Objective:
Students will be able to recall and demonstrate the fundamentals of writing for comedy. 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:
Independent: Assignment 1: During the first 25 minutes of class, students will read the assigned article "SpongeBob Bad for Learning?" on Achieve 3000. Collaborative: Students will do several "pair and share"s throughout the period to answer questions posed to the class about comedy storytelling basics. Then, students will engage in several brainstorming activities aimed at dissecting why we find certain things funny. Once we have identified specific elements, students will have to create examples of how to incorporate those comedic elements into writing. Exit Ticket: Fill out and submit Google Form (<- click there). Objective:
Students will be able to showcase their strong and believable dialogue by presenting the final draft of their scene to the class. 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:
Independent: Assignment 1: Then, students will take Cornell notes on Comedy from the Google Classroom post "Intro to Comedy" Collaborative: Students will do several "pair and share"s throughout the period to answer questions posed to the class about comedy storytelling basics. Then, students will engage in several brainstorming activities aimed at dissecting why we find certain things funny. Once we have identified specific elements, students will have to create examples of how to incorporate those comedic elements into writing. Exit Ticket: Fill out and submit Google Form (<- click there). Objective:
Students will be able to showcase their strong and believable dialogue by presenting the final draft of their scene to the class. 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:
Independent: Assignment 1: Students in the audience will have a handout asking them to summarize each presentation as to ensure active listening. Assignment 2: Then, students will take Cornell notes on Comedy from the Google Classroom post "Intro to Comedy" Collaborative: Rehearse: Students will rehearse their dialogue, adding any emotion necessary for their roles. Then, students will practice standing up and adding natural movements to their roles. Perform: Students will present the final products of their Scene Dialogue by getting up in front of the class and reading/acting out their scene. Exit Ticket: Fill out and submit Google Form (<- click there). Objective:
Students will be able to revise the dialogue for their scene. 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 "Ricardo Montalbán Dies" on Achieve 3000. Collaborative: Assignment 1: Students will go to Google Classroom and open up "Dialogue for Scene"
Assignment 2: Students will complete a peer review of their dialogue scene and make any necessary changes after they receive back the corresponding peer review form from the person or group that reviewed their scene. Assignment 3: Students will rehearse their dialogue, adding any emotion necessary for their roles. Then, students will practice standing up and adding natural movements to their roles. Exit Ticket: Fill out and submit Google Form (<- click there). Objective:
Students will be able to revise the dialogue for their scene. 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: -Activity: View Pinnacle for any Achieve articles that you would like to replace with better scores. Then, read and annotate an article of your choosing. Collaborative: Assignment 1: Students will go to Google Classroom and open up "Dialogue for Scene"
Assignment 2: Students will individually do a self-review of their dialogue scene and make any necessary changes after they complete the corresponding self-review form. Assignment 3: Students will complete a peer review of their dialogue scene and make any necessary changes after they receive back the corresponding peer review form from the person or group that reviewed their scene. Exit Ticket: Fill out and submit Google Form (<- click there). Objective:
Students will be able to continue writing the dialogue for their scene. 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 "A is for Authors" on Achieve 3000. Collaborative: Students will play the game "Liar" and student volunteers will improv a story based on elements outlined by the audience. They'll have to change their story after I call out "liar." Assignment 1: Students will go to Google Classroom and open up "Dialogue for Scene"
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: Fill out and submit Google Form (<- click there). Objective:
Students will be able to start writing the dialogue for their scene. 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 7 Tools of Dialogue"
Collaborative: Students will play the game "Liar" and student volunteers will improv a story based on elements outlined by the audience. They'll have to change their story after I call out "liar." Assignment 1: Students will go to Google Classroom and open up "Character Analysis for Your Story"
Assignment 2: Students will go to Google Classroom and open up "Dialogue for Scene"
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: Fill out and submit Google Form (<- click there). Objective:
Students will be able to record the basic concept of their scene. 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 "Writing Tips: The Importance of Character When Plotting Your Novel (or Short Story)"
Collaborative: Students will play the game "Liar" and student volunteers will improv a story based on elements outlined by the audience. They'll have to change their story after I call out "liar." Assignment 1: Students will brainstorm the basic concept/idea of what their scene will be and map it out on the handout "Story Map" Assignment 2: When students are finished with the "Story Map," they will go to Google Classroom and open up "Character Analysis for Your Story"
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 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 (only 10 minutes will be given to complete): Go to Google Classroom and open up the link in "Clues to a Great Story"
-Assignment 2: During the first 25 minutes of class, students will read the assigned article "Music for Your Mind" on Achieve 3000. Collaborative: Students will play the game "Liar" and student volunteers will improv a story based on elements outlined by the audience. They'll have to change their story after I call out "liar."
Assignment 1:
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. |