 1 Scene 2 Handouts explain what happened so far in the play to remind

students of what they have learned, these will be for their use and won’t be read in class

Read and Act Out Act 1 Scene 2 of A Midsummer Night’s Dream


o Still using this lesson to help the different types of learners in the classroom

Journal Prompt: As we act out more are you feeling more comfortable with understanding the role of a Director? Are the class directions looking more similar to how the movie is acted? How does the restriction of physical props limit or enhance creativity?

Homework: Finish Journal if not already finished. Journal Due Monday.

Day 6 (Mon) Finish Act 1 Scene 2

Purposes:


2. Learning Goalsa. Discover further how Drama differs from narrativeb. Creatively implement action in performancec. Enhance creativity through actingd. Reflect on work done so far with the play.

3. Learning Objectivesa. Act out the playb. Discuss performance and the aspects of directing and acting

Rationale: Students will continue to learn about acting and directing and will read the main text of the class. Project will be assigned to help students begin thinking about the Characters.

Collect Journal Handouts Act 1 Project Hand Back Journals Finish Acting Out Act 1 Scene 2

Watch Act 1 Scene 2 of A Midsummer Night’s Dreamo Discuss how our scene looked versus their sceneo “Turn-Taking” discussion (Milner, 29).

Explain Act 1 Projecto Students will pick a character to make a 12-track playlist

for. The playlist should be turned in; MP3s do not have to be turned in, just the Playlist with the tracks and artists listed. Students will have to write 1-2 paragraphs explaining why they chose each song for each character. Each song should have at least a one-sentence explanation.

Homework: Act 1 Project Due Mon (one week from today)

Day 7 (Tues) Character Development Day

Purposes:

1. Major Conceptsa. Characters

2. Learning Goalsa. Delve deeper into understanding charactersb. Discover further how Drama differs from other art forms

3. Learning Objectivesa. Group Discussion to further understand how different

Directing changes a play. b. Character Diagram to help understand the plot and how the

characters affect each other.

Rationale: This lesson will tie in the Journal entries used previously and will help students to further understand the ideas that they’ve been writing about. Students will not only understand characters, but will understand the relationships between them, which will help tie into their theme of forgiveness.

Journal Debate

o Students will write in the journal to the teacher. Students will be asked the following Prompt:

o How did the Journal help you to understand your progress with AMND? Were there any grades on the Journal that you found to be unfair? Why? What will you do next time to ensure a better grade? (King-Shaver, 21)

Students will have a Group Discussion on the plays so far by sharing their Journal Entries with each other. One Journal entry will be shared with one group; one will be shared with another group.

Students will then make a Character Diagram connecting characters with each other as they have been seen so far in the play and framing the conflict that the characters have with each other. The conflict will be used to relate the theme.

o Example Diagrams for each student will be borrowed from: Calshakes Teacher Guide Page 12 Folger’s Curriculum Guide

o Resembles “Character Maps” (Milner, 131).

Homework: Act 1 Project Due Mon

Day 8 (Wed) Begin Act 2 Scene 1

Purposes:

1. Major Conceptsa. Understanding how Drama is planned and performed. b. Further develop the concepts of performance

2. Learning Goalsa. Students will be able to further develop their understandings

of Drama as a performing and interpretive art3. Learning Objectives

a. Students will perform the sceneb. Students will discuss the way in which they will perform the

Drama including the setting they will provide for their audience

Rationale: Students will learn even more about Drama as a performance art. By acting out the scene and discussing the way it will be performed, students will further understand the development of Drama.

Discuss as a class what we learned last week about reading Drama. Then think about what other things Directors must think about such as costume, props, backdrop, etc.

o “Turn-Taking” (Milner, 29). Read and Act Out Beginning of Act 2 Scene 1 of A Midsummer Night’s

Dreamo While acting, add more thought this time than from previous

times. Think about the costumes, the backdrop, props, etc.


Day 9 (Thurs) Finish Act 2 Scene 1

Purposes:


2. Learning Goalsa. Students will be able to further develop their understandings


a. Students will perform the sceneb. Students will discuss the differences between the movie scene

and their scenec. Students will Journal about how they would add a personal

touch to the famous scene.

