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DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate:

Grade Level: 10-12

Russ Sumens

Lesson Title: Song Analysis

Subject/Content: Theater Foundations III

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment.

This diverse class will need a level of sensitivity to gender and ethnic variations, as well as demonstrating tolerance for the artistic mind (noise level, creative exploration, etc).

WALK-AWAY (what do I want students to know, understand, and be able to do?)

Content Walk-Away:

Students will be able to apply the principles taught in Tom McNalley’s book Acting: An Active Process that was studied earlier in the year to musical theater.

Reading/Language Walk-Away:

Using a basic outline given to them, students will write out an analysis for a song from musical theater. Specifically the song they are performing for the Broadway Review

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Modifications/Accommodations

(ELL, IEP, GATE, etc.)

Write a paper to show mastery of the following concepts:

 

Purpose/Objective

Obstacles

See Above

Tactics

Circumstances and Relationships

Characterization

Orchestration

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences

 

We just finished with presenting scenes, during which they studied Tom McNalley’s Book: Acting: An Active Process. Remind them of the basic steps from his book and how they applied those principles to their scenes.

See Above

Focus Lesson (“I do it”)

Show the class the scene from the 1998 movie Les Miserables where Cosette and Marius first profess their love. Then play them “A Heart Full of Love” from the Musical Theater production with the same title.

Guided Instruction (“We do it”)

Discuss the following questions:

1. Which one was easier to understand?

2. Which one was more engaging?

3. Did they both further the plot?

4. What did the movie clip do that the musical clip didn’t?

5. What did the music add to the scene beyond what the movie did?

Collaborative/Cooperative (“You do it together”)

In small groups determine which scene more effectively demonstrated the concepts taught in Tom McNalley’s book. They should be very specific and include explanations from all of the following:

Purpose/Objective

Obstacles

Tactics

Circumstances and Relationships

Characterization

Orchestration

Independent (“You do it alone”)

Using the provided worksheet/guide have the students write an analysis for the song they are performing for the Broadway Review.

Summarization/Closure

Explain that the concepts that help us with a scene also help us while performing a song.