Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 1 Note for students: This lesson plan template

matches the model that is recommended in Preparing to Use Technology: A Practical Guide for Technology Integration. For support, consult your book to develop an original lesson plan. Lesson Title: Testing Romeo Lesson Author: Shanda Veatch Grade Level: Middle Grades Subject Area: Theatre Time Allotted for the Lesson: One Class Period Short Description of Lesson: In this lesson, students will read Romeos monologue from the Balcony Scene. Upon completing the reading, each student will choose at least 7 points in the text in which they will add blocking notes. Upon completion, they will view the tutorial which outlines blocking choices made by an actor for an audition. After viewing the tutorial and the accompanying video, they will demonstrate their blocking choices to a partner. Classroom Layout and Grouping of Students: The lesson will begin with group instruction (the reading). It will then move to independent work (writing the blocking notes). It then proceeds to the tutorial which will be whole group instruction again. Finally, it will conclude in pairs (demonstrations). State Curriculum Standards met in this lesson: Go to the state curriculum standards at http://state.tn.us/education/ci/curriculum.shtml (use state standards where you are in preparation) and select the grade content/level appropriate standards that are being met in this lesson. Copy and paste below: National Education Technology Standards for Students (NETSS) met in this lesson: Go to the http://cnets.iste.org/index.html and select NETSS 2007 grade level profile (K-2, 3-5, 68, 9-12) the appropriate indicator(s) and standard) that are being met in this lesson. Copy and paste below. Instructional Objective(s): Each instructional objective [learning outcome] for this lesson should identify the A, B, C and D. (Activities are NOT learning outcomes). 1. Students will identify blocking points within a given text. 2. Students will demonstrate understanding by marking the given text with blocking notes. 3. Students will use their notes to demonstrate their understanding of the blocking to a partner. Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 2 Materials, Resources and Technology: Materials and resources needed for this lesson. 1. Printed copies of Romeo and Juliet II ii. Romeos monologue 2. Computer with projector 3. Concept Visual created by Shanda Veatch Technology resources needed for this lesson

1. 1 computer (desktop or laptop) 2. Broadband connection 3. Computer projector Web Addresses needed for this lesson: http://edtech2.boisestate.edu/veatchs/506/506%20homepage.htm Students Present level of Performance and Knowledge: Students should have had the introductory lesson on the stage and blocking. Instructional Procedures Lesson Set: Teacher will discuss with students about how blocking impacts acting. Teacher will remind students about information covered in the past lesson, as well as review the notes on blocking previously presented. Techniques and Activities:. 1. Teacher will introduce the subject of blocking with a single actor 2. Teacher distributes Romeos monologue 3. Teacher points out that there are no blocking notes in Shakespeares writing 4. Students read the monologue as a class and discuss its meaning 5. Teacher asks students to make at least 7 notations on the page identifying blocking choices for Romeo. 6. Once students complete individual task, they return to the whole group. Teacher presents the tutorial to the class. 7. Students review the tutorial and view the accompanying video 8. Students pair up with their papers and demonstrate their blocking choices to their partners. Lesson Closure: Upon concluding the paired work, students then volunteer to share their choices with the class. Class discusses which presentations were effective, and how others could be improved. Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 3 Adaptations for Special Learners: Students will be provided with support instructors for severe disabilities. Students who do not have the requisite reading skills will be given the opportunity to work with a partner or in small groups. Supplemental Activities: Extension and remediation: Students will be given more time, if the information is not able to be delivered in the period of one class period. Assessment/Evaluation: The evaluation for this lesson is informal. Teacher will check for understanding before proceeding on to each step of the lesson. It is important for understanding to be achieved before continuing. Student Products: Students will be turning in their marked scripts to the teacher.