Author:
Arts ESU2
Subject:
Performing Arts, English Language Arts
Material Type:
Lesson
Level:
Middle School
Tags:
  • Art
  • MTA
  • NE Art
  • Nebraska Department of Education
  • Reading
  • Theatre
  • art
  • ne-art
  • reading
  • theatre
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    Application of Learning

    Application of Learning

    Overview

    This resource was created by Kayla Henery, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

    Lesson Title: Application of Learning

    Grade Level: 7th Grade

    Core Subject Area: Language Arts

    Target Population: 7th Grade students in Language Arts class

    Fine Arts Subject Area: Theatre

     

      
     

    Standards Alignment

     

    Content Area Standard(s):

     

    LA 7.1.1 Concepts of Print: Students will demonstrate knowledge of the concepts of print.

    LA 7.1.4 Fluency: Students will read a variety of grade-level print/digital texts fluently with accuracy, appropriate pace, phrasing, and expression to support comprehension.

    LA 7.1.6 Comprehension: Students will construct meaning by applying prior knowledge, using text information, and monitoring comprehension while reading increasingly complex grade-level literary and informational text.

    Fine Arts Standard(s):

     

    FA 8.5.1 Students will dramatize ideas and events incorporating “the givens” (who, what, when, where, why) FA 8.5.2 Students will dramatize ideas and events incorporating “the givens” (who, what, when, where, why) FA 8.5.4 Students will analyze connections between theatre and society.

    Core Subject Vocabulary:

    Write-demonstrate-analyze-literacy-print-digital- expression

    Fine Arts Vocabulary: Dramatize-act-analyze-theatre

    Core Subject Learning Objectives:

    Students can determine the setting, theme, and mood of the play based off of the reading and discussions.

    Fine Arts Learning Objectives:

    Students can work together to act out a scene from a reading. They will have to portray the setting, time, actors’ tone and overall feel of the play accurately.

     

     

    Lesson -Teaching Sequence

     
    1. Bell Ringer: Play a scene from youtube about bad acting vs good acting youtube.com/watch?v=DA9g6PWY8XA

      1. Students will answer the following individually (will discuss later)

        1. How does bad acting negatively affect how a scene’s purpose is portrayed?

        2. How can good acting take a boring scene and make it memorable?

        3. Choose a movie/show and tell me about one of the excellent actors in it.

        4. Why do you feel that this actor is so memorable?

        5. Choose a movie/show and tell me about one of the worst actors in it.

        6. Why do you feel that this actor is so memorable (for all the wrong reasons)?

    2. Classroom discussion over the students’ answers to the questions above

    3. Group Work: Pass out the Character Analysis Form (page 228) – students can work in groups of 2-3.

    4. Pass out the acting scenes to each group. Allow the student groups time to fill out the Character Analysis Form.

    5. Allow time to go over any questions presented regarding the Character Analysis Forms and give students some time to start working together on the scene they are going to act out in front of the class.

    6. Give the student groups the rubric so they know what they will be graded on.  Go over the rubric, classroom

    expectations, and time frame in which the students have to work on their performances.



     

    1. Have each group come to the front of the room and act out their scene. While each group acts out their scene, the other students will have rubrics and will be asked to grade each group based on how well they portray the scene, follow the expectations as well as make the story believable/understandable to the audience.

    2. Ticket out the door (last 5 minutes of class): We will review key points of good acting/bad acting. Students will have the opportunity to point out examples in the performances from today where great acting correctly portrayed the plays the setting, theme, and mood.

     

     

    Assessment and Reflection

    Content Assessment:

    Students will work at groups to fill out page 228’s Character Analysis Form (Found & cited below). They will be allowed to work together and will use the Character Analysis Form to help create a scene from the play that they were going to act out in front of the class.

    Arts Assessment:

    I will create a rubric that allows the students to grade each group based on how well they portray the scene, follow the expectations as well as make the story believable/understandable to the audience.

    Formative Assessment for this Activity

    Character Analysis Form (page 228): Students will turn this in and I will grade it for completion as well as accuracy.