Rationale: Students will learn even more about Drama as a performance art. By acting out the scene and discussing the way it will be performed, students will further understand the development of Drama. Journaling about the Drama will remind students that it is very easy for a Director to change the play with their own touch.

Finish Act 2 Scene 1 Acting Watch Act 2 Scene 1 of A Midsummer Night’s Dream

o Discuss how our scene looked versus their scene. o “Think-Pair-Share” (Milner, 41).

Mini Journal Prompt/Exit Card: Thinking about all of the different props and costumes we used in our scene, it is easy to see how this play may never be performed the same way twice. What would be a personal touch that you could see yourself adding onto the play? How would you make the rendition of the play different than any version seen before?

o Due as Exit Card

Homework: Act 1 Project Due Mon.

Day 10 (Fri) Act 2 Scene 2

Purposes:


2. Learning Goals c. Students will be able to further develop their understandings


a. Students will perform the sceneb. Students will discuss the way in which they will perform the

Drama including the setting they will provide for their audience

Rationale: Students will read and act out to further acquaint themselves with the test.


o While acting, remember to add more thought, thinking about the costumes, the backdrop, props, etc.


Day 11 Monday

1. Major Conceptsc. Understanding how Drama is planned and performed. d. Further develop the concepts of performance

2. Learning Goals d. Students will be able to further develop their understandings


e. Students will perform the scenef. Students will discuss the way in which they will perform the

Drama including the setting they will provide for their audienceg. Students will compare their performance to the movie

Rationale: Students will read the play to understand their main text. Students will continue to learn about performing arts.

Hand In Act 1 Project Finish Acting Out Act 2 Scene 2 Watch Act 2 Scene 2 of A Midsummer Night’s Dream

o Discuss how our scene looked versus their scene. o “Think-Pair-Share” (Milner, 41).

Day 12 (Tuesday) Theme

Purposes:

1. Major Conceptsa. Introduce theme of Forgivenessb. Discuss and expand information learned yesterdayc. Further discover conflict between characters

2. Learning Goalsa. Students will be able to understand that the first step of

forgiveness is conflict b. Students will find conflict in the play and relate it to

forgivenessc. Students will understand all of the major conflicts of the play

3. Learning Objectivesa. Students will discuss conflictb. Students will predict how the characters will forgive each otherc. Students will write an exit ticket about 2 of the main conflicts

that may call for forgivenessd. Students will be assigned a projecte. Students will expand their character diagrams by adding the

conflict to themf. Students will think about their ideas for their second project

Rationale: This lesson will further expand on the ideas we have already learned. Building off of the previous learning about the characters, students will then start to relate the theme to the text.

Act 2 Quick-facts Handout and the Shakesbook Project Assignmento Layout Pg 34 Calshakes

Handout Forgiveness Worksheet Talk about the theme of Forgiveness Explain that forgiveness is going to be seen in the play. Talk about

how conflict is needed for forgiveness. Discuss and Identify conflict in the play in groups. Predict how the

characters may make amends and forgive each other. o Groups

Titania and Oberon Helena and Demetrius Lysander and Hermia

“Jigsaw” (Milner, 41). Exit Ticket what are two of the main conflicts or mistakes in the play

that may need to be forgiven later on? Explain Project (Act II)

Discuss the different conflicts on the exit tickets/worksheeto “Think-Pair-Share” (Milner, 41).

Continue the character diagram started last week with the new characters and conflicts

Brainstorm ideas for the project

Homework: Project Due Mon

Day 13 (Wed) One Egg

Purposes:

1. Major Conceptsa. Discover a short Forgiveness Dramab. Learn how Drama can come from short stories

2. Learning Goalsa. Students will understand the concept of a Forgiveness Dramab. Students will learn how to change a text into a Drama

3. Learning Objectivesa. Students will watch “One Egg”b. Students will read short storiesc. Students will be assigned a projectd. Students will discuss the difference between narrative and

Dramae. Students will write the first paragraph of their table’s Folktale

into a script as a group

Rationale: Students will be introduced to a short forgiveness Drama. The Drama will be adapted from a short story and will show students that Drama doesn’t have to start out as Drama. Changing a Folktale into a Drama will remind students of the differences between the written forms of Drama versus other forms of text.

