Lesson Plan - Choosing Your Own Task - Using Iowa Core Standards Lesson Length - 1 block day, 1 regular

day Objectives: 1. Students will demonstrate knowledge of other theatrical tasks 2. Students will design and create their own element that enhances their group play Standards: W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences Materials: Projector/overhead, classroom laptops, LWW poster and playbill, and grading sheet that details each task. Procedure: 1. Writing - I want you to answer each questions honestly, and with evidence to support your answer. This will be important in helping you choose which task you are going to undertake as your enhancing element. You will have approximately ten minutes for this writing, and I would very much like you to use all ten minutes. Please be thoughtful and honest in your answers. You will be much happier in the end if you do take this time and write about these topics sincerely. I will collect these when you are done. (10 minutes) a. Write about what interests you. Drawing, painting, building with legos, writing, etc. Why do these things interest you? b. Which classes do you most enjoy (dont worry, you wont hurt my feelings!) and why? 2. Various Roles in the theatre - theatre as a business ! Objective 1 Costume designer - the costume designer is responsible for designing and creating all of the costumes that the actors wear on stage. The costume designer must take into consideration many things... such as budget, physicality of the show and color. The costumes must TELL the audience about the character. The costumes need to show age, social status, time period. And the costumes need to be able to do whatever

the actors do on stage. (5- 10min) Task: On the projector screen you will see some examples of various costumes from plays and musicals. With the people at your table, create a list of 3 additional things a costume designer must take into consideration when designing and creating costumes. To help, think of movies you have seen, what did the costumes need to TELL, SHOW, and DO. (10 - 15min)[W.9-10.10]

After your have come up with your list of what things a costume designer needs to think about, we will share the lists and see what things we all thought of. Turn in your list Set Designer! The set designers job is to create a set that is CREATIVE, INFORMATIVE, and USABLE for the actors. The set needs to look a certain way - it needs to match with the costumes and characters and still should stand alone and be creative. The set should be be able tell information about the play, where the scene is taking place. The set should also be usable for the actors, if they have to dance, run, leap, gallop, jump, somersault and cartwheel all over the set, the set designer should not create a set that only has stairs! (5-10min)

Task: Visit this website: http://www.rfdesigns.org/ and choose 1 set that is in your opinion, INFORMATIVE. Write ~ 1 paragraph on WHY and HOW it informs the audience. Find one set that is USABLE and write ~ 1 paragraph on what makes it usable. And finally, find one set that is totally CREATIVE... and enjoy it. :) Please submit these to the drop box when you are done! Be sure to include the title of the play for each paragraph. (15 - 20min) [W.9-10.10] Publicity Creator! This persons job is to grab the attention of someone walking down the street with a captivating poster design. It probably includes a strong image that people connect to. The poster needs to include the DATES, COST, and LOCATION of the play. It also includes the title and author of the play, as well as who is producing the play. So here, we can see the LWW poster for the play here. It tells us that Valley Drama is presenting the play, that it is April 20, 21, 22, and that cost is $7/$8. It tells us the title, The Lion, The Witch and The Wardrobe and the author. The iconic image of the wardrobe handles appears as the background. Additionally, this person creates the program for the play. The same image appears, and information about the play and the actors appear in the program. Here is a sample program, spend 5 minutes flipping through it and see if you can identify one element of what needs to be in a program for a play! Write down what you find, then we will share with the whole group. (10 - 15 min) Okay... its been 5 minutes. What needs to be in a program? Actor bios, summary, directors notes, play information (location, cost, times, etc), advertisements. News paper reviewer! This persons job is to assess the play for all of its various elements. The directing, the acting, the costumes, the set, the lights and whatever else the writer feels like critiquing! The reviewer will tell the reader a very brief simplified summary of the story, as well as the performance. Which of those elements made the play really good. Too, the review includes images from the performance or from the poster in hopes to bring in audience members. (5-10min) Now, here is your writing back that we did a few days ago. I have read them and made suggestions on which task I think you should do based on your interests and answers. However, you know yourself better than I do, so please choose which task you would like to do wisely. Remember, these elements tie back into the play that you and your group wrote.

Additionally, budget is not an issue! So... create away! When you have decided which individual task you would like to do. Please grab a note card and write... I would like to______________________ because (3 reasons why). Turn this in, and then you have the rest of the class period to begin working on your individual task. Assessment: The assessment sheet is attached. This assessment meets Iowa Core Standard: W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Students are being asked to produce clear and coherent tasks, that are very task specific. The assessment meets my second learning objective for this lesson. Differentiation: Students were able to experience and see all different types of the tasks that they would be creating. My methods of instruction were differentiated, students were able to work on computers, with paper, students had to write, work individually and work in groups. The product is completely differentiated, as students were able to choose a task that best suited there likes and abilities.