VTFT Intern Name: Jayden Crouch

Subject of Lesson: Theatre

Topic of Lesson: Theatre Basics
Grade Level of Students: 5th
Time/Length of Lesson: 1 Hour
Date Taught: 04/11/2024
VTFT LESSON PLAN TEMPLATE
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In this lesson…
Overview The students will explore theatre basics by participating in a class reading of the
Scholastic magazine, Storyworks play “The Eclipse Party Disaster”
Standards of Learning 5.6 - The student will read and demonstrate comprehension of nonfiction texts.
Students will be able to…
Objectives Identify theatre facts and read a stage play

Learning Target
Necessary Prior Students should have a general understanding of plays and theatre. Students will
Knowledge have a general, or perhaps specific, understanding of what a solar eclipse is,
(Concepts or Terms) since we had an actual solar eclipse 3 days before this lesson is being taught.
Student Handout - Theatre Basics and the Eclipse Party Disaster
Materials Scholastic Magazine--paper copies for all students

The students will follow a teacher-led, physical, and vocal warm-up for the
students in order to transition their brains into a theatrical mind.

The teacher will explain that in order to be on stage, for sometimes hours on
end, actors need to warm up, not only their bodies but their voices too.

The teacher will then instruct the students to stand behind their desks to conduct
the physical warmup:

"Shake Out." [1m]

Introduction/Hook The teacher will provide the following instructions:

"Starting with your left, shake out your hand each time I count down. Then, do
the same with your right hand, then your left leg, and then your right leg. We
will start with 10 shakes per limb and then 9,8,7,6,5,4,3,2,1. Does everyone
understand?"
-----------------------------physical--------**pass out papers **------------------------
The teacher will then ask the students to read from 3 tongue twisters: [2m]
"Red leather, yellow leather"[30s]
"A proper copper coffee pot"[30s]
"Who washed Washington's white woolen PJ pants when Washington's
washer-women went west?"[1m]
 The teacher will proceed through the lesson’s PowerPoint, following all of the
speaker notes.
----------------------------------------------------------------------------------------------
The teacher will transition into instructional about theatre basics.

There are three essential things that are needed in order to classify a
performance as being theatre.

The teacher will ask the students, while looking at the three blank stars, to
THINK, PAIR, SHARE.

"What are the three things needed in order to be considered 'Theatre'?"[1m]

Then, the teacher will reveal the three icons and ask the same question.[30s]

[2m total]

The teacher will transition into instructional facts

The teacher will identify the difference between theatRE and theatER. (1m)

The teacher will transition into the stage types.

Instructional The teacher will illustrate the difference between the four stage types:
proscenium, traverse or catwalk, thrust, and in-the-round or arena.
Activities & (2m)
Strategies
Explanation: (2m)
When rehearsing for a show, it is crucial that clear directions are given by the
director and received by the actors. That being said, the theatre industry
breaks up the stage in order to allow for these more precise instructions. On
the most basic form, the stage is broken up into nine areas.

In the olden days, during the Renaissance Era to be exact, the stages were
slanted, literally, in order for the audience to see the show. So, we start with
upstage. This includes USR, USC, and USL. Then we have center stage, including
true SC, SL, and SR. Finally, we have downstage: DSC, DSL, and DSR. Then, there
is the proscenium line, which breaks the stage from the apron, or the curved
stage area in front of the stage.

Another thing to address is that all directions are given from the actor's
perspective. This means that the directions are always opposite from what we
see in the audience.

Shows examples and has the students illustrate their understanding by

following instructions.

The teacher will transition into the play reading.

The teacher will take this time to assign roles, list their expectations (following
 along with the story, listening to their classmates, and answering the questions
in the time provided.)

Make sure to describe the beginning of the play and start at scene
Closure Activity The students will turn in their handout.

Assessments

Accommodations

Resources
Remember to submit your final lesson plan within 24 hours and reflection within 48 hours after teaching!