Watch the video “One Egg” Discuss how this was adapted from a short story

o “Turn-Taking” (Milner, 29). Handout different short stories to read in rotation

Assign the Adapt a Folktale into a play assignment Discuss the difference between Drama and narrative

o “Turn-Taking” (Milner, 29). Group Exit Ticket first paragraph of Folktale in a script Homework- Project Due Mon

Day 14 (Thursday) Workshop Day1. Major Concepts

a. Discover application of Folktale to Drama in real lifeb. Learn deeper about how Drama can come from short stories

2. Learning Goalsa. Students will understand the concept of the different form of

texts3. Learning Objectives

a. Students will discuss how a Drama script is writtenb. Students will read “Rapunzel” c. Students will read part of the script for Tangledd. Students will watch a clip from Tangled e. Students will be able to discuss how these all relate and the

process to make the different textsf. Students will work on their project

Rationale: Students will be able to see first-hand the process of making a folktale into a script. This activity will help students have the resources they need to complete the project.

Discuss how a script is writteno “Turn-Taking” (Milner, 29)

Read as Class the story Rapunzel by The Brother’s Grimm and part of the script for Tangled

Watch clip from Tangled Group Discussion on the story, then the script, and finally how it was

shown in the movie o “Buzz” (Milner, 41).o Groups will be paired off by the teacher based on who seems

to understand the content and who may need more teacher help in order to differentiate instruction (King-Shaver, 19)

Independently work on changing the Folktale into a Drama, Starting with rough drafts (King-Shaver, 60)

o Drafting Outlines will be provided for students who struggle, DI

Homework: Work on Folktale/Drama 1st Draft Due Wed

Day 15 (Fri) Begin Act 3 Scene 1


2. Learning Goalsa. Learn the content of Act 3 Scene 1

3. Learning Objectivesa. To read and act out Act 3 Scene 1 b. Incorporate what we have learned about Drama into acting

out this scene.

Rationale: This day will focus mainly on incorporating the knowledge we’ve been discussing as a class and reading, learning, and acting out the content of the scene of this play assigned today.

Read and Act Out Act 3 Scene 1 of A Midsummer Night’s Dreamo Remember to use what we have learned about Directing

Homework- Work on Folktale/Drama 1st Draft Due Wed

Day 16 (Mon) Finish Act 3 Scene 1



3. Learning Objectivesa. To read and act out Act 3 Scene 1

b. Incorporate what we have learned about Drama into acting out this scene.


Turn in Shakesbook Project o Show a few to the class based on volunteers

Read and Act Out the rest of Act 3 Scene 1 of A Midsummer Night’s Dream

o Remember to use what we have learned about Directing Watch Act 3 Scene 1 of A Midsummer Night’s Dream Discuss how our scene looked versus their scene.

o “Turn-Taking” (Milner, 29).

Homework- Work on Folktale/Drama 1st Draft Due Wed

Day 17 (Tues) Act 3 scene 2




out this scene.


Read and Act Out Act 3 Scene 2 of A Midsummer Night’s Dreamo Remember to use what we have learned about Directing

Homework- Turn Folktale into a Drama 1st Draft Due Tomorrow

Day 18 (Wed) Act 3 Scene 2




out this scene.


Hand In Folktale into Drama First Draft

Handouts Act 3 Quick-facts

Read and Act Out the rest of Act 3 Scene 2 of A Midsummer Night’s Dream

o Remember to use what we have learned about Directing Watch Act 3 Scene 2 of A Midsummer Night’s Dream Discuss how our scene looked versus their scene.

o “Turn-taking” (Milner, 29).

Homework- None

Day 19 (Thurs) Act 4 Scene 1

1. Major Concepts

a. Understanding how Drama is planned and performed. b. Further develop the concepts of performance



out this scene.



Day 20 (Fri) Modern Article

Purposes:

1. Major Conceptsa. Modern Article

2. Learning Goalsa. Students will be able to relate text to worldb. Students will see relevance of their studies to be applied to the

real world3. Learning Objectives

a. Students will read their article of the weekb. Students will journal about the articlec. Students will write down some things that they learnedd. Students will discuss their articles in a groupe. Students will present their discoveries to the class

Rationale: This activity will allow students to understand the real world connection that ties in their studies to the lives they have ahead of them.

