DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate: Grade Level: 10-12 Russ Sumens Lesson Title: Music and Movement 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 understand that almost all movement has a purpose in musical theatre. Reading/Language Walk-Away: The students will choreograph a fairytale and write a paper describing what steps were chosen for choreography and why they were chosen.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) At the end of the lesson the students will perform a familiar fairytale without using words and only communicating through music and dance. Was the audience able to determine which fairytale was being portrayed? Did everyone in the group participate? Did the music makes sense with the movement?

Modifications/Accommodation s (ELL, IEP, GATE, etc.)

See Above

ACTIVE LEARNING PLAN

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

Activate Prior Knowledge/Experiences Shadow game. Have the class come together in a circle. One person starts by choosing an action and a sound to go along with it and going into the middle. They choose someone and do the action and sound in front of that person. That person then shadows the first and they trade spots so that the shadower is now in the middle. They then change the action and sound and make it their own and eventually choose someone else. This continues until everyone has had a chance. This exercise is intended to get them moving and creating movement. Focus Lesson (I do it) Have the students create statues with their bodies that portray the emotions of: Flirt Love Anger Loneliness

Then they will create some sort of movement that takes them from shape to shape. Add different types of music and tell them to move in whatever way the music makes them feel. Guided Instruction (We do it) Discuss with the class their movement choices and why they chose the movements they did. How did the music effect their movement? How can we communicate through movement?

Collaborative/Cooperative (You do it together) Divide the class into small groups and let them pick a slip with a fairytale on it. Give them time to briefly tell a fairytale using only movement. Provide them music to accompany their story. Perform the fairytales for the class. Independent (You do it alone) Write a brief sentence for each scene performed (excluding their own) that includes the answers to the following questions: 1. What fairytale do you think is being portrayed 2. Did everyone participate? 3. Did the movement make sense? Summarization/Closure Movement is an important part of Musical Theater and should be taken seriously when performing our Review.