    Students will also be grading each other via the rubric below and handing these graded rubrics in to me. I will be able to assess how well the students understood how to grade each other based on how they scored each group’s performance.

    Summative Assessment for this Activity

    I will be grading each group’s performance via the rubric below. I will be able to provide notes to the groups as well as a score based on the various categories and scoring guide below.

    Modifications: English Language Learners

    I will provide and groups who have students that are English Language Learners a script that can be translated into the student’s preferred language.

    Modifications: IEPs and 504s

    Students who are on IEPs or 504s will be included in groups who are in the general education program. By doing I will be able to offer any students who may have challenges with this activity the opportunity to work with students who can support these students academically as well as emotionally and socially. If a para is available I will have them participate in the group with the students who need the most assistance due to their disability.


     

    Student name: Reviewer:  


     

    Rubric

     

     

    0

    1

    2

    3

    Score

    Character

    No evidence of

    Some evidence

    Sufficient

    Exemplary evidence

     

    Developme

    appropriate

    of appropriate

    evidence of

    of appropriate acting

    nt

    acting

    acting

    appropriate

    technique* for

     

    technique* for

    technique* for

    acting

    character

     

    character

    character

    technique* for

    development

     

    development

    development

    character development

     

    Movement

    Little or no

    Some physicality

    Adequate

    Exemplary physicality

     

    Quality

    physical

    commitment

    that reflects

    character

    physicality that

    reflects

    that reflects character

    movement with body

     

    that reflects

    movement with

    character

     
     

    character

    movement with

    body

    movement

    with body

     
     

    body

       

    Interpretat

    No

    Some

    Adequate

    Exemplary

     

    ion&

    interpretation of

    interpretation of

    interpretation

    interpretation of text

    Preparatio

    text or evidence

    text or evidence

    and

    and subtle nuanced

    n

    of preparation

    of preparation

    preparation of

    text but lacks

    approach to material

       

    nuanced

     
       

    approach to

     
       

    material

     

    Clarity of

    Students

    Students

    Students

    Students demonstrate

     

    Storytelling

    demonstrate

    demonstrate an

    demonstrate

    an excellent synthesis

     

    very little or no

    inadequate

    an adequate

    of staging choices with

     

    synthesis of

    synthesis of

    synthesis of

    scene’s dramatic

     

    staging choices

    staging choices

    staging choices

    action.

     

    with scene’s

    with scene’s

    with scene’s

     
     

    dramatic action.

    dramatic action.

    dramatic

    action.

     

    Execution

    Performance

    Performance

    Performance

    Performance

     
     

    demonstrates

    demonstrates

    demonstrates

    demonstrates strong

     

    little or no

    lack of clarity of

    adequate

    clarity of directorial

     

    clarity of

    directorial

    clarity of

    elements and shows

     

    directorial

    elements and

    directorial

    strong evidence or

     

    elements and/or

    shows lack

    elements and

    actor engagement

     

    Performance

    evidence or

    shows

     
     

    shows little

    actor

    adequate

     
     

    evidence or

    engagement.

    evidence or

     
     

    actor

     

    actor

     
     

    engagement.

     

    engagement

     
          
          


     

    Character Analysis Form

     

    Student name:  

     

    Group members’ name Name of play

    Name of playwright Name of character

    What is the type or style of play?

    What is the time and location of the play? Write a brief summary of the plot.

    What is the theme or main issue of the play?

    What is your character’s function in relation to the plot, other characters, and theme? What are your key scenes, with whom, and what happens in those scenes?

    What is the playwright's decision of your character?

    What is your character's background and what influences have shaped the character? What does your character say and do to show character traits?

    What does your character want / need / hope for or fear?

    What are the obstacles in the way of achieving these objectives or overcome fears and problems? What is your characters mean personal problem or Secret?

    What do other characters say about your character and how do they act toward your character? Who were the characters on the same side of the issue, and who are the characters in The Other Side?

     

    (Downs et al. The art of theatre Pg 228)