Modern Article

o Students will read an article about Drama that is a current event.

o Students will Journal with the following Prompt: How does this event relate to Drama as we have been studying it?

o Exit Ticket: What are three things you learned from this article?

o Group Discussion: Groups will share what they wrote in their journals and on this exit card. The group will make a poster of their top three things they learned that were important from this article to share with the class.

“Buzz” (Milner, 41). o Students will Present their posters to the class.

Article Possibility: http://www.wesleyan.edu/masters/studentservices/homecoming.html

Homework- None.

Day 21 (Mon) Act 4 Scene 1




out this scene.

Rationale: To further develop knowledge of the required text and to build comfort in acting.

Hand Back Folktale turned into Drama with revisions made (King-Shaver, 61)

Assign the revised version to be due Friday

http://www.wesleyan.edu/masters/studentservices/homecoming.html

Read and Act Out Act 4 Scene 1 of A Midsummer Night’s Dream Watch Act 4 Scene 1 of A Midsummer Night’s Dream Discuss how we would change that scene

o “Think-Pair-Share” (Milner, 41).

Day 22 (Tues) Forgiveness Lesson

1. Major Conceptsa. Understanding the different types of Forgiveness

2. Learning Goalsa. Learn the different ways one can forgiveb. Decide if everything can be forgiven

3. Learning Objectivesa. To listen to the lecture on forgivenessb. To work with groups sorting character cardsc. Journal Prompt

Rationale: Forgiveness shows itself in many ways, shapes, and forms. Students will familiarize themselves with forgiveness and the different types. Students will also decide when forgiveness is acceptable and what circumstances it is best to forgive for. The Character Cards are similar to the Hoot Activity (King-Shaver, 33).

Lecture using Power Point about different types of forgivenesso Students will take notes while teacher lectureso This is a Partial lecture, meaning that students will “apply the

concepts presented” (Milner, 24). Group Assignment groups will be given cards with scenarios about

characters. Students will discuss whether or not they would forgive that person, how they would forgive that person, and why they would or would not. Students will then flip the card over to see how the character handled the situation and will decide what kind of forgiveness it is, and what area. They will fill out the answers on a corresponding worksheet.

o Groups will be paired off by the teacher based on who seems to understand the content and who may need more teacher help (King-Shaver, 19)

o This Group Assignment is meant to mimic the “Illustration” Rhetorical Strategy. It “presents its subject essentially through example or illustration” (Milner, 25).

Journal Prompt: When was a time that you were thankful to forgive or to be forgiven? Or when do you wish you forgave someone or were forgiven when a conflict wasn’t resolved.

o Is there anything that is not forgivable? Conference With students about their Folktale Dramas. (King-Shaver,

67).

Day 23 (Wed) Act 4 Scene 2

Purpose:



3. Learning Objectivesa. To read and act out Act 4 Scene 2b. Incorporate what we have learned about Drama into acting

out this scene.

Rationale: Students will start Act 2 scene 2. Students will learn the necessary content of the text and continue to practice acting.

Hand Out Act 4 Quick-Facts Read and Act Out Act 4 Scene 2

o Assigning body language, placement, etc. should by now be habit.

Day 24 (Thursday) 4.2 Finale

Purpose:


2. Learning Goalsa. Finish learning the content of Act 4 Scene 2

3. Learning Objectivesa. To read and act out the rest of Act 4 Scene 2b. Incorporate what we have learned about Drama into acting

out this scene. c. Watch the movie showing the scene

i. Compare the movie to our acting

Rationale: Going over necessary content of the play and practicing performing arts.

