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 5 complete sentences). Announcements: I'll take a few moments to remind students of the following:
Whole class: I'll review the structure of today's class and then students will head into stations. Independent: -Assignment 1: Students will begin to study for their Play Production Final.
-Assignment 2: Add to, revise, or edit your script. Or add blocking to your script. Collaborative: Guidelines:
-Assignment 1 (if you didn't finish already): Evaluate your script.
-Assignment 2 (if you didn't finish already): Students will individually complete a Self-Review form of their dialogue scene and make any necessary changes after they complete the corresponding self-review form.
-Assignment 3: On graph paper, draw the layout of the stage and what is needed on it for your scene. (Draw in pencil, please). Make sure your names are on it.
-Assignment 4: Map out any potential blocking/stage business during your scene by writing it down on your script.
-Assignment 5: Start to practice saying your lines in character and moving around, using the stage directions you'll included.
Exit Ticket: Fill out and submit Google Form (<- click there). 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 5 complete sentences). Announcements: I'll take a few moments to remind students of the following:
Whole class: I'll review the structure of today's class and then students will head into stations. Independent: -Assignment 1: Students will begin to study for their Play Production Final.
-Assignment 2: Add to, revise, or edit your script. Collaborative: Guidelines:
-Assignment 1 (if you didn't finish already): Evaluate your script.
-Assignment 2 (if you didn't finish already): Students will individually complete a Self-Review form of their dialogue scene and make any necessary changes after they complete the corresponding self-review form.
-Assignment 3: On graph paper, draw the layout of the stage and what is needed on it for your scene. (Draw in pencil, please). Make sure your names are on it.
-Assignment 4: Map out any potential blocking/stage business during your scene by writing it down on your script.
Exit Ticket: Fill out and submit Google Form (<- click there). 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 5 complete sentences). Announcements: I'll take a few moments to remind students of the following:
Whole class: I'll review the structure of today's class and then students will head into stations. Independent: -Assignment 1: Students will read an Achieve 3000 article of their choosing TO REPLACE AN EXISTING SCORE.
-Assignment 2: Add to, revise, or edit your script. Collaborative: -Assignment 1 (if you didn't finish): Students will go to Google Classroom and open up "Dialogue for Comedy Scene"
-Assignment 2: Evaluate your script.
-Assignment 3: Students will individually complete a Self-Review form of their dialogue scene and make any necessary changes after they complete the corresponding self-review form.
-Assignment 4: On graph paper, draw the layout of the stage and what is needed on it for your scene. (Draw in pencil, please). Make sure your names are on it.
Exit Ticket: Fill out and submit Google Form (<- click there). 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 5 complete sentences). Announcements: I'll take a few moments to remind students of the following:
Whole class: I'll review the structure of today's class and then students will head into stations. Independent: Activity 1:
Collaborative: -Assignment 1: Students will go to Google Classroom and open up "Dialogue for Comedy Scene"
Exit Ticket: Fill out and submit Google Form (<- click there). 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 5 complete sentences). Announcements: I'll take a few moments to remind students of the following:
Whole class: I'll review the structure of today's class and then students will head into stations. Independent: Activity 1(if you didn't finish): Go to Google Classroom and open up "The Importance of Humor Research"
Activity 2: Go to Google Classroom and open up "'This is Your Brain on Comedy' Video"
Collaborative: -Assignment 1: Students will go to Google Classroom and open up "Dialogue for Comedy Scene"
Exit Ticket: Fill out and submit Google Form (<- click there). 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 5 complete sentences). Announcements: I'll take a few moments to remind students of the following:
Whole class: I'll review the structure of today's class and then students will head into stations. Independent: Activity 1: Go to Google Classroom and open up "The Importance of Humor Research"
Activity 2: Go to Google Classroom and open up "'This is Your Brain on Comedy' Video"
Collaborative: 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. -Assignment 1 (if time allows): Students will go to Google Classroom and open up "Dialogue for Comedy Scene"
Exit Ticket: Fill out and submit Google Form (<- click there). 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 5 complete sentences). Announcements: I'll take a few moments to remind students of the following:
Whole class: I'll review the structure of today's class and then students will head into stations. Independent: Activity 1: Go to Google Classroom and open up "Writing Funny Characters That Actually Make People Laugh"
Activity 2: Find a SNL skit that you especially like (not one that we've viewed in class), and fill out the following Google Form. Collaborative: 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 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 5 complete sentences). Announcements: I'll take a few moments to remind students of the following:
Whole class: I'll review the structure of today's class and then students who have not presented yet will present their projects. Independent: Activity 1: The remaining students will present their Set Design Projects today for the class. Activity 2: Then, students will finish their Cornell notes on Comedy from the Google Classroom post "Intro to Comedy" Activity 3: Go to Google Classroom and open up "Writing Funny Characters That Actually Make People Laugh"
Collaborative: 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 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 5 complete sentences). Announcements: I'll take a few moments to remind students of the following:
Whole class: I'll review the structure of today's class and then students who have not presented yet will present their projects. Independent: Activity 1: Students will continue to present their Set Design Projects today for the class. Activity 2 (if you didn't finish):
Activity 3: Then, students will take Cornell notes on Comedy from the Google Classroom post "Intro to Comedy" Collaborative: 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 analyze a scene of a play and create a set design based on the text. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 5 complete sentences). Announcements: I'll take a few moments to remind students of the following:
I'll review the structure of today's class and then students will start their work on their projects. Independent: Activity 1: Students will present their Set Design Projects today for the class. Activity 2:
Collaborative (if you're turning in your project late): Assignment 1: Individually, students will fill out the two columns of "Identifying Set Pieces (for your project)" (in Google Classroom post). Each student will fill in the table listing those items needed for the movie/play/musical that he or she has chosen. You may have to make up this list, based on what you know about the setting and time period. Assignment 2: Each student will make a pencil sketch of an envisioned set for the movie/play/musical that he or she has chosen. Please note that individual students do this exercise by themselves. This will allow for different perspectives on each movie/play/musical selected. You'll have a choice of drawing on the template you used last time or graph paper. Each sketch should contain the set pieces and props listed in their table (Assignment #2). The sketches should also reflect the ideas that they listed on the Play/Movie Analysis Worksheet. In the process of developing their ideas into sketches, the following questions will assist students in making choices about their set sketches:
Assignment 3: Students meet in their groups by play. They share their initial sketches with each other, much in the same way that a set designer would share his/her sketches with the director and design team. As they show their sketches to the other students in their group, they also explain their ideas for the set, and what has influenced them to make the choices that they have made regarding the set. As a group, students discuss modifications that might be made. Assignment 4: Now that the initial sketches have been made, presented, discussed and modifications suggested, the students will use them to come up with one design vision for the group. The best artist in the group (or whoever is willing) will sketch the collaborated design (the new vision) for the set. This sketch will be used as a basis for creating a color rendering. A rendering is a finished representation of the set. Renderings can be made using colored markers, colored pencils, crayons, or a computer graphics program. Assignment 5 (Final Product): Students assemble their final portfolio for this unit via Google Slides presentation. The portfolio will include:
Exit Ticket: Fill out and submit Google Form (<- click there). |