Objective:
Students will be able to identify and recall the dramatic structure. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Reminders: I'll take a few moments to inform/remind students of the following:
Whole Class: I'll go over the format and expectations for today's lesson. Independent: -Assignment 1: Go to Google Classroom and open up the link in "Clues to a Great Story"
Collaborative: Students will be asked to share the story of their favorite childhood toy. Then, we'll review the 5 elements of a good story.
Assignment 1: Complete the Storyboard Template. Assignment 2:
Additionally, students will do several "pair and share"s throughout the period to answer questions posed to the class about storytelling basics. Then, students will engage in several acting exercises aimed at developing believable characters Exit Ticket: The Exit Ticket will be paper based. Objective:
Students will be able to identify and recall the basics of storytelling. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Reminders: I'll take a few moments to inform/remind students of the following:
Whole Class: I'll go over the format and expectations for today's lesson. Independent: -Assignment 1: Read and annotate "The Five Essential Elements of a Story" Collaborative: Students will be asked to share the story of their name (first, middle, last) as an intro into a storytelling mini-unit. Then, I'll show a short film to demonstrate good storytelling and students will analyze the different elements of a good story.
Complete the Storyboard Template. Additionally, students will do several "pair and share"s throughout the period to answer questions posed to the class about storytelling basics. Then, students will engage in several acting exercises aimed at developing believable characters Exit Tickets: Fill out and submit Google Form (<- click there). Objective:
Students will be able to define a monologue and demonstrate their ability to perform independently by annotating, analyzing, and reading a monologue aloud. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Reminders: I'll take a few moments to inform/remind students of the following:
Whole Class: I'll go over the format and expectations for today's lesson. Independent: -Assignment 1: Rehearse your monologue.
-Assignment 2: Study the rubric and perform your monologue. -Assignment 3: During the last 25 minutes of class, students will read the assigned article "Forget Something? Sleep on It" on Achieve 3000. Collaborative: Students will be introduced to character objective and character super objective.
Additionally, students will do several "pair and share"s throughout the period to answer questions posed to the class about character motivations and objectives. Then, students will engage in several acting exercises aimed at developing believable characters Exit Tickets: Fill out and submit Google Form (<- click there). Objective:
Students will be able to define a monologue and demonstrate their ability to perform independently by annotating, analyzing, and reading a monologue aloud. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Reminders: I'll take a few moments to inform/remind students of the following:
Whole Class: I'll go over the format and expectations for today's lesson. Independent: -Assignment 1: Go to Google Classroom and open up "Cognitive Offloading: How the Internet Is Changing the Human Brain"
-Assignment 2: Continue to memorize your monologue.
Collaborative: Students will be introduced to character objective and character super objective.
Additionally, students will do several "pair and share"s throughout the period to answer questions posed to the class about character motivations and objectives. Then, students will engage in several acting exercises aimed at developing believable characters Exit Tickets: Fill out and submit Google Form (<- click there). Objective:
Students will be able to define a monologue and demonstrate their ability to perform independently by annotating, analyzing, and reading a monologue aloud. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Reminders: I'll take a few moments to inform/remind students of the following:
Whole Class: I'll go over the format and expectations for today's lesson. Independent: -Assignment 1: During the first 25 minutes of class, students will read the assigned article "Teen Stars Moving Up" on Achieve 3000. -Assignment 2: Start/continue to memorize your monologue.
Collaborative: Students will be introduced to character objective and character super objective.
Additionally, students will do several "pair and share"s throughout the period to answer questions posed to the class about character motivations and objectives. Then, students will engage in several acting exercises aimed at developing believable characters Exit Tickets: Fill out and submit Google Form (<- click there). Objective:
Students will be able to define a monologue and demonstrate their ability to perform independently by annotating, analyzing, and reading a monologue aloud. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Reminders: I'll take a few moments to inform/remind students of the following:
Whole Class: I'll go over the format and expectations for today's lesson. Independent: -Assignment 1: Students will go to Google Classroom and open up "How to Memorize Lines Fast".
-Assignment 2: Start to memorize your monologue.
Collaborative: Students will revisit to script analysis annotations.
Additionally, students will do several "pair and share"s throughout the period to answer questions posed to the class about character motivations and objectives. Then, students will engage in several acting exercises aimed at developing believable characters Exit Tickets: Fill out and submit Google Form (<- click there). Objective:
Students will be able to define a monologue and demonstrate their ability to perform independently by annotating, analyzing, and reading a monologue aloud. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Reminders: I'll take a few moments to inform/remind students of the following:
Whole Class: I'll go over the format and expectations for today's lesson. Independent: -Assignment 1:
-Assignment 2: Then, open up"Monologue Character Analysis (for Your Monologue)" and complete the questions.
Collaborative: Students will work with their partners on the dialogues to attempt the best understanding of the characters, and therefore, the best performance of the dialogues. I will take several volunteers to perform it. Additionally, students will do several "pair and share"s throughout the period to answer questions posed to the class about character motivations and objectives. Then, students will engage in several acting exercises aimed at developing believable characters Exit Tickets: Fill out and submit Google Form (<- click there). Objective:
Students will be able to define a monologue and demonstrate their ability to perform independently by annotating, analyzing, and reading a monologue aloud. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Reminders: I'll take a few moments to inform/remind students of the following:
Whole Class: I'll go over the format and expectations for today's lesson. Independent: Students will go to Google Classroom, and open up the doc "The [5] Most Influential Acting Teachers in History"
Collaborative: Students will work with their partners on the dialogues to attempt the best understanding of the characters, and therefore, the best performance of the dialogues. I will take several volunteers to perform it. Additionally, students will do several "pair and share"s throughout the period to answer questions posed to the class about character motivations and objectives. Then, students will engage in several acting exercises aimed at developing believable characters Exit Tickets: Fill out and submit Google Form (<- click there). Objective:
Students will be able to define a monologue and demonstrate their ability to perform independently by annotating, analyzing, and reading a monologue aloud. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Reminders: I'll take a few moments to inform/remind students of the following:
Whole Class: I'll go over the format and expectations for today's lesson. Independent: During the first 25 minutes of class, students will read the assigned article "Teens Win Big in Big Apple" on Achieve 3000. Then, students will receive a copy of a monologue. They will read and annotate it, then work with a partner. Collaborative: Students will work with their partners on the monologues to attempt the best understanding, and therefore, the best performance of the monologue. I will take several volunteers to perform it. We will also learn and practice how to create a monologue from a existing script. Additionally, students will do several "pair and share"s throughout the period to answer questions posed to the class about nonverbal communication. Then, students will engage in several acting exercises aimed at developing believable characters Exit Tickets: Fill out and submit Google Form (<- click there). |