Read and Act Out Act 4 Scene 2o Assigning body language and placement should by now be

habit. Watch Act 4 Scene 2

o Compare how the movie did the scene to how we did

Homework: Journals Due tomorrow

Day 25 (Fri) Article of the Week

Article of the Week

Purposes:

4. Major Conceptsa. Article of the Week

5. Learning Goalsa. Students will be able to relate text to world

b. Students will see relevance of their studies to be applied to the real world

6. Learning Objectivesa. Students will read their article of the weekb. Students will journal about the articlec. Students will write down some things that they learnedd. Students will discuss their articles in a groupe. Students will present their discoveries to the class


Article of the Week o Students will read different articles about Forgiveness that are

current events. o Students will Journal with the following Prompts: How does

this event relate to Forgiveness as we have been studying it? o Exit Ticket: What would it be like if no one ever learned how to

forgive? Is there anything that shouldn’t be forgiven, if so, what?

o Group Discussion: Groups will share what they wrote in their journals and on this exit card. The group will make a note of their top three things they found to be important about forgiveness.

o Students will Present their ideas to the class in a “Jigsaw” (Milner, 41).

Collect Journals Conference with students about their Folktale Dramas if not already

done

Homework: Folktale intro Drama Final Draft Due Mon

Day 26 (Mon) Act 5

Purpose:

1. Major Concepts

a. Understanding how Drama is planned and performed. b. Further develop the concepts of performance

2. Learning Goalsa. Finish learning the content of Act 5

3. Learning Objectivesa. To read and act out the rest of Act 5b. Incorporate what we have learned about Drama into acting

out this scene. c. Watch the movie showing the scene

i. Compare the movie to our acting

Rationale: Going over necessary content of the play and practicing performing arts. Finishing the final part of A Midsummer Night’s Dream.

Hand In or Upload Folktale Drams (to be published on a class wiki or

blog) (King-Shaver, 65)

Hand Back Journals

Read and Act Out : Act 5 o Use our performance skills

Day 27 (Tues) Play Finale

Purposes:

1. Major Conceptsa. Students will be able to understand the Forgiveness that

occurs at the end of the play2. Learning Goals

a. Students will understand the conflict resolutions between characters

3. Learning Objectivesa. Students will watch the end of the movieb. Students will discuss how the play endedc. Students will finish the Character Diagramd. Students will write in their Journals e. Students will share their journals entries in a group discussion


Handout Act 5 Quick-Facts Watch Act 5 Clip Discuss the ending

o “Think-Pair-Share” (Milner, 41). Character Diagram add the resolutions to the conflict character

diagram Journal Entry : What did the characters do to forgive each other?

What types of forgiveness did you see in the story? Do you think any of the characters were weak for forgiving?

o If you were Oberon, would you trust Puck to successfully complete another mission?

Group Discussion : share journal entries with groups. o Groups will be differentiated based on comprehension of Big

Ideas which will be evaluated by journal entry rubric grades collected thus far. (King-Shaver 19,21)

Day 28 (Wednesday) Group Project

Purposes:

1. Major Conceptsa. Students will use the information about Drama they’ve learned

throughout the unit to make this final project2. Learning Goals

a. Students will understand primary concepts about what goes into planning a production of a play

3. Learning Objectivesa. Students will work together to create a pamphlet about their

personal production of A Midsummer Night’s Dream

Rationale: This activity will allow students to work together to show their understanding of producing a Drama.

Students will work in Groups to finish a Project o Prompt: This will be a group project. As a group, you will be

directors of a production of A Midsummer Night’s Dream. You will decide together whether or not you want to modernize the play or set it in a different time period than that of the original text. You must decide together on a cast for your movie using real-life actors as well as a setting and costumes for the characters. The rest is up to your discretion.

o When you are done the decision making, you will work together on a pamphlet advertising your movie with pictures and captions explaining the elements of the movie and why you chose them. For example, each character will have a picture of the actor that is playing him or her with a caption. Captions will also be under a picture of setting and costumes, etc.

Materials: Magazines and Construction Paper

Day 29 (Thursday) One Egg Fish Bowl

Purposes:

1. Major Conceptsa. Students will relate Forgiveness to Drama

2. Learning Goalsa. Students will understand how Forgiveness is shown in Drama

3. Learning Objectivesa. Students will watch “One Egg”b. Students will discuss the aspects of Forgiveness in “One Egg”c. Students will write an Exit Card

Rationale: This activity will allow students to discover how Forgiveness is portrayed in Drama; this is the topic of their final paper. This activity will help them to understand how to write the final paper.

Assign Final Papero Relates AMND to Forgiveness

Watch “One Egg” Discuss in Groups the forgiveness shown in the play

o Groups will be paired off by the teacher based on who seems to understand the content and who may need more teacher help (King-Shaver, 19)

o “Buzz” (Milner, 41) Exit Card- 3 questions about forgiveness in the play Explain the Fishbowl Activity and how it will relate to the paper

Homework: Paper due on Mon after Day 38 when we are already doing new unit… 9 days left

Day 30 (Friday) Fishbowl Discussion (Milner, 41)

Purposes:

1. Major Conceptsa. Students will use the questions on the Exit Card to question

each other about Forgiveness as shown in the clip2. Learning Goals

a. Students will understand better the portrayal of Forgiveness in Drama

3. Learning Objectivesa. Students will discuss and question each other about

Forgiveness in “One Egg” in a Fishbowl Discussion

Rationale: This activity will allow students to connect Drama to Forgiveness, which will help them to write the Final Paper.

Hand In Journals Fishbowl Discussion students will question and answer about

Forgiveness shown in “One Egg”

o This is meant to be a “whole-class discussion” which models “vigorous, active dialogue between novices and more-knowing others” (Milner, 27).

Since students in the class will be on different levels of understanding, this model will reflect this type of discussion.

Homework: Paper due on Mon after day 38… 8 days left

Three Plans Fleshed Out

Lesson 1 (Day 2)

Purposes:

1. Major Conceptsa. Introduce the major text of the unit

2. Learning Goalsa. Discover how Drama differs from narrativeb. Creatively implement action in performance

3. Learning Objectivesa. Act out the playb. Discuss performance and the aspects of Directing and acting

Rationale: This lesson will introduce the play to the students in a hands-on manner. Students will discover how Drama differs from Narrative. Students will learn about the different ways that Drama becomes an art through performing.

Read and Act Out Act 1 Scene 1 of A Midsummer Night’s Dreamo Start with a few lines and then Discuss as a class the

differences between how plays and narratives are written

Discussion Questions

1) What looks different to you about this compared to the narrative you read, The Light in the Forest?

2) Why do you think Dramas are written this way, instead of how narratives are written?

These discussions of the play throughout the unit are supported as DI (King-Shaver, 104).

“Turn-taking” discussion (Milner, 29). After students are getting a grasp on the layout of the play, we will start to make sense of the language and the performance aspects of the play. Actors will be chosen for the Scene 1 Characters: Theseus, Hippolyta, Egeus, Hermia, and Demetrius.


I will direct the students into this mode of thinking. The actor will read their line, and then we will discuss what we think the line meant, based on this interpretation, we will discuss body language, tone and spatial aspects. Actors will act out the physical motions and tone accordingly.

Students can volunteer to be actors or choose to direct In a diverse classroom, “teachers offer diverse

instructional approaches concurrently” (Milner, 20).

Class will mimic “Actor’s Approach” (Milner, 259), class will “brainstorm what an actor might have to do in order to bring a character to life.”

o Students who are kinesthetic learners can benefit from acting or from thinking about the body motion of the actors

o Spatial learners will benefit from telling us how far apart the actors should be from one another at different times of the play

o Interpersonal people will benefit from the social interaction of this activity

o Musical learners can think about the tone that the characters will use when saying different lines

o Intrapersonal learners will make great actors because they can memorize lines or add insight about their own characters

o Logical/Mathematical learners will add out-of-the-box insight to different aspects of the class performance

o Linguistic learners will be able to translate the text into modern-day understanding for other types of learners who struggle with the language and will be able to add insight about the metaphors and other complex uses of language in the play

Lesson 2 (Day 14)

1. Major Conceptsa. Discover application of Folktale to Drama in real lifeb. Learn deeper about how Drama can come from short stories

2. Learning Goalsa. Students will understand the concept of the different form of

texts3. Learning Objectives

a. Students will discuss how a Drama script is writtenb. Students will read “Rapunzel” c. Students will read part of the script for Tangledd. Students will watch a clip from Tangled e. Students will be able to discuss how these all relate and the

process to make the different textsf. Students will work on their project

Rationale: Students will be able to see first-hand the process of making a folktale into a script. This activity will help students have the resources they need to complete the project.

