OBJECTIVES:
The student should be able to:
• Create an outline for various compositions and create skits that demonstrates the outline parts. (Synthesis, Evaluate, Analyze))
TIME: 1 hour and 15 minutes
MATERIALS
Power-point
Sample outline
Colored pencils (green, orange, red)
Ribbons (green, orange, red)
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
he teacher will use power-point to introduce outlines. The teacher will then ask the learners to explain an outline. TThe teacher will then ask for a volunteer to act as model.
ACTIVITY:
Teach/Model: T he teacher will use a think-aloud approach and begin to tell the learners how she would outline the model’s outfit using color coded markers on the transparency. (Green-headings, Orange-subheadings, Red-minor details) The teacher will model and explain the format of outlines. The teacher will also demonstrate movement that would function as an outline for the piece. The teacher will ask for volunteers and create a short skid illustrating the outfit outline.
Hots:
How is an outline useful?
How does the color coding help create the outline?
Guided practice:The teacher will present a short essay/paragraph on the board and have a copy on the learners’ desks. The learners and teacher will read the passage and determine the main headings and subheadings. The learner and teacher will then create movements that would illustrate an outline form of the passage. The learner and teacher will then engage in creating a written outline of the passage.
Hots:
How did creating the movement help with the creating of the outline?
What do you find similar to an outline?
Independent practice: The learners will divide into groups and create skit that illustrate an outline of a written passage. Then the learners will create an outline with the appropriate headings, numbering and lettering format.
Hots:
What was difficult about this assignment?
Closure: The teacher will present a passage from a science text and have learners begin an outline.
EVALUATION/ASSESSMENT:
The students will complete a quick write that reflects on the day’s subject matter.
ART CONTENT/CONCEPTS:
TH-CE-M2 (1,5)- Demonstrate role playing individually and interpersonal situations
TH-CA-M5- Describe relationships among theatre arts, other arts, outside the discipline.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
ELA-3-M5
GLE: 43b
TH-CA-M2- Analyze descriptions, dialogue, actions to explain character traits, personality, motivations, emotional perceptions, ethical choices.
TH-CA-M3- Interpret and discuss the theme or social message/political message conveyed in a dramatic work.
TH-CE-M1 (1, 5)- Demonstrate self expression and various emotions individually
TH-CE-M6 (1,4,5)- Engage in individual and collaborative use of technical dimensions of the dramatic form such as theatrical space, scenery, set design, costuming, and make-up.
MODIFICATIONS | ACCOMODATIONS:
Adjusting Instructions: Students having difficulty with formatting an outline will have colored pencils, an example sheet, and colored ribbons to identify them in the skits.
Special Needs: Students having difficulty with integrating movement will have the assistance of the teacher to help demonstrate moves for various topics to enhance their creativity.
Culture/Gender: Students will work in groups comprised of different gender and cultural backgrounds to bring in movement and ideas from their culture to create the skits.
TEACHER'S REFLECTION:
Some of the skits were quite funny and original. Some students put a lot of effort in building props, others did not bring anything. However, in general, the lesson was good. I should have asked for a minimum number of words per person in each skit.
RESOURCES:
http://www.lessonplanspage.com/LAFashionApproachToOutlining410.htm
http://teacher.scholastic.com
http://owl.english.purdue.edu/owl/resource/544/02/
http://depts.wahsington.edu/psywc/hanouts.shtml
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