1.Objective: The students will understand what is expected out of them from the cooperating teacher and me.
2.Assessment: No assessment will be necessary other than asking if there are any questions.
3.Connection: The theater lesson will be connected to the students' history lesson.
4.Learning Environment: The students will learn in one group.
5.Methods: I will explain what is expected and then ask if there are any questions.
6.Equipment and Material: An outline of the week and what will be done each day will be handed out to the class.
7.Group: The students will learn as one large group.
8.Accommodations: No accommodations should be necessary, but if they need to be made I will do it at that time.
9.Instructional Delivery: I will explain the basics of what will be happening for the next week, hand out the outline, and go threw it step by step elaborating on each point. I will then ask if there are any questions.
Day 2
1.Objective: The students will do exercises to become more comfortable with themselves and each other and then they will give me ideas about the project.
2.Assessment: No assessment is necessary.
3.Connection: The exercises are a normal theater warm up. The project is the main idea of the week.
4.Learning environment: The students will learn as a group.
5.Methods: I will instruct and demonstrate the exercises. I will then question the class and we will discuss their ideas about the project.
6.Equipment and Material: A small ball or hacky sack will be used for one of the warm ups. If the students have their ideas written down they will need to bring that.
7.Group: The students will learn as one large group.
8.Accommodations: No accommodations should be necessary, but if they need to be made I will do it at that time.
9.Instructional delivery: The first 30 minutes will be used for the exercises and the last 20 minutes to discuss ideas for the project.
Day 3
1.Objective: The students will begin thinking about the skit, how things might work, and who their character might be by playing the first Viola Spolin Who Game.
2.Assessment: The only assessment given will be me watching the students, giving them ideas while they play, and making sure that they do participate.
3.Connection: The game will be connected to the Civil War, which the students are learning about in their History class.
4.Learning Environment: The students will be broken into 2 smaller groups while playing the game.
5.Methods: I will instruct and demonstrate at the beginning of the game, and then observe and coach the students while they play.
6.Equipment and Material: No materials will be needed.
7.Group: The students will be broken into 2 groups.
8.Accommodations: No accommodations should be necessary, but if they need to be made I will do it at that time.
9.Instructional Delivery: I will first explain and demonstrate how the game works. I will then observe and coach as the students play.
Day 4
1.Objective: Each student should have a character from the civil war chosen and we will now play a game of a type of charades where each student acts as their character and the rest of the class has to guess who their character is. The group and I will then critique the person on stage and tell them how they can better define their character.
2.Assessment: Peers and I will critique each student's performance.
3.Connection: The students' characters are people that they have learned about in their history class and will be put into a skit the next day as this character.
4.Learning environment: The students will learn as one group.
5.Methods: I will instruct each student what to do and then proceed to critique their performance after the class has guessed their character.
6.Equipment and Materials: No materials will be needed.
7.Group: The students will learn as one large group.
8.Accommodations: No accommodations should be necessary, but if they need to be made I will do it at that time.
9.Instructional Delivery: I will first instruct the students what to do. I will then allow them to begin acting out their character. If the class does not guess the character after 1 minute then the student may use words, such as famous quotes used by that person, or something that they might say. After the class has guessed who the character is we will critique that student and give them ideas on how they could make their character more clear.
Day 5
1.Objective: The students will put together a 10 minute skit with all of their characters interacting in one way or another.
2.Assessment: I will only assess how well they portray their character and willingly participate.
3.Connection: The entire week has lead to this performance and it is connected to what the students are learning in their history class.
4.Learning Environment: The students will work as one large group and I will have very little interaction with them.
5.Methods: I will allow the first half of class time for the students to get their skit in order, and they will then perform it.
6.Equipment and Materials: Any props or rough scripts that the students want to use and they supply.
7.Group: They will work as one cooperative group.
8.Accommodations: No accommodations should be necessary, but if they need to be made I will do it at that time.
9.Instructional Delivery: The first half of class the students will work on getting their skit into order and the second half they will perform.
Objective: The students will understand what is expected out of them from the cooperating teacher and me.