When students walk in they will be expected to pick up two sheets. One sheet will have “Rapunzel” by the Brother’s Grimm and the other will be a copy of a part of the script from the movie Tangled.

Discuss how a script is written

o “Turn-Taking” (Milner, 29)1) A script is written the same way as a Drama is written, remind me,

how does a drama look different than other stories one would read?2) Why do Dramas look different than other stories?

Read as Class the story Rapunzel by The Brother’s Grimm and part of the script for Tangled

Now call on a student to remind us how the two are different. This will lead us into the fact that Drama is written to be performed.

Watch clip from TangledI will then read out a list of who is to be in what group to discuss the movie.

Group Discussion on the story, then the script, and finally how it was shown in the movie

Group 1: Group 1 will be comprised of students who are struggling in the class. Struggle will be determined by grade in the semester so far. Group one will have the following questions to discuss. The group will have one person write down the answers.

1) How was “Rapunzel” different from Tangled? a. This question is left for them to decide if they want to describe

difference in plot versus difference in written styles. I will try and get the students to hit both topics as I walk around.

2) Which version of the story was easier to read? Why?3) If you were making the movie would you change as much about the

story as Disney did?

Group 2: Group 2 will be comprised of middle-of-the-road students. Group two will have the following questions to discuss. The group will have one person write down the answers.

1) What differences did you see between the script and the story in regards to how each was written?

2) How did Disney change the original story in this scene?

3) Do you think that Disney changed too much about the story?4) How would you change the movie if you were given the option to

direct your own version of “Rapunzel” in a film?

Group 3: Group 3 will be my high level thinkers. Group three will have the following questions to discuss. The group will have one person write down their answers.

1) What style differences did you notice between the two versions of Rapunzel’s story?

2) How did Walt Disney Studios make the story into its own?3) Do you think Disney took too much creative license in making their

version of “Rapunzel”?4) Brainstorm ideas for how you might make this classic tale into your

own Hollywood production.

o “Buzz” (Milner, 41).When groups are done they will present their ideas and opinions to the class.

o Groups will be paired off by the teacher based on who seems to understand the content and who may need more teacher help in order to differentiate instruction (King-Shaver, 19)

After the class is done with their discussion, students will have time to change “Rapunzel” into their own mini-drama.

Independently work on changing the Folktale into a Drama, Starting with rough drafts (King-Shaver, 60)

o Drafting Outlines will be provided for students who struggle, DI

Lesson 3 (Day 30)

Purposes:

4. Major Conceptsa. Students will use the questions on the Exit Card to question

each other about Forgiveness as shown in the clip5. Learning Goals

a. Students will understand better the portrayal of Forgiveness in Drama

6. Learning Objectivesa. Students will discuss and question each other about

Forgiveness in “One Egg” in a Fishbowl Discussion

Rationale: This activity will allow students to connect Drama to Forgiveness, which will help them to write the Final Paper.

Hand In JournalsStudents will hand in their journals which will be graded according to the rubric.

Fishbowl Discussion students will question and answer about Forgiveness shown in “One Egg”

Class seats will be arranged with a condensed seating arrangement on the inside and a circle around it. Students will be split based on when they walk in the door. Students on the outside will volunteer to offer questions to ask students on the inside. Minimal teacher participation will be shown today. Teacher will only interfere to ask for new questions to be given to middle students and when groups are about to switch roles to make sure all have had a chance to speak. Each student will be asked to grade a student on the inside with the following rubric:

Partner Rubric

1 2 3 4

Did s/he participate?

No Only once Twice More than 2 times

Did your partner seem prepared?

Not really A little, but I didn’t see s/he say much

Yes, but not as much as others

Yes, just as much as everyone else did

Did your partner stay on topic?

Not that I could tell

Sometimes Almost Always

Always

o This is meant to be a “whole-class discussion” which models “vigorous, active dialogue between novices and more-knowing others” (Milner, 27).

Since students in the class will be on different levels of understanding, this model will reflect this type of discussion.

Homework: Paper due on Mon after day 38… 8 days left

yearonesurvivalnotebook.wikispaces.com · Web viewSection 6: Lesson Plans (30 Days) Day 1 Introduction to the Unit. Purposes . Major Concepts. Introduce Background of . A Midsummer

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