LESSON PLAN TEMPLATE MIT 2018

Lesson Plan Author: Ryan Campeau Content Focus: Theatre Arts / Stagecraft Unit Title: Sound Design Grade level: 9-12 Date: 5/4/18

RELEVANT STANDARDS

TH:Cr1.1.II b. Understand and apply technology to design solutions for a drama/theatre work.
TH:Pr5.1.II b. Apply technical elements and research to create a design that communicates the concept of a drama/theatre production.
TH:Pr5.1.I.b. Use researched technical elements to increase the impact of design for a drama/theatre production.

TODAY’S LEARNING OBJECTIVE(S) LANGUAGE DEMANDS

Students will be able to…

Analyze a script to identify Language function: to analyze and interpret

necessary sound cues. Vocabulary & Key Concepts: cue, cue sheet, sound plot, sound design, mood, design concept, Foley
Syntax: complete sentences
Analyze a script to create a
Discourse: sound plot to record cues; graphic organizer to organize ideas related to mood and sound design
sound design concept and explain concept
how to achieve mood through
sound.

Big idea/ Essential Questions (How does this lesson fit into the context, lesson sequence and/or unit ?)
How does sound help to tell a story? How can theater artists utilize technology to create original sounds?

ASSESSMENTS/EVIDENCE OF LEARNING/SUCCESS CRITERIA:

Formative Student Voice Opportunities
(what will it look like/sound like for students to meet learning objective) (reflection, metacognition, self-assessment, connections to unit goals and
What information are you gathering (in what form) to inform your next upcoming performance task)
teaching moves towards this objective?

Student questions and observation of group work Choosing roles for group work: what students gravitate toward, first time
Sound plot and graphic organizer probably plays to their strengths

Upcoming summative assessment/performance task (Where are you heading?) Students will ultimately design the sound for a 5-page selection from the play
Eurydice by Sarah Ruhl

CLASSROOM ENGAGEMENT AND GROUPING CONSIDERATIONS

Participation Structures Norms, Roles, and Expectations
(think-pair-share, group-work structures, stations, A-B partners)
 Working in teams of 3-4 students Phones away, focused work
All individuals contribute to their small group Design Teams Roles in Design Teams: Recorder, Manager, Checker

PROCEDURES - Each row must have a title (word or two) that captures the learning purpose of that chunk of the lesson
Teacher Moves Student Learning Scaffolding & Supports
Purpose What are you doing? What are students doing? Accommodations, supports
& (name the content, specific questions, how you establish (e,g, description, analysis, etc) for language demands,
Pacing purpose, manage transitions, procedures What does it look like/sound like for students to sentence stems, visuals,
(time) & expectations….) Find the middle way between just pointing engage in this task ? graphic organizers,
to activities and scripting out a full narrative modeling/think aloud…

Launch Agenda: Set schema/expectations/goals for today’s Written agenda for ongoing
(1 min) - Mood and design concept for sound learning reference = helpful for
- Work time: students who need structure
- Sound Plot and low-stakes learning (J,
- Mood and Concept C, A, D, M) and for ELL
- Check in with Campeau by end of period students (T)

Hook Play series of sound effects and music. Students listen to sound effects and music, share Musical launch, easier for
(5 min) Ask students, what mood does this evoke? (quick, students out the mood that the sounds are creating for all students to connect (J, C,
can just shout out ideas.) them. A, D, M, T)
Explain that in addition to finishing their sound plots, I want Further set schema for work on mood.
them to begin to analyze the script to determine the mood
their team wants to evoke through sound.

WHAT/ (Pass out copies of mood/concept graphic organizer for Clarify vocabulary, ideas,
WHERE groups to work with today.) Students read along and listen to teacher and expectations in simple
Mood and Read through the questions, explain they need to fully think explanation. language (T, D, J).
sound design
through what mood they are trying to create, WHY (with text
concept
(5 min) evidence) and HOW (connect the cues they are describing on
the sound plot to the mood they are creating).
Sound concept: define as the big idea, guiding images,
sounds, smells, etc., guides their work and relates to the
intended impact for the audience. Students ask clarifying questions about the task
Clarifying questions?? and the graphic organizer. Roles to support equitable
student work.
Expectations: teams work together on every step of the
process. Choose a role: one person is the “Recorder,” one
person is the “Manager” to keep the group on track, and one
person is the “Checker” checking in that everyone agrees and
expresses their ideas. (Write roles on board.)
 As a team, decide which role you will take on and challenge Student teams take on roles and start to work on Groups structured
yourself to take on a role that might stretch you! sound plot and mood/concept graphic organizer. purposefully to support J, D,
**Remember: check in with Campeau by the end of the day T, & C.
on your progress!

EXPERI- Check in with groups as they work to clarify questions, offer Students work in teams to analyze the script and Sound plot and graphic
ENCE / feedback to their work, assess and support group work interpret mood/concept and make plan for the organizer help students
REFLECT especially that there is equitable participation, and generally sound effects they will feature in their scene. organize ideas.
(30 min) support focused work/ progress… (Check in for understanding
with J & D & T)

Closure Explain to students where we’re headed next: they need to

(5 min) hold onto their work because it’s all leading to creating Foley
sounds, recording them with equipment from Mr. LeDuc, and
organizing your ideas, process, and product into a graphic Check in with questions…
organizer!
Questions??

MATERIALS/INSTRUCTIONAL RESOURCES (graphic organizers, handouts, exit tickets, etc.)

- Agenda written on board
- Scripts for student teams to share
- Sound plots for each student
- graphic organizers for mood and concept
 Production: _____________________
Sound Plot Date: __________________________
Adapted for the creation of Foley sound effects By: ____________________________

Tested
Cue Sound (What it is intended Time How you will create sound
Page # Foley?
(A, B, C…) to sound like) Duration (Foley)
(date)
 Production: _____________________
Sound Design Mood & Concept Page Selection: __________________
By: ____________________________

This graphic organizer will help your group brainstorm and organize the visuals and text you will include in your final sound design presentation
PowerPoint.
WHY does your group think this mood is HOW will you create this mood? What sound effects
What mood will you attempt
appropriate for your chosen scene? Point to and music do you plan to create in order to
to create through sound?
specific evidence (dialogue, stage communicate this mood to the audience?
directions) from the play script.

As a group, think about the intended impact you hope to have on the audience. What images come to mind relating to mood and emotions? Make a
list of the most important images, senses, or sounds that inspire the vision for your sound design.
DAILY TEACHER REFLECTION: Can be in the form of a handwritten bulleted list. Should be up to date & visible in portfolio. The notes must include:
● 2-4 observations regarding strengths/needed refinements
● questions/wonders
● 1-2 concrete next steps that emerge out of the observation/wonder (e.g. “Next time I teach a lesson like this I should remember to…” or “Tomorrow, I
need to….”).