Amy Tisdale

A&E Lesson Plan #1

Title of Lesson: Comparing and Contrasting Theatre, Film and Literature of J.M. Barries Peter Pan Length of Time: 20 minute lesson (one class period) Context: An informative lesson on the various versions of the story Peter Pan and how the medias of theatre, film and literature are similar and different. Citation of Source: Peter Pan: They Boy Who Wouldnt Grow Up by J.M. Barrie Peter Pan by J.M. Barrie; directed by P.J. Hogan Peter and Wendy by J.M. Barrie Materials and Resources: Play: Peter Pan: They Boy Who Wouldnt Grow Up by J.M. Barrie Film: Peter Pan by J.M. Barrie; directed by P.J. Hogan Book: Peter and Wendy by J.M. Barrie Compare and Contrast Graphic Organizer Power Point Presentation Objectives: The students can expect to learn about the various types of media including: theatre, film, and literature through the story of Peter Pan. The students will learn about the playwright J.M, Barrie, a brief history of the progression of Peter Pan throughout the years, how the different versions of Peter Pan are structured, how diverse medias are similar and different, and why it is important to know about different types of media. Related TEKS: Level IV: 1D Compare the dramatic structure of theatre, film, television, and electronic media. Level IV: 4A Evaluate historical and cultural influences on theatre. Level IV: 4B Evaluate the role of live theatre, film, television, and electronic media in American society. Level IV: 4C Trace historical and cultural developments in theatrical styles and genre. Academic Vocabulary: Media Theatre Film Literature Dramatic Structure

Accommodations: Create a rubric based on the ability of each particular student, and the progress that they are making. Each students grade is based on the rubric compared to their individual ability, not to the abilities of others. Excellent Performance Aware of partners presence. Movement is creative and supports the character and plot. Superior Vocal Control. The voice supports the character in the scene. The students have achieved an ownership of the lines. Skillful Performance Movement accents the lines and is interesting. Also is aware of their partner. Voice shows excellent expression and supports the character. Lines appear to be memorized. Pleasing Performance There is movement and it accents the lines, but is awkward. Adequate Performance Movement is inconsistent with the scene. Inadequate Performance No movement at all.

Blocking/ Movement

Voice/Diction

Voice shows expression, and somewhat defines the character. Lines are memorized, but there are a couple of mistakes.

Some expression in the voice, but does not support the character. Lines were somewhat memorized, but there were many mistakes. Good emotional commitment, But lacking, energy during the scene. The actor tried to stay in character, but did not.

No attempt to try and express the character with the voice. Students do not have lines memorized and there was no effort. Absolutely no emotion and no energy during the scene. Student did not try. Was not believable and did nothing to try to become the character at all.

Memorization/ Concentration

Emotional Commitment/ Energy

Brilliant! Well developed, realistic and a variety of emotions.

Well developed with a variety of emotions.

Good variation of emotional levels. Very few spots that lacked focus. The actor represented the character, but was not believable as that character.

Characterization/ Believability

The actor has transformed into the character and is believable.

The actor was believable, but did not transform into the character.

Introduction/Hook: Read aloud the beginning passage from the rare 1911 book Peter and Wendy by J.M. Barrie to the class. Pre-Assessment/ Prior Knowledge: Ask the class what book that passage was from and what they know about the story of Peter Pan. Yesterday, we discussed what dramatic structure is, but today we will be comparing the dramatic structures of three different medias of the story Peter Pan. Real Life Experience: Understanding and comparing media will help students comprehend why media is so popular in our every day lives and how human beings have always created and enjoyed media since before recorded history. Also acting out the scenes from Peter Pan, a story that everyone knows and can relate to, will help students develop communication and speaking skills for their future careers. Modeling: Lecture with a Power Point presentation about the history of J.M. Barries famous story from when it first started out as a play to the more modern film and television versions today. Read aloud to the class passages from the book, show a clip of the 2003 film Peter Pan, and have volunteers act out a section from the play. I will also show them how to compare and contrast dramatic structure with the Venn Diagram. Student Activities: Have volunteers cold read from the script Peter Pan: The Boy Who Wouldnt Grow Up to represent the structure of the play. Afterwards all of the students will be divided into groups and will discuss the three various medias of Peter Pan and compare and contrast these medias in a graphic organizer. Assessment/Check for Understanding: Have each group choose one example from their graphic organizer to read aloud to the class. Afterwards the students will each answer the question on the bottom of their worksheets. Which media form was your favorite version of Peter Pan and why? Closure: We will have a class-guided discussion on the various medias of Peter Pan after the lesson is finished. Conclusion: Read aloud the end passage from the rare 1911 book Peter and Wendy by J.M. Barrie to the class. Plan for Reteach: I would make this lesson 50 minutes instead of 20 to give myself and the students more time to understand how to compare and contrast dramatic structure.