TIME: Completed
over seven 45 minute class periods, five for preparation and two for
performances. Some of the work will be completed away from school; some
in the computer lab.
MATERIALS:
- Computer
- PowerPoint
- TV or LCD projector
- Pens
- Paper
- Props brought from home for student productions
- Digital camera (still
and video)
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher introduces the activity and project expectations with a PowerPoint
presentation (attached).
ACTIVITY:
Groups are created according to ability to ensure as much fairness as
possible. Each group writes a screenplay of a portion of a story from
fiction unit. The group chooses a song for the theme, creates/provides
props and develops a dance movement to introduce the scene the from short
story.
Students have an assigned role in their group:
Leader/Director
Gatherer
Writer
Artist
Music/Dance/Theatre
Students write a 3 minute screenplay to be created from the group’s
interpretation of a short story and perform it in front of the class.
Students create a slide show (PowerPoint) and incorporate their selected
theme song to serve as a backdrop to their introduction/dance/movement
sequence that precedes their production. Each group will present PowerPoint
intro and dance/movement segment as a lead in to their production. After
the slideshow is over, students will set up the stage area and perform
their prewritten script. Final performances are videotaped both as a
source of feedback for students and documentation of completion for evaluation
purposes..
.
EVALUATION/ASSESSMENT:
Teacher observation – monitoring students working in their groups
- is used as assessment. Each student will have to complete a monitoring
worksheet (attached) to document progress and assist in the thinking
process for project. PowerPoint presentations and final performances
will be assessed with a rubric.
ART CONTENT/CONCEPTS:
Concepts of dance - time, space, and energy - will be discussed. Movement
will be modeled. Elements of drama will be presented and students will
write a script, choose props, choreograph, and perform their production.
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana High School English Language Arts GLEs:
11f Demonstrate understanding of information in grade-appropriate texts
using a variety of reasoning strategies, including making predictions
and generalizations (ELA-7-H1)
12a Solve problems using reasoning skills, including using supporting
evidence to verify solutions (ELA-7-H2)
13 Use knowledge of an author’s background, culture, and philosophical
assumptions to analyze the relationship of his/her works to the themes
and issues of the historical period in which he/she lived (ELA-7-H3)
14 Evaluate the effects of an author’s life in order to interpret
universal themes and messages across different works by the same author
(ELA-7-H3
15b Analyze information within and across grade-appropriate texts using
various reasoning skills, including raising questions (ELA-7-H4)
17a Develop multiparagraph compositions organized with a clearly stated
central idea/thesis statement (ELA-2-H1)
18a Develop complex compositions on student- or teacher-selected topics
that are suited to an identified audience and purpose and that include
word choices appropriate to the identified audience and/or purpose (ELA-2-H2)
18c Develop complex compositions on student- or teacher-selected topics
that are suited to an identified audience and purpose and that include
information/ideas selected to engage the interest of the reader (ELA-2-H2)
24d Write for various purposes, including text-supported interpretations
that connect life experiences to works of literature (ELA-2-H6)
28 Use correct spelling conventions when writing and editing (ELA-3-H3)
31c Select language appropriate to specific purposes and audiences, including
participating in class discussions (ELA-4-H1)
32c Listen to detailed oral instructions and presentations and carry
out complex procedures, including forming groups (ELA-4-H2)
34b Deliver oral presentations that include language choices adjusted
to suit the content and context (ELA-4-H3)
35b Use active listening strategies, including selecting and organizing
essential information (ELA-4-H4)
38a Participate in group and panel discussions, including identifying
the strengths and talents of other participants
2a Analyze the development of story elements, including characterization
(ELA-1-H2)
2b Analyze the development of story elements, including plot and subplot(s)
(ELA-1-H2)
2c Analyze the development of story elements, including theme (ELA-1-H2)
38b Participate in group and panel discussions, including: acting as
facilitator, recorder, leader, listener, or mediator (ELA-4-H6)
38c Participate in group and panel discussions, including: evaluating
the effectiveness of participants’ performances (ELA-4-H6)
Louisiana Arts Content Standards/Benchmarks:
Dance:
D-CE-H1 Incorporate kinesthetic awareness, use of space
D-CE-H3 Utilize dance as an expression of individual ideas and feelings
Theatre:
TH-CE-H1 Develop interpersonal skills as an individual and as a performer
TH-CE-H2 Assume and sustain various roles in group interactions
TH-CE-H4 Write scripts for classroom, stage, and media performances using
various forms of technology
TH-CE-H6 Manipulate technical dimensions of the dramatic form – set,
costuming, multi-media
MODIFICATIONS/ACCOMODATIONS:
This project can easily be adjusted to suit students with special needs.
Varying performance levels should be considered in the formation of
groups. Further, group roles can be matched to the strengths of students.
For example, a student who has social modifications dealing with anxiety
might take part in a directorial or behind the scenes capacity.
TEACHER'S REFLECTION:
Students responded with enthusiasm to this project because it allowed
for movement and creativity. Several students asked on the day of production, “When
can we do this again?” Some even made suggestions such as, “Let
each group do a scene from Romeo and Juliet,” “Let each group
write a modern version of a Shakespeare scene,” and a host of others.
Next time I implement this lesson, I will schedule a rehearsal day in
the auditorium before the final performances.
Click Here to
Download the Lesson Plan Guide for this project ( in Microsoft
Word Format )
GALLERY
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