Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
TheatreBridge Lesson Plan Template Title of Lesson: Noun, Verb, Adjective Game Date of Actual Lesson: Initial 12/01/2011 (ongoing) Instructor/Author: Susan Maginnis Grade: 6-‐8 (Instructional Level: 2) Arts: Theatre Content Area/Subject: Language Arts Standards: Standards: 5.0 Controlling Language Students will control language by applying the conventions of standard English in speaking and writing. 3.0 Creative Expression and Production Topic/Goal: Students will demonstrate the ability to apply theatrical knowledge, principles, and practices to collaborative theatre presentations. Topic/Goal: Students will control language by applying the conventions of standard English in speaking and writing. Indicator/Objectives: 1. Use a variety of theatrical elements to communicate ideas and feelings a. Develop stories and environments using pantomime and combinations of narration and dramatic action Indicator/Objectives: 1.Identify and use grammar concepts and skills that strengthen oral and written language a. Identify and use various parts of speech such as nouns, verbs, and adjectives Vocabulary: theatrical elements, pantomime (mime) Vocabulary: Nouns (people, place, thing), verbs (action words), adjectives (describing words such as color, shape, size, emotion, etc.) • • Background/Review: Review the definition of nouns, verbs and adjectives. Review showing how to do something without using sign and/or spoken language. Review concept of what it means to mime something. Procedure (Introduction, Modeling, Guided Practice, Independent Practice, Closure): (Introduction) 1. Review the definition of the various parts of speech. 2. Explain to the students that they are going to play a theatre game. Review how to show something without using sign/spoken language. How to act out or mime something. (Modeling) 3. Place the slips of paper with the everyday actions on them in a hat. Select one and act out what the paper says. For example if the paper says, “making a peanut butter and jelly sandwich” demonstrate the action through mime. When the demonstration is complete ask the students if they can think of any nouns, verbs or adjectives that could be applied to the role play. The students should say things like sandwich (noun), jelly (noun), make (verb), eat (verb), delicious (adjective) etc. Ask the students to write these words in the correct column on the board. (Guided Practice) 4. Ask for a volunteer to begin the game. As the students take turns acting out their selections remind them to add details to their role plays to help add more choices of possible vocabulary the rest of the students can attach to what they’re doing. (Independent Practice) 5. Continue the game. Ask the students to work in pairs or groups of three and work collaboratively to create their role plays. (Closure) 6. As an exit activity, ask each student to give an example of a noun, verb or adjective related to a new activity. Assessment: 1. Determine the students understanding of the different parts of speech by observing their accuracy with categorizing the words they generate after watching the various role plays. 2. Observe students’ ability to act out various role plays clearly and with enough detail to get